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Grant, Lauren D.; Weissman, Daniel H. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Current views posit that forming and retrieving memories of ongoing events influences action control. However, the organizational structure of these memories, or event files, remains unclear. The "hierarchical coding view" posits a hierarchical structure, wherein task sets occupy a high level of the hierarchy. Here, the contents of an…
Descriptors: Memory, Generalization, Cognitive Processes, College Students
Stepan, Michelle E.; Altmann, Erik M.; Fenn, Kimberly M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Sleep deprivation impairs a wide range of cognitive processes, but the precise mechanism underlying these deficits is unclear. One prominent proposal is that sleep deprivation impairs vigilant attention, and that impairments in vigilant attention cause impairments in cognitive tasks that require attention. Here, we test this theory by studying the…
Descriptors: Sleep, Cognitive Ability, Cognitive Processes, Attention
Kurby, Christopher A.; Zacks, Jeffrey M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Perceivers spontaneously segment ongoing activity into discrete events. This segmentation is important for the moment-by-moment understanding of events, but may also be critical for how events are encoded into episodic memory. In 3 experiments, we used priming to test the possibility that perceptual event boundaries organize memory for everyday…
Descriptors: Films, Priming, Sequential Learning, Cognitive Processes
Scott L. Matteson – ProQuest LLC, 2022
The purpose of this study was to determine if implementing student response technology (SRT) and case studies into a largely populated university undergraduate course would influence student engagement. When student engagement is influenced the potential for positive learning outcomes occurs leading to a higher likelihood of student success (Swap…
Descriptors: Student Reaction, Technology Uses in Education, Courses, Learner Engagement
Weissman, Daniel H.; Hawks, Zoë W.; Egner, Tobias – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
The congruency effect in distracter interference tasks is often reduced after incongruent relative to congruent trials. Moreover, this "congruency sequence effect" (CSE) is influenced by learning related to concrete stimulus and response features as well as by learning related to abstract cognitive control processes. There is an ongoing…
Descriptors: Cognitive Processes, Experiments, Learning Processes, Stimuli