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Full-Text Articles in Cognitive Psychology
The Effects Of Tylenol On Non-Social Emotional Memory, Renato Puga
The Effects Of Tylenol On Non-Social Emotional Memory, Renato Puga
Undergraduate Honors Thesis Collection
The present study proposes utilizing a slide-show presentation analogous to the one employed in Puga, Spelman, and Bohannon (2014). However, a new series of precritical, critical, and post-critical slides will be utilized, counterbalancing perceptuallycentral/peripheral items across all ofthem as well as counterbalancing the pre-critical and post-critical slides. The ultimate goal of this manipulation is twofold: To provide a strong methodological scenario in which (1) the "preceding information effect" found in Puga, Atkinson, and Bohannon (2012) as well as (2) the acetaminophen-post critical effect found in Puga, Spelman and Bohannon (2014) can both be re-tested and solidified.
Emotion And Pain Effects On Tunnel Memory, Alexandra Nicolette Robinson-Norris
Emotion And Pain Effects On Tunnel Memory, Alexandra Nicolette Robinson-Norris
Undergraduate Honors Thesis Collection
Previous work by Andreano and Cahill (2006) has shown the Cold Pressor Stress (CPS) to enhance memory. A similar enhancement can occur with non-physical stressors. Puga & Bohannon (2013) found emotional slides to have an enhancing effect on preceding information. Although it is clear that physical and visual stressors can enhance memory, it is still unclear whether peripheral or central items are better remembered after arousing situations. Safer et al. (1998) suggested that during encoding, arousal creates a "tunnel memory" effect. Participants accurately remember central items but tend to disregard those in the periphery. The study focused on combined visual …
The Outer Limits Of Cognitive Processing: A Closer Look At What Is Desirable, Zachary K. Walter
The Outer Limits Of Cognitive Processing: A Closer Look At What Is Desirable, Zachary K. Walter
Undergraduate Honors Thesis Collection
Cognitive tasks are most satisfying when they include the right balance between ease and difficulty (Labroo & Kim, 2008). This balance is viewed as optimal for high quality and progressive learning in school and societal contexts (Bjork & Bjork, 1992). This idea is the basis of the concept of desirable difficulties, which are defined as certain difficulties in the learning process that can greatly improve long-term retention of learned material (Bjork & Bjork, 1992). Having received a lot of attention in recent research, they allow for one to develop questions about how we, as humans, approach certain tasks and where …