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PRODID: 1
VERSION:2.0
METHOD:PUBLISH
X-WR-TIMEZONE: America/Los_Angeles
DTSTAMP: 20260531T131819
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UID: info@vconferenceonline.com
SUMMARY:Cognitive Psychology Papers I
PRIORITY:0
CATEGORIES:SESSION
CLASS:PUBLIC
DTSTART:20200617T110000
DTEND:20200617T122000
URL: https://event.vconferenceonline.com
DESCRIPTION:<span style="font-size:14px;">CHAIR: LINDSEY LILIENTHAL (PENN STATE ALTOONA)<br />
<br />
<strong>11:00am - 11:15am<br />
PROACTIVE INTERFERENCE AND DISTINCTIVENESS: EFFECTS ON INDIVIDUAL DIFFERENCES IN VISUOSPATIAL WORKING MEMORY</strong><br />
LINDSEY LILIENTHAL (PENN STATE ALTOONA)<br />
Previous research has shown that increasing the distinctiveness of items can reduce proactive interference and improve memory performance. This study investigated whether this benefit would be greater for individuals with low working-memory spans, as they are typically more susceptible to proactive interference than individuals with higher spans. The results of two experiments showed that although all participants benefited from increasing the distinctiveness of to-be-remembered locations, low spans indeed benefited more than high spans.<br />
<br />
<strong> 11:20am - 11:35am<br />
THE ROLE OF SUBVOCALIZATION IN PITCH SHORT-TERM MEMORY</strong><br />
EMMA GREENSPON (MONMOUTH UNIVERSITY), SIMON GORIN (UNIVERSITY OF GENEVA)<br />
We used a standard/comparison memory task with melodies presented with either a synthesized or real human voice. Motor interference tasks were completed during the maintenance phase between the standard and comparison melody that either disrupted the vocal system (silently repeating syllables) or disrupted a non-vocal motor system (finger tapping). We found a memory advantage for melodies presented with a real human voice in the non-vocal motor interference task, which was absent during vocal motor interference.<br />
<br />
<strong> 11:40am - 11:55am<br />
CAN ADULTS BE TAUGHT TO PRODUCE NON-NATIVE PHONEMIC CONTRASTS?</strong><br />
ANA BENNETT (RUTGERS UNIVERSITY), TERRY KIT-FONG AU (HONG KONG UNIVERSITY), KARIN STROMSWOLD (RUTGERS UNIVERSITY)<br />
Adults have great difficulty mastering second language (L2) phonologies. The Critical Period Hypothesis argues this is due to their diminished neural plasticity, whereas the Input Hypothesis argues that this is due to their receiving inadequate L2 input. This study supports the Input Hypothesis, as it shows that with intensive perceptual training on English phonemic contrasts, Cantonese-speaking adults (whose L2 is English) produce these phonemes in a manner that is acoustically similar to native English speakers.<br />
<br />
<strong> 12:00pm - 12:15pm<br />
ACUTE STRESS IMPROVES ANALOGICAL REASONING: THE ROLES OF STRESS HORMONES AND MEMORY</strong><br />
GRACE ELLIOTT, GREGORY HUGHES, TAD BRUNYE (TUFTS UNIVERSITY), AMY SMITH (QUINNIPIAC UNIVERSITY)<br />
Extant research suggests that acute stress can hinder performance on both problem-solving tasks and tests of long-term memory. Analogical reasoning, a type of problem solving predicated on the successful retrieval of applicable information, provides a means of dissociating long-term memory performance from the ability to apply that information to solve a novel problem. In this study we examined the effects of stress on analogical reasoning to identify when in the problem-solving process stress influences performance.</span>
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