We examined whether the generalization of recently acquired likes and dislikes depends on feature-specific attention allocation. Likes and dislikes were established by means of an evaluative-conditioning procedure in which participants were presented with ...

In this study, we assessed whether unspecific attention processes signaled by general reaction times (RTs), as well as specific facilitatory (validity or facilitation effect) and inhibitory (inhibition of return, IOR) effects involved in the attentional ...

How do learners decide whether to mass or space an item during study? Results from indicate that these decisions are influenced by the degree to which an item is judged to be encoded sufficiently during an initial study episode, whereas others (...

The Reflection and Evaluation Model (REM) of comparative thinking predicts that temporal perspective could moderate people’s emotional reactions to close counterfactuals following near-misses (). The experiments reported in this ...

Recent research on visual short-term memory (VSTM) has revealed the existence of a bilateral field advantage (BFA – i.e., better memory when the items are distributed in the two visual fields than if they are presented in the same hemifield) for spatial ...

The peak of learned responding normally occurs at the learning stimulus itself, but can shift to a different stimulus after discriminative learning. This provides important information about the nature of the generalization mechanism, and reveals ...

A recent finding suggests that people use spatial distances of responses to separate nonspatial information in a simple categorization task like the Stroop task. It was suggested that the larger the distance becomes the easier the categorization will get; ...

A nascent idea in the numerical cognition literature – the analogical hypothesis () – assumes a common noisy code for the representation of symbolic (e.g., numerals) and nonsymbolic (e.g., numerosity, physical size, ...