Overall, these findings show that true and fabricated memories systematically differ, despite the fact that both are based on true memories.”
“A class of dual-system theories of categorization assumes a categorization system based on actively formed prototypes in addition to a separate instance memory system. It has been suggested that, because they have used poorly differentiated category structures (such as the influential 5-4 structure), studies supporting the alternative exemplar theory reveal

little about the properties of the categorization system. Dual-system theories assume that the instance memory system only influences categorization behaviour via similarity to single isolated instances, without generalization across instances. However, we present the results of two experiments employing the 5-4 structure to argue against JQ1 price this. Experiment 1 contrasted learning in the standard 5-4 structure with learning in an even more poorly differentiated 5-4 structure. In Experiment 2, participants memorized the 5-4 structure based on a five minute simultaneous presentation of all nine category instances. Both experiments revealed category influences as reflected

by differences in instance learnability and generalization, at variance with the dual-system prediction. These Elacridar cost results have implications for the exemplars versus prototypes debate and the nature of human categorization mechanisms.”
“Listeners infer which object in a visual scene a speaker refers to from the systematic variation of the speaker’s tone of voice (ToV). We examined whether ToV also guides word learning. During exposure, participants heard novel adjectives (e.g., daxen) spoken with a ToV representing hot, most cold, strong, weak, big, or small while viewing picture pairs representing the meaning of the adjective and its antonym (e.g., elephant-ant for big-small). Eye fixations were recorded to monitor referent detection and learning. During test, participants heard the adjectives spoken with a neutral ToV, while selecting referents from familiar and unfamiliar picture pairs. Participants were able to learn the adjectives’ meanings,

and, even in the absence of informative ToV, generalize them to new referents. A second experiment addressed whether ToV provides sufficient information to infer the adjectival meaning or needs to operate within a referential context providing information about the relevant semantic dimension. Participants who saw printed versions of the novel words during exposure performed at chance during test. ToV, in conjunction with the referential context, thus serves as a cue to word meaning. ToV establishes relations between labels and referents for listeners to exploit in word learning.”
“Three experiments investigated the impact of working memory load on online plan adjustment during a test of multitasking in young, nonexpert, adult participants.