Erring on the side of caution: Two failures to replicate the derring effect.

It has been claimed that deliberately making errors while studying, even when the correct answers are provided, can enhance memory for the correct answers, a phenomenon termed the derring effect. Such deliberate erring has been shown to outperform other learning techniques, including copying and underlining, elaborative studying with concept mapping, and synonym generation. To date, however, the derring effect has only been demonstrated by a single group of researchers and in a single population of participants.

Mean rating difference scores are poor measures of discernment: The role of response criteria.

Many interventions aim to protect people from misinformation. Here, we review common measures used to assess their efficacy. Some measures only assess the target behavior (e.

Effects of inductive learning and gamification on news veracity discernment.

This preregistered study tests a novel psychological intervention to improve news veracity discernment. The main intervention involved inductive learning (IL) training (i.e.

Pre-testing effects are target-specific and are not driven by a generalised state of curiosity.

Guessing an answer to an unfamiliar question prior to seeing the answer leads to better memory than studying alone (the ), which some theories attribute to increased curiosity. A similar effect occurs in general knowledge learning: people are more likely to recall information that they were initially curious to learn. Gruber and Ranganath [(2019).

Pretesting boosts item but not source memory.

Two experiments examined the effect of pretesting on target recognition and source memory. In an initial encoding phase, participants attempted to learn the common English definitions of rare English words. For each rare word, the participants either guessed the definition of the rare English word before it was revealed (Pretest condition) or just studied the complete word pair without first guessing the definition (Read-only condition).

The benefits of impossible tests: Assessing the role of error-correction in the pretesting effect.

Relative to studying alone, guessing the meanings of unknown words can improve later recognition of their meanings, even if those guesses were incorrect - the pretesting effect (PTE). The error-correction hypothesis suggests that incorrect guesses produce error signals that promote memory for the meanings when they are revealed. The current research sought to test the error-correction explanation of the PTE.

Pretesting boosts recognition, but not cued recall, of targets from unrelated word pairs.

Attempting to retrieve the answer to a question on an initial test can improve memory for that answer on a subsequent test, relative to an equivalent study period. Such retrieval attempts can be beneficial even when they are unsuccessful, although this benefit is usually only seen with related word pairs. Three experiments examined the effects of pretesting for both related (e.

Human appetitive Pavlovian-to-instrumental transfer: a goal-directed account.

Pavlovian-to-instrumental transfer (PIT) tasks assess the impact of environmental stimuli on instrumental actions. Since their initial translation from animal to human experiments, PIT tasks have provided insight into the mechanisms that underlie reward-based behaviour. This review first examines the main types of PIT tasks used in humans.

Selective effects of errorful generation on recognition memory: the role of motivation and surprise.

The current research examined the effects of errorful generation on memory, focusing particularly on the roles of motivation and surprise. In two experiments, participants were first presented with photographs of faces and were asked to associate four facts with each photograph. On Generate trials, the participants guessed two of the facts (Guess targets) before those correct facts, and another two correct facts (Study targets), were revealed.

Goal-directed control in Pavlovian-instrumental transfer.

The current article concerns human outcome-selective Pavlovian-instrumental transfer (PIT), where Pavlovian cues selectively invigorate instrumental responses that predict common rewarding outcomes. Several recent experiments have observed PIT effects that were insensitive to outcome devaluation manipulations, which has been taken as evidence of an automatic "associative" mechanism. Other similar studies observed PIT effects that were sensitive to devaluation, which suggests a more controlled, goal-directed process.

Automaticity and cognitive control: Effects of cognitive load on cue-controlled reward choice.

The extent to which human outcome-response (O-R) priming effects are automatic or under cognitive control is currently unclear. Two experiments tested the effect of cognitive load on O-R priming to shed further light on the debate. In Experiment 1, two instrumental responses earned beer and chocolate points in an instrumental training phase.

Extinguishing cue-controlled reward choice: Effects of Pavlovian extinction on outcome-selective Pavlovian-instrumental transfer.

Outcome-selective Pavlovian-instrumental transfer (PIT) refers to the finding that presenting Pavlovian predictors of outcomes can enhance the vigor of instrumental responding for those same outcomes. Three experiments examined the sensitivity of outcome-selective PIT to Pavlovian (stimulus-outcome) extinction. In Experiment 1, participants first learnt to perform different instrumental responses to earn different outcomes.

Evidence of a goal-directed process in human Pavlovian-instrumental transfer.

Cues that signal rewards can motivate reward-seeking behaviors, even for outcomes that are not currently desired. Three experiments examined this phenomenon, using an outcome-selective Pavlovian-instrumental transfer (PIT) design and an outcome devaluation procedure. In Experiment 1, participants learned to perform one response to earn crisps points and another response to earn popcorn points.

Miss it and miss out: Counterproductive nonspatial attentional capture by task-irrelevant, value-related stimuli.

Recent studies of visual search suggest that learning about valued outcomes (rewards and punishments) influences the likelihood that distractors will capture spatial attention and slow search for a target, even when those value-related distractors have never themselves been the targets of search. In the present study, we demonstrated a related effect in the context of temporal, rather than spatial, selection. Participants were presented with a temporal stream of pictures in a fixed central location and had to identify the orientation of a rotated target picture.

Drug cue reactivity involves hierarchical instrumental learning: evidence from a biconditional Pavlovian to instrumental transfer task.

Rationale: Drug cue reactivity plays a crucial role in addiction, yet the underlying mechanisms are poorly understood. According to the binary associative account, drug stimuli retrieve an expectation of the drug outcome, which, in turn, elicits the associated drug-seeking response (S-O-R). By contrast, according to the hierarchical account, drug stimuli retrieve an expectation that the contingency between the drug-seeking response and the drug outcome is currently more effective, promoting performance of the drug-seeking response (S:R-O).

The propositional basis of cue-controlled reward seeking.

Two experiments examined the role of propositional and automatic (ideomotor) processes in cue-elicited responding for rewarding outcomes (beer and chocolate). In a training phase, participants earned either chocolate or beer points by making one of two button-press responses. Rewards were indicated by the presentation of chocolate and beer pictures.