Dataset Information

Valenced cues and contexts have different effects on event-based prospective memory.

ABSTRACT: This study examined the separate influence and joint influences on event-based prospective memory task performance due to the valence of cues and the valence of contexts. We manipulated the valence of cues and contexts with pictures from the International Affective Picture System. The participants, undergraduate students, showed higher performance when neutral compared to valenced pictures were used for cueing prospective memory. In addition, neutral pictures were more effective as cues when they occurred in a valenced context than in the context of neutral pictures, but the effectiveness of valenced cues did not vary across contexts that differed in valence. The finding of an interaction between cue and context valence indicates that their respective influence on event-based prospective memory task performance cannot be understood in isolation from each other. Our findings are not consistent with by the prevailing view which holds that the scope of attention is broadened and narrowed, respectively, by positively and negatively valenced stimuli. Instead, our findings are more supportive of the recent proposal that the scope of attention is determined by the motivational intensity associated with valenced stimuli. Consistent with this proposal, we speculate that the motivational intensity associated with different retrieval cues determines the scope of attention, that contexts with different valence values determine participants' task engagement, and that prospective memory task performance is determined jointly by attention scope and task engagement.

SUBMITTER: Graf P

PROVIDER: S-EPMC4315430 | biostudies-literature | 2015

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Valenced cues and contexts have different effects on event-based prospective memory.

Graf Peter P Yu Martin M

PloS one 20150203 2

This study examined the separate influence and joint influences on event-based prospective memory task performance due to the valence of cues and the valence of contexts. We manipulated the valence of cues and contexts with pictures from the International Affective Picture System. The participants, undergraduate students, showed higher performance when neutral compared to valenced pictures were used for cueing prospective memory. In addition, neutral pictures were more effective as cues when the ...[more]

PMID: 25647484

Similar Datasets

Project description:Past research has investigated how children use different sources of information such as social cues and word-learning heuristics to infer referential intents. The present research explored how children weigh and use some of these cues to make referential inferences. Specifically, we examined how switching between languages known (familiar) or unknown (unfamiliar) to a child would influence his or her choice of cue to interpret a novel label in a challenging disambiguation task, where a pointing cue was pitted against the mutual exclusivity (ME) principle. Forty-eight 3-and 4-years-old English-Mandarin bilingual children listened to a story told either in English only (No-Switch), English and Mandarin (Familiar-Switch), English and Japanese (Unfamiliar-Switch), or English and English-sounding nonsense sentences (Nonsense-Switch). They were then asked to select an object (from a pair of familiar and novel objects) after hearing a novel label paired with the speaker's point at the familiar object, e.g., "Can you give me the blicket?" Results showed that children in the Familiar-Switch condition were more willing to relax ME to follow the speaker's point to pick the familiar object than those in the Unfamiliar-Switch condition, who were more likely to pick the novel object. No significant differences were found between the other conditions. Further analyses revealed that children in the Unfamiliar-Switch condition looked at the speaker longer than children in the other conditions when the switch happened. Our findings suggest that children weigh speakers' referential cues and word-learning heuristics differently in different language contexts while taking into account their communicative history with the speaker. There are important implications for general education and other learning efforts, such as designing learning games so that the history of credibility with the user is maintained and how learning may be best scaffolded in a helpful and trusting environment.

Dataset Information

Valenced cues and contexts have different effects on event-based prospective memory.

Publications

Valenced cues and contexts have different effects on event-based prospective memory.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets