Selective attention effects on recognition: the roles of list context and perceptual difficulty

Davis, Hanae; Rosner, Tamara M; D'Angelo, Maria C.; MacLellan, Ellen; Milliken, Bruce

doi:10.1007/s00426-019-01153-x

Cited by 10 publications

(20 citation statements)

References 51 publications

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“…Rosner and colleagues reported a similar result (Davis, Rosner, D'Angelo, MacLellan, & Milliken, 2019;Rosner et al, 2015a;Rosner, Davis, & Milliken, 2015b) using a naming task, in which participants were presented with pairs of spatially interleaved words written in two different colors and were told to read aloud the word written in one of the colors. Participants were faster when both words were identical, but they were more able to recognize those target words that had been presented with an incongruent distracter.…”

Section: Conflict Enhanced Memorymentioning

confidence: 80%

“…However, this contradiction might not be such when examined carefully. In addition to subtle differences between the conflict tasks and the memory tests used in each of these studies, which could be responsible for the mixed pattern of results, we should also point out that most of the increased sensitivity showed for incongruent trials in the paradigm used by Rosner and colleagues occurred for false-alarm rates and not for hit rates (Davis et al, 2019, but see Rosner et al, 2015a. In other words, rather than showing increased recognition of those ensembles shown under incongruent conditions, their results mostly showed that participants tended to falsely judge as old many of the new displays that were presented under congruent conditions.…”

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confidence: 92%

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Increasing control improves further control, but it does not enhance memory for the targets in a face–word Stroop task

et al. 2020

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Recent research on the dynamics between attentional and memory processes have outlined the idea that applying control in a conflicting situation directly leads to enhanced episodic memory of the processed information. However, in spite of a small subset of studies supporting this claim, the majority of the evidence in the field seems to support the opposite pattern. In this study, we used a face-word Stroop task to enforce different control modes either from trial to trial or in an item-specific manner. Both manipulations of congruency proved to be effective in making participants' responses to conflicting stimuli more efficient over time by applying a trial-specific control mode. However, these manipulations had no impact on memory performance on a surprise recognition memory test. To our knowledge, this is the first attempt at measuring the memory consequences of the application of specific control modes at the trial level. The results reported here call for caution and possibly reconceptualization of the relationship between cognitive control and memory.

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Section: Conflict Enhanced Memorymentioning

confidence: 80%

mentioning

confidence: 92%

Increasing control improves further control, but it does not enhance memory for the targets in a face–word Stroop task

et al. 2020

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“…Whereas when the value of the βj is less than 0.20, the test item is described as extremely difficult and should be reviewed in subsequent tests. The optimal test item difficulty factor is 0.50, and it insures maximum discrimination between high and low ability [52][53][54]. To maximize item discrimination, the desired difficulty levels are slightly higher than halfway between the probability of answering correctly by chance (1.00 divided by the number of alternatives for the item) and the ideal score for the item (1.00) [55][56][57][58].…”

Section: A Item Difficultymentioning

confidence: 99%

“…Moreover, further consideration should be given to the item which was responded to better by those who generally performed poorly on the test than those who performed better on the test as a whole. The test item may be confusing in some way to top-performing respondents [52,53,58,59]. It is recommended to directly delete the item VI.…”

Section: B Item Discriminationmentioning

confidence: 99%

Examinee Characteristics and their Impact on the Psychometric Properties of a Multiple Choice Test According to the Item Response Theory (IRT)

Almaleki

2021

Eng. Technol. Appl. Sci. Res.

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The aim of the current study is to provide improvement evaluation practices in the educational process. A multiple choice test was developed, which was based on content analysis and the test specification table covered some of the vocabulary of the applied statistics course. The test in its final form consisted of 18 items that were reviewed by specialists in the field of statistics to determine their validity. The results determine the relationship between individual responses and the student ability. Most thresholds span the negative section of the ability. Item information curves show that the items provide a good amount of information about a student with lower or moderate ability compared to a student with high ability. In terms of precision, most items were more convenient with lower ability students. The test characteristic curve was plotted according to the change in the characteristics of the examinees. The information obtained by female students appeared to be more than the information obtained by male students and the test provided more information about students who were not studying statistics in an earlier stage compared with students who did. This test clearly indicated that, based on the level of the statistics course, there should be a periodic review of the tests in line with the nature and level of the course materials in order to have a logical judgment about the level of the students’ progress at the level of their ability.

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“…Thus, we made no assumptions about conflict effects on memory; we only assume that (a) reinforcement events are encoded in memory (e.g., Braun et al, 2018;Davidow et al, 2016;Gerraty et al, 2018;Höltje & Mecklinger, 2018, 2020 and that (b) subsequent memory is indicative of attentional states during encoding (e.g., Aly & Turk-Browne, 2016;Bejjani & Egner, 2019;Braun et al, 2018;Chiu & Egner, 2015;deBettencourt et al, 2017;Kim et al, 2018). Finally, the literature investigating conflict-related memory effects has typically employed tasks with 50% congruent and incongruent stimuli (but see Davis et al, 2019), where learning of contextual changes in control demand is, by definition, not possible. By contrast, the core question we address in the current study concerns controllearning in biased contexts.…”

Section: Subsequent Memory Effectsmentioning

confidence: 99%

Evaluating the learning of stimulus-control associations through incidental memory of reinforcement events

Bejjani¹,

Egner²

2020

Preprint

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Cognitive control describes the ability to use internal goals to strategically guide how we process and respond to our environment. Changes in the environment lead to adaptation in control strategies. This type of control-learning can be observed in performance adjustments in response to varying proportions of easy to hard trials over blocks of trials on classic cognitive control tasks. Known as the list-wide proportion congruent (LWPC) effect, here, increased difficulty is met with enhanced attentional control. Recent research has shown that reinforcement events, in the form of performance feedback, enhance the LWPC effect, but the underlying mechanisms are not yet understood. To assess different hypotheses of how feedback is processed in the LWPC, we manipulated proportion congruency in a Stroop task over blocks of trials and provided trial-by-trial task-relevant word and task-irrelevant, trial-unique image performance feedback. The LWPC task was followed by a surprise recognition memory task for feedback images, which allowed us to test whether attention to feedback (incidental memory for the images) varies as a function of proportion congruency, time, and individual differences in reward sensitivity. We replicated a robust LWPC effect. Importantly, the memory data revealed better encoding of feedback images from context-defining trials (e.g., congruent trials in a mostly congruent block), especially early on in a new context, and in congruent conditions. Individual differences in reward sensitivity were not strongly associated with control-learning effects. These results suggest that reinforcement promotes the rapid forming of associations between stimuli and control demands, or context binding.

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Selective attention effects on recognition: the roles of list context and perceptual difficulty

Cited by 10 publications

References 51 publications

Increasing control improves further control, but it does not enhance memory for the targets in a face–word Stroop task

Increasing control improves further control, but it does not enhance memory for the targets in a face–word Stroop task

Examinee Characteristics and their Impact on the Psychometric Properties of a Multiple Choice Test According to the Item Response Theory (IRT)

Evaluating the learning of stimulus-control associations through incidental memory of reinforcement events

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