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  4. Divided attention selectively impairs value-directed encoding
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Divided attention selectively impairs value-directed encoding

Full metadata

Description

The present study examined the effect of value-directed encoding on recognition memory and how various divided attention tasks at encoding alter value-directed remembering. In the first experiment, participants encoded words that were assigned either high or low point values in multiple study-test phases. The points corresponded to the value the participants could earn by successfully recognizing the words in an upcoming recognition memory task. Importantly, participants were instructed that their goal was to maximize their score in this memory task. The second experiment was modified such that while studying the words participants simultaneously completed a divided attention task (either articulatory suppression or random number generation). The third experiment used a non-verbal tone detection divided attention task (easy or difficult versions). Subjective states of recollection (i.e., “Remember”) and familiarity (i.e., “Know”) were assessed at retrieval in all experiments. In Experiment 1, high value words were recognized more effectively than low value words, and this difference was primarily driven by increases in “Remember” responses with no difference in “Know” responses. In Experiment 2, the pattern of subjective judgment results from the articulatory suppression condition replicated Experiment 1. However, in the random number generation condition, the effect of value on recognition memory was lost. This same pattern of results was found in Experiment 3 which implemented a different variant of the divided attention task. Overall, these data suggest that executive processes are used when encoding valuable information and that value-directed improvements to memory are not merely the result of differential rehearsal.

Date Created
2019
Contributors
  • Elliott, Blake L (Author)
  • Brewer, Gene A. (Thesis advisor)
  • McClure, Samuel M. (Committee member)
  • Fine, Justin M (Committee member)
  • Arizona State University (Publisher)
Topical Subject
  • Cognitive Psychology
  • Memory
  • Selectivity (Psychology)
  • Human information processing
Resource Type
Text
Genre
Masters Thesis
Academic theses
Extent
v, 27 pages : illustrations
Language
eng
Copyright Statement
In Copyright
Primary Member of
ASU Electronic Theses and Dissertations
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.53466
Statement of Responsibility
by Blake L. Elliott
Description Source
Viewed on March 24, 2020
Level of coding
full
Note
Partial requirement for: M.A., Arizona State University, 2019
Note type
thesis
Includes bibliographical references (pages 22-25)
Note type
bibliography
Field of study: Psychology
System Created
  • 2019-05-15 12:24:02
System Modified
  • 2021-08-26 09:47:01
  •     
  • 1 year 6 months ago
Additional Formats
  • OAI Dublin Core
  • MODS XML

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