Prompt-facilitated learning: The development of unprompted memory integration and subsequent self-derivation

Preparing for the future during ongoing activities is an essential skill. Yet, it is currently unclear to what extent we can prepare for the future in parallel with another task. In two experiments, we investigated how characteristics of a present task influenced whether and when participants prepared for the future, as well as its usefulness. We focused on the influence of concurrent working memory load, assuming that working memory would interfere most strongly with preparation. In both experiments, participants performed a novel sequential dual-task paradigm, in which they could voluntary prepare for a second task while performing a first task. We identified task preparation by means of eye tracking, through detecting when participants switched their gaze from the first to the second task. The results showed that participants prepared productively, as evidenced by faster RTs on the second task, with only a small cost to the present task. The probability of preparation and its productiveness decreased with general increases in present task difficulty. In contrast to our prediction, we found some but no consistent support for influence of concurrent working memory load on preparation. Only for concurrent high working memory load (i.e., two items in memory), we observed strong interference with preparation. We conclude that preparation is affected by present task difficulty, potentially due to decreased opportunities for preparation and changes in multitasking strategy. Furthermore, the interference from holding two items may reflect that concurrent preparation is compromised when working memory integration is required by both processes.

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Are mnemonic failures and benefits two sides of the same coin?: Investigating the real-world consequences of individual differences in memory integration

Memory & Cognition ◽

10.3758/s13421-018-0887-4 ◽

2019 ◽

Vol 47 (3) ◽

pp. 496-510

Author(s):

Nicole L. Varga ◽

Trent Gaugler ◽

Jennifer Talarico

Keyword(s):

Individual Differences ◽

Real World ◽

The Real ◽

Memory Integration ◽

Two Sides

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Digital Object Memory Integration into Indirect Surface Roughness Measurement in Turning

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.465-466.764 ◽

2013 ◽

Vol 465-466 ◽

pp. 764-768 ◽

Cited By ~ 1

Author(s):

Tanel Aruväli ◽

Tauno Otto

Keyword(s):

Surface Roughness ◽

Tool Wear ◽

Digital Object ◽

Roughness Measurement ◽

Object Memory ◽

Surface Roughness Measurement ◽

Memory Integration ◽

Evaluation Time ◽

Roughness Evaluation ◽

Influencing Parameters

The paper investigates in-process signal usage in turning for indirect surface roughness measurement. Based on theoretical surface roughness value and in-process signal, a model is proposed for surface roughness evaluation. Time surface roughness and in-process signal surface roughness correlation based analysis is performed to characterize tool wear component behavior among others. Influencing parameters are grouped based on their behavior in time. Moreover, Digital Object Memory based solution and algorithm is proposed to automate indirect surface roughness measurement process.

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Developmental differences in reactivation underlying self-derivation of new knowledge through memory integration

Cognitive Psychology ◽

10.1016/j.cogpsych.2021.101413 ◽

2021 ◽

Vol 129 ◽

pp. 101413

Author(s):

Hilary E. Miller-Goldwater ◽

Lucy M. Cronin-Golomb ◽

Blaire M. Porter ◽

Patricia J. Bauer

Keyword(s):

Developmental Differences ◽

Memory Integration ◽

New Knowledge

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Effects of Frequency and Specificity of Information Feedback on Acquisition and Extinction of a Positioning Task

Perceptual and Motor Skills ◽

10.2466/pms.1972.34.2.567 ◽

1972 ◽

Vol 34 (2) ◽

pp. 567-572 ◽

Cited By ~ 8

Author(s):

Inga S. Baird ◽

Glenn H. Hughes

Keyword(s):

Partial Information ◽

Fixed Ratio ◽

Information Feedback ◽

Schedules Of Reinforcement ◽

Coarse Scale ◽

Resistance To Extinction ◽

Facilitated Learning

An experiment designed to specify the process similarities of information feedback and reinforcement and to note the interaction of 2 major feedback variables on a simple positioning task. 80 students were randomly divided into 4 groups receiving either 25, 50, 75, or 100% schedules of feedback, analogous to fixed-ratio schedules of reinforcement. The 4 groups were further divided into 2 subgroups that differed in terms of specificity of feedback. Results indicated that when all Ss were provided the same number of feedbacks, the groups did not differ during acquisition. Groups with partial information feedback demonstrated greater resistance to extinction. The coarse-scale treatment facilitated learning but had no effect during extinction. There was no interaction between frequency and specificity of information.

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