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Proactive interference occurs when older memories interfere with current information processing and retrieval. It is often explained with reference to familiarity, where the reappearance of highly familiar items from the recent past produces more disruption than older, less familiar items. However, there are other forms of familiarity beyond recency that may be important, and these were explored in a verbal recent-probes task.

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Recent research suggests that performance on Statistical Learning (SL) tasks may be lower in children with dyslexia in deep orthographies such as English. However, it is debated whether the observed difficulties may vary depending on the modality and stimulus of the task, opening a broad discussion about whether SL is a domain-general or domain-specific construct. Besides, little is known about SL in children with dyslexia who learn transparent orthographies, where the transparency of grapheme-phoneme correspondences might reduce the reliance on implicit learning processes.

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Visual working memory and verbal storage are often investigated independently of one another. However, a growing body of evidence suggests that naming visual stimuli can provide an advantage in performance during visual working memory tasks. On the other hand, there is also evidence that labeling could lead to biases in recall.

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Many witnesses are intoxicated at crime scenes, yet little is known of their ability to accurately describe perpetrators to police. We therefore explored the impact of alcohol on delayed verbal face recall across two experiments. Participants were administered an alcoholic or non-alcoholic beverage prior to viewing either one or two unfamiliar female faces, which they described from memory the following day while in a sober state.

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Emergent relations and competing behavior: Effects on interruptions, accuracy and reaction time.

Behav Processes

January 2025

University of North Texas, Department of Behavior Analysis, Neurobehavioral EEG Lab, USA. Electronic address:

This study investigated the impact of engaging in concurrent behaviors on the emergence of untrained stimulus-stimulus relations, specifically examining interruptions, accuracy, and reaction times during test. Six participants completed a computerized matching-to-sample task under three conditions: a baseline condition, a singing condition hypothesized to be incompatible with covert verbal behavior, and a foot tapping condition hypothesized to be compatible with covert verbal behavior. The tempo was kept consistent across both singing and foot tapping tasks.

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