Cognitive Psychology Commons^™

Increases In Perspective Embedding Increase Reading Time Even With Typical Text Presentation: Implications For The Reading Of Literature, D. H. Whalen, Lisa Zunshine, Michael Holquist

Publications and Research

Reading fiction is a major component of intellectual life, yet it has proven difficult to study experimentally. One aspect of literature that has recently come to light is perspective embedding (“she thought I left” embedding her perspective on “I left”), which seems to be a defining feature of fiction. Previous work (Whalen et al., 2012) has shown that increasing levels of embedment affects the time that it takes readers to read and understand short vignettes in a moving window paradigm. With increasing levels of embedment from 1 to 5, reading times in a moving window paradigm rose almost linearly. However, …

Building Metamemorial Knowledge Over Time: Insights From Eye Tracking About The Bases Of Feeling-Of-Knowing And Confidence Judgements, Elizabeth F. Chua, Lisa A. Solinger

Publications and Research

Metamemory processes depend on different factors across the learning and memory time-scale. In the laboratory, subjects are often asked to make prospective feeling-of-knowing (FOK) judgments about target retrievability, or are asked to make retrospective confidence judgments (RCJs) about the retrieved target. We examined distinct and shared contributors to metamemory judgments, and how they were built over time. Eye movements were monitored during a face-scene associative memory task. At test, participants viewed a studied scene, then rated their FOK that they would remember the associated face. This was followed by a forced choice recognition test and RCJs. FOK judgments were less …

A Moral Developmental Perspective On Children's Eyewitness Identification: Does Intent Matter?, Toni Spring, Herbert D. Saltzstein, Bianca Vidal

Publications and Research

Plain English Abstract These studies are based on the assumption that when adults, adolescents or children identify someone as the "guilty" one, i.e., the person who committed the act, they are not only making an identification based on memory and thinking, but also a moral decision. This is because, by the act of identifying or not identifying someone, the eyewitness runs the risk of either convicting an innocent person , i.e., making false positive error or letting a guilty person go free, i.e., a false negative error. Our interest is less in the overall accuracy of their identifications and more …

Proceedings Of The 2nd Annual Cuny Games Festival, Robert O. Duncan, Joe Bisz, Francesco Crocco, Carlos Hernandez, Kathleen Offenholley, Maura A. Smale, Deborah Sturm, Cuny Games Network

Publications and Research

Proceedings of the CUNY Games Conference, held from January 16-17, 2015, at the CUNY Graduate Center and Borough of Manhattan Community College.

Health Games - Language and Composition - Design: Classroom Considerations - Games in the Physical Environment - Games and Behavioral Science - Play, Politics & Economics - Gaming Curricula, Disciplines & Programs - Gaming and History - Institutional Programming with Games - Philosophy and Roleplaying - Ed. Game Design: Strategy & Tactics - Repurposing Game Genres - Narrative, Storytelling & Games - Community & Social Justice - Extemporaneity - Personal & Social Transformation - Cognition, Design & Play …