TY - JOUR A1 - Aslan, Alp A1 - Bäuml, Karl-Heinz T1 - Memorial consequences of imagination in children and adults JF - Psychonomic Bulletin & Review N2 - Recent work with adults suggests that imagination can impair later recall of previously encoded events but can improve recall of subsequently encoded events. The present study examined the memorial consequences of imagination in children. Kindergartners, first and fourth graders, and young adults studied two successively presented lists of items. Between the two lists, participants were given an imagination task supposed to create a change in mental context. As expected, in adults, the imagination task impaired recall of the previously encoded material (List 1) and improved recall of the subsequently encoded material (List 2). In children, significant List 1 impairment was present from first grade on, but even fourth graders failed to show improvement for List 2. The results challenge a purely context-based explanation of the memorial costs and benefits of imagination. Instead, they suggest that the two effects are mediated by different mechanisms with different developmental trajectories. KW - Imagination Condition KW - Developmental Trajectory KW - Imagination Task KW - Memorial Cost KW - List Position Y1 - 2021 UR - https://doi.org/10.3758/PBR.15.4.833 VL - 15 IS - 4 SP - 833 EP - 837 ER - TY - JOUR A1 - Hanslmayr, Simon A1 - Aslan, Alp A1 - Staudigl, Tobias A1 - Klimesch, Wolfgang A1 - Herrmann, Christoph S. A1 - Bäuml, Karl-Heinz T1 - Prestimulus oscillations predict visual perception performance between and within subjects JF - NeuroImage N2 - In the present study, the electrophysiological correlates of perceiving shortly presented visual stimuli are examined. In particular, we investigated the differences in the prestimulus EEG between subjects who were able to discriminate between four shortly presented stimuli (Perceivers) and subjects who were not (Non-Perceivers). Additionally, we investigated the differences between the subjects perceived and unperceived trials. The results show that Perceivers exhibited lower prestimulus alpha power than Non-Perceivers. Analysis of the prestimulus EEG between perceived and unperceived trials revealed that the perception of a stimulus is related to low phase coupling in the alpha frequency range (8–12 Hz) and high phase coupling in the beta and gamma frequency range (20–45 Hz). Single trial analyses showed that perception performance can be predicted by phase coupling in the alpha, beta and gamma frequency range. The findings indicate that synchronous oscillations in the alpha frequency band inhibit the perception of shortly presented stimuli whereas synchrony in higher frequency ranges (> 20 Hz) enhances visual perception. We conclude that alpha, beta and gamma oscillations indicate the attentional state of a subject and thus are able to predict perception performance on a single trial basis. KW - EEG KW - Oscillations KW - Prestimulus KW - Phase coupling KW - Perception KW - Alpha Y1 - 2021 UR - https://doi.org/10.1016/j.neuroimage.2007.07.011 VL - 37 IS - 4 SP - 1465 EP - 1473 ER - TY - JOUR A1 - Aslan, Alp A1 - Bäuml, Karl-Heinz T1 - Part-list cuing with and without item-specific probes: The role of encoding JF - Psychonomic Bulletin & Review N2 - Part-list cuing—the detrimental effect of the presentation of a subset of studied items on recall of the remaining noncue items—was examined in three different study conditions and in the presence and absence of the noncues’ initial letters serving as item-specific probes. With a single study trial, part-list cuing was observed both with and without item-specific probes. By contrast, when participants received two study-test cycles or interrelated list items to a common story, part-list cues were found to be detrimental only in the absence of item-specific probes, but not in their presence. These results indicate that the role of item-specific probes in part-list cuing depends on encoding. The findings are consistent with a recent two-mechanism account of part-list cuing (Bäuml & Aslan, 2006), according to which two different mechanisms mediate the effect in different encoding situations. KW - False Memory KW - Output Interference KW - Strategy Disruption KW - Retrieval Inhibition KW - Interitem Association Y1 - 2021 UR - https://doi.org/10.3758/BF03194095 VL - 14 IS - 3 SP - 489 EP - 494 ER - TY - JOUR A1 - Johansson, Mikael A1 - Aslan, Alp A1 - Bäuml, Karl-Heinz A1 - Gäbel, Andrea A1 - Mecklinger, Axel T1 - When Remembering Causes Forgetting: Electrophysiological Correlates of Retrieval-Induced Forgetting JF - Cerebral Cortex N2 - People tend to forget information that is related to memories they are actively trying to retrieve. On the basis of results from behavioral studies, such retrieval-induced forgetting is held to result from inhibitory control processes that are recruited to attenuate interference caused by competing memory traces. Employing electrophysiological measures of brain activity, the present study examined the neural correlates of these inhibitory processes as they operate. The results demonstrate that sustained prefrontal event-related potentials were 1) related to whether or not selective memory retrieval was required during reprocessing of previously studied words and 2) predictive of individual differences in the amount of forgetting observed in an ensuing recall test. The present findings give support to an inhibitory control account of retrieval-induced forgetting and are in accord with the view that prefrontal regions play an important role in the selection and maintenance of relevant memory representations at the expense of those currently irrelevant. KW - cognitive control KW - episodic memory KW - ERP KW - inhibition KW - prefrontal cortex Y1 - 2021 UR - https://doi.org/10.1093/cercor/bhl044 VL - 17 IS - 6 SP - 1335 EP - 1341 ER - TY - JOUR A1 - Aslan, Alp A1 - Bäuml, Karl-Heinz A1 - Grundgeiger, Tobias T1 - The role of inhibitory processes in part-list cuing JF - Journal of Experimental Psychology: Learning, Memory, and Cognition N2 - Providing a subset of studied items as retrieval cues can have detrimental effects on recall of the remaining items. In 2 experiments, the authors examined such part-list cuing impairment in a repeated testing situation. Participants studied exemplars from several semantic categories and were given 2 successive cued-recall tests separated by a distractor task of several minutes. Part-list cues were provided in the 1st test but not the 2nd. Noncue item recall was tested with the studied category cues (same probes) in the 1st test, but novel, unstudied retrieval cues (independent probes) in the 2nd test. The authors found detrimental effects of part-list cues in both the 1st (same-probe) test and the 2nd (independent-probe) test. These results show that part-list cuing impairment can be lasting and is not eliminated with independent probes. The findings support the view that the impairment was caused by retrieval inhibition. KW - part-list cuing Y1 - 2021 UR - https://doi.org/10.1037/0278-7393.33.2.335 VL - 33 IS - 2 SP - 335 EP - 341 ER - TY - JOUR A1 - Aslan, Alp A1 - Bäuml, Karl-Heinz A1 - Pastötter, Bernhard T1 - No Inhibitory Deficit in Older Adults' Episodic Memory JF - Psychological Science N2 - Selectively retrieving a subset of previously studied material can cause forgetting of the unpracticed material. Such retrieval-induced forgetting is attributed to an inhibitory mechanism recruited to resolve interference among competing items. According to the inhibition-deficit hypothesis, older people experience a specific decline in inhibitory function and thus should show reduced retrieval-induced forgetting. However, the results of the two experiments reported here show the same amount of retrieval-induced forgetting in younger and older adults. These results indicate that retrieval inhibition is intact in older adults' episodic recall. The findings suggest that the common view of a general inhibitory deficit in older adults needs to be updated and that older adults show intact inhibition in some cognitive tasks and deficient inhibition in others. KW - retrieval-induced forgetting Y1 - 2021 UR - https://doi.org/10.1111/j.1467-9280.2007.01851.x VL - 18 IS - 1 SP - 72 EP - 78 ER - TY - JOUR A1 - Bäuml, Karl-Heinz A1 - Aslan, Alp T1 - Part-list cuing can be transient and lasting: The role of encoding JF - Journal of Experimental Psychology: Learning, Memory, and Cognition N2 - The presentation of a subset of learned items as retrieval cues can have detrimental effects on recall of the remaining items. For 2 types of encoding conditions, the authors examined in 3 experiments whether such part-list cuing is a transient or a lasting phenomenon. Across the experiments, the detrimental effect of part-list cues was consistently found to be transient with a high degree of interitem associations and lasting with a low degree. These results indicate that the persistence of part-list cuing depends on encoding, thus challenging both strategy disruption and retrieval inhibition as general accounts of part-list cuing. A 2-mechanism account is provided according to which the 2 mechanisms mediate the effect in different encoding conditions. KW - part-list cuing Y1 - 2021 UR - https://doi.org/10.1037/0278-7393.32.1.33 VL - 32 IS - 1 SP - 33 EP - 43 ER - TY - JOUR A1 - Bäuml, Karl-Heinz A1 - Aslan, Alp T1 - Part-list cuing as instructed retrieval inhibition JF - Memory & Cognition N2 - The reexposure of a subset of learned material as a retrieval cue can impair recall of the remaining material. Like part-list relearning—the reexposure of learned material for additional learning—this part-list cuing is often assumed to be the result of output order biases at test, caused by the increased strength of the reexposed material. We directly compared the effects of cuing and relearning when controlling for output order biases. In addition, we compared the two forms of reexposure with the effect of part-list retrieval. Both part-list cuing and part-list retrieval reduced recall performance for the remaining material. By contrast, part-list relearning had no such detrimental effect. These results indicate that the effect of reexposure depends on whether material is reexposed as a cue or for relearning, suggesting that part-list cuing reflects an instructional effect. Evidence is provided that part-list cuing leads to instructed covert retrieval of cue items and causes retrieval inhibition of noncue items, similar to how overt retrieval inhibits nonretrieved items. KW - Target Item KW - Delay Condition KW - Retrieval Practice KW - Strategy Disruption KW - Weak Item Y1 - 2021 UR - https://doi.org/10.3758/BF03195852 VL - 32 IS - 4 SP - 610 EP - 617 ER - TY - JOUR A1 - Kubik, Veit A1 - Koslowski, Kenneth A1 - Schubert, Torsten A1 - Aslan, Alp T1 - Metacognitive judgments can potentiate new learning: The role of covert retrieval JF - Metacognition and Learning N2 - Interim tests of previously studied information can potentiate subsequent learning of new information, in part, because retrieval-based processes help to reduce proactive interference from previously learned information. We hypothesized that an effect similar to this forward testing effect would also occur when making judgments of (prior) learning (JOLs). Previous research showed that making JOLs likely prompts covert retrieval attempts and thereby enhances memory, specifically when providing only parts of previously studied information. This study examined the forward effect of different types of JOLs (i.e., with complete or partial prior study information available) on subsequent learning of new materials, compared to restudy and retrieval practice. In a between-subjects design, participants (N = 161) consecutively studied five lists of 20 words with the aim to recall as many of them on a final cumulative recall test. After the presentation of each of the first four lists, participants either restudied the list, made JOLs with complete words, made JOLs with word stems, or they were tested on word stems. Compared to restudy, practicing retrieval and making JOLs with word stems, but not JOLs with complete words, facilitated the List-5 interim recall performance and attenuated the number of intrusions from prior lists. The findings suggest that, similar to overt retrieval, making JOLs with incomplete information can enhance new learning to the extent that it elicits covert retrieval attempts. KW - Forward testing effect KW - Judgment of learning KW - Covert retrieval KW - Episodic memory KW - JOL reactivity Y1 - 2022 UR - https://doi.org/10.1007/s11409-022-09307-w ER - TY - CHAP A1 - Aslan, Alp A1 - Neumann, Joachim T1 - Testbasiertes Lernen in der medizinisch-pharmakologischen Lehre T2 - Multimediales Lehren und Lernen an der Martin-Luther-Universität Halle-Wittenberg. Befunde und Ansätze aus dem Forschungsförderprogramm des Zentrums für multimediales Lehren und Lernen (LLZ) N2 - Ziel des hier vorgestellten Projekts war es, den sogenannten forward testing effect (FTE) – den positiven Effekt des Testens zuvor gelernter Informationen auf das Lernen und Behalten nachfolgender Informationen – in einem anwendungsorientierten Setting zu untersuchen. Dazu lernten Medizinstudierende im Rahmen eines Seminars zur Pharmakologie zunächst zwei Listen mit pharmakologischen Aussagen (z. B. „Clozapin kann eine Agranulozytose bedingen“). Nach dem Lernen einer jeden Liste wurde die Liste entweder noch einmal zum Lernen präsentiert (Lernbedingung) oder die Liste wurde getestet (Testbedingung; z. B. „Clozapin kann eine ________ bedingen“). Anschließend wurde in beiden Bedingungen eine dritte (kritische) Liste gelernt und nach 1 min bzw. 7 Tagen getestet. Konsistent mit früheren Befunden zum FTE war die Behaltensleistung für die (kritische) Liste 3 in der Testbedingung signifikant höher als in der Lernbedingung. Dies galt unabhängig von der Länge des Behaltensintervalls. Die Ergebnisse deuten an, dass Tests den (sonst üblichen) Aufbau von proaktiver Interferenz reduzieren und dadurch das nachfolgende Lernen und Behalten von neuen Informationen begünstigen können. Der Befund, dass der FTE nicht auf artifizielle Laborsituationen beschränkt ist, sondern sich auch mit pädagogisch relevanten Lerninhalten und nach pädagogisch relevanten (längeren) Behaltensintervallen finden lässt, hat potentiell bedeutsame Implikationen für die (multimediale) Hochschullehre. KW - Lernen und Lehren KW - Testbasiertes Lernen KW - Forward Testing Effect KW - Proaktive Interferenz Y1 - 2021 SP - 118 EP - 128 PB - Zentrum für multimediales Lehren und Lernen (LLZ), Martin-Luther-Universität Halle-Wittenberg CY - Halle (Saale) ER - TY - JOUR A1 - Aslan, Alp A1 - Kubik, Veit T1 - Buildup and Release from Proactive Interference: The Forward Testing Effect in Children’s Spatial Memory JF - Journal of Experimental Child Psychology N2 - Previous work has indicated that testing can enhance memory for subsequently studied new information by reducing proactive interference from previously studied information. Here, we examined this forward testing effect in children’s spatial memory. Kindergartners (5–6 years) and younger (7–8 years) and older (9–10 years) elementary school children studied four successively presented 3 x 3 arrays, each composed of the same 9 objects. The children were asked to memorize the locations of the objects that differed across the four arrays. Following presentation of each of the first three arrays, memory for the object locations of the respective array was tested (testing condition) or the array was re-presented for additional study (restudy condition). Results revealed that testing Arrays 1 to 3 enhanced children’s object location memory for Array 4 relative to restudying. Moreover, children in the testing condition were less likely to confuse Array 4 locations with previous locations, suggesting that testing reduces the buildup of proactive interference. Both effects were found regardless of age. Thus, the current findings indicate that testing is an effective means to resolve proactive interference and, in this way, to enhance children’s learning and remembering of spatial information even before the time of school entry. KW - Cognitive development KW - Forward testing effect KW - Spatial memory KW - Test-enhanced learning in children KW - Proactive interference Y1 - 2024 U6 - https://doi.org/10.1016/j.jecp.2023.105838 VL - 240 PB - Elsevier ER -