Publications of Sylvie Willems
Bookmark and Share    
See detailEvaluer la mémoire épisodique par la réalité virtuelle ?
Willems, Sylvie ULg; Meulemans, Thierry ULg

Conference (2017, May 20)

L’évaluation de la mémoire épisodique est traditionnellement menée au moyen de tâches de rappel ou de reconnaissance peu écologiques (rappel ou reconnaissance de listes de mots, d’images). Un des atouts ... [more ▼]

L’évaluation de la mémoire épisodique est traditionnellement menée au moyen de tâches de rappel ou de reconnaissance peu écologiques (rappel ou reconnaissance de listes de mots, d’images). Un des atouts essentiels de la réalité virtuelle (RV) concerne la possibilité de créer des situations proches de la vie quotidienne, tout en permettant de contrôler différentes variables. Plusieurs études illustrent cet avantage dans le domaine de l’évaluation et de la prise en charge de la mémoire spatiale ou de la mémoire prospective. Dans le domaine de la mémoire épisodique, une étude suggère que la RV permettrait de cibler des aspects spécifiques de la mémoire épisodique (p.ex., binding) et que la performance y est davantage corrélée que pour les tâches classiques avec les plaintes cognitives de personnes âgées. Jusqu’à présent, toutefois, la RV a peu été appliquée en neuropsychologie clinique. Notre projet consiste à élaborer un test clinique standardisé proche de la vie quotidienne (p.ex., avec encodage incident d’information non répétée) permettant une évaluation de différents aspects du souvenir épisodique et une évaluation à la première personne. Nous explorerons si la performance à cette tâche est corrélée avec les performances aux tests classiques de mémoire, mais également avec le fonctionnement dans la vie quotidienne. Notre projet vise ainsi à évaluer la réelle valeur ajoutée de la RV dans l’examen clinique. [less ▲]

Detailed reference viewed: 18 (1 ULg)
See detailLa modalité est importante quand on mène un jugement de reconnaissance basées sur la fluence, mais les patients atteints d’amnésie ne s’en soucient pas
Thonnard, Adeline; Geurten, Marie ULg; Willems, Sylvie ULg

Poster (2017, May 20)

La reconnaissance chez les patients amnésiques repose principalement sur le sentiment de familiarité. Plusieurs études indiquent que ce sentiment de familiarité pourrait reposer sur la facilité de ... [more ▼]

La reconnaissance chez les patients amnésiques repose principalement sur le sentiment de familiarité. Plusieurs études indiquent que ce sentiment de familiarité pourrait reposer sur la facilité de traitement. Cependant, si les patients amnésiques utilisent normalement cette heuristique métacognitive est une question qui n’a pas encore été explorée de manière approfondie. Dans la présente étude, nous avons utilisé le paradigme de l'illusion de Jacoby et Whitehouse (1989) avec 8 patients atteints de troubles graves de la mémoire et 16 participants sains et appariés. La facilité de traitement a été induite lors du test de reconnaissance en présentant brièvement une amorce qui correspondait au mot devant être évalué. Les résultats préliminaires de cette étude ont révélé que la facilité de traitement induite par l’amorce augmentait les réponses de reconnaissance lorsque la phase d'étude et la phase de test étaient dans la même modalité sensorielle, mais non lorsque l'étude et le test étaient dans des modalités différentes. Les sujets sont donc capables de moduler leur utilisation de la facilité de traitement en tant qu’indice de mémoire en fonction de la non-diagnosticité perçue de cet indice. Cependant, cet effet de modalité semble limité aux participants sains. Les patients amnésiques quant à eux ne semble pas moduler leur utilisation de l'heuristique de fluence. Dans l'ensemble, ces résultats suggèrent que la facilité de traitement peut être utilisée comme un indice pour la reconnaissance dans l'amnésie. Cependant, cette utilisation est sujette à des changements métacognitifs. [less ▲]

Detailed reference viewed: 37 (2 ULg)
Full Text
See detailLa lecture partagée pour améliorer l’entrée dans l’écrit chez des enfants issus de population défavorisée
Maillart, Christelle ULg; Binamé, Florence ULg; Vossius, Line ULg et al

Conference (2017, May 19)

Les enfants issus de populations défavorisées sont à risque de présenter des difficultés d’apprentissage en lecture. Sans intervention appropriée, le décalage entre les performances de ces enfants et leur ... [more ▼]

Les enfants issus de populations défavorisées sont à risque de présenter des difficultés d’apprentissage en lecture. Sans intervention appropriée, le décalage entre les performances de ces enfants et leur pairs persiste voire se creuse avec le temps (Lonigan et al., 2015). Cette communication présente les résultats d’une étude en intervention ciblant la littératie émergente chez de jeunes enfants scolarisés en fin de maternelle. Elle fait partie d’un projet plus large comparant les effets de différentes interventions ciblées 1) sur les précurseurs du calcul, 2) sur des activités psychomotrices ou 3) sur la littératie émergente chez trois groupes d’enfants prése. Pour cette dernière intervention, un groupe de 10 enfants d’âge préscolaire âgés de 51 mois à 70 mois, tous issus d’une école accueillant des enfants issus de milieux socio-économiques faibles, ont participé à une intervention en lecture partagée pendant dix semaines, trente minutes par jour, cinq fois par semaine. La lecture partagée est considérée comme une « bonne pratique » pour le développement de la littératie émergente (National Early Literacy Panel, 2008). Elle cible à la fois des aptitudes concernant le code (conscience phonologique ou connaissance de l’alphabet) et le sens (vocabulaire, syntaxe, grammaire narrative) (Piasta, 2016). Les performances des enfants dans les différentes mesures langagières ou de lecture, évaluées avant et après l’intervention, ont été comparées aux performances obtenues par des enfants ayant participé aux deux autres interventions. Les effets à court terme (pré, post intervention) mais aussi à long terme sur le développement du langage écrit seront présentés, permettant de distinguer des effets d’entrainement spécifique ou plus de stimulation plus globale. [less ▲]

Detailed reference viewed: 26 (0 ULg)
See detailAging and Recollection: a context story
Folville, Adrien ULg; Bastin, Christine ULg; Willems, Sylvie ULg

Poster (2017, March)

Although aging is related to decline in recollection as measured by so-called objective measures, older adults’ subjective experience of recollection remains sometimes stable. Such dissociation could ... [more ▼]

Although aging is related to decline in recollection as measured by so-called objective measures, older adults’ subjective experience of recollection remains sometimes stable. Such dissociation could suggest that younger and older adults use details with different diagnosticity to make subjective recollection judgments. However, the type of details that are reported as bases for recollective experiences by younger adults can also vary as a function of context. Here, we directly investigated age-related changes in recollection and familiarity in different memorability context. Participants studied one set of words in a medium level of processing (LOP) task, and another set of words with either a shallow or deep LOP task (i.e., low vs. high memorability context, respectively). At test, participants discriminated between old and new words and provided information about the basis of their recollective experiences. In both age groups, medium items received more recollection judgments in low (vs. high) memorability context. These recollections seem to be associated with internal information (thought, image, emotion). In contrast, external details (list source, appearance, list position) more often accompanied recollection of medium items in high (vs. low) memorability context. We discuss this effect in terms of Gruppuso et al.’s (1997) functional account. Like younger adults, what older adults deem to be an experience of remembering arises from the functional utility of the recollected information for accomplishing the task. In the low (vs. high) memorability context, the information recollected for medium items more easily met the functional definition of remembering established by participants during the test. [less ▲]

Detailed reference viewed: 38 (11 ULg)
Full Text
See detailIntroduction à l’evidence-based practice en psychologie
Durieux, Nancy ULg; Etienne, Anne-Marie ULg; Willems, Sylvie ULg

Article for general public (2017)

Beaucoup d’encre coule au sujet de l’evidence-based practice (EBP) en psychologie, approche recommandée par certains collègues, mais décriée par d’autres… Cet article a pour objectif d’introduire ... [more ▼]

Beaucoup d’encre coule au sujet de l’evidence-based practice (EBP) en psychologie, approche recommandée par certains collègues, mais décriée par d’autres… Cet article a pour objectif d’introduire brièvement l’EBP auprès des praticiens. Les auteurs tenteront de montrer que, malgré les obstacles et les développements essentiels pour que cette approche puisse être intégrée dans le quotidien des psychologues, l’EBP constitue une opportunité de faire évoluer les pratiques professionnelles et de permettre une meilleure valorisation de la psychologie. [less ▲]

Detailed reference viewed: 39 (12 ULg)
Full Text
See detailThe learned reinterpretation of fluency in amnesia
Geurten, Marie ULg; Willems, Sylvie ULg

in Neuropsychologia (2017), 101

Fluency is one of many cues that are involved in memory decisions. To date, however, the extent to which fluency-based decisions are preserved in amnesia is not yet clear. In this study, we tested and ... [more ▼]

Fluency is one of many cues that are involved in memory decisions. To date, however, the extent to which fluency-based decisions are preserved in amnesia is not yet clear. In this study, we tested and found differences in how patients with amnesia (n = 8) and control participants (n = 16) use fluency when making recognition decisions (Experiment 1). Our results suggested that these differences could be due to changes in the readiness with which patients attribute the subjective feeling of fluency to pre-exposure when an alternative explanation is available (i.e., the perceptual quality of the item). Secondly, we explored the hypothesis that changes in attribution processes in patients with amnesia are explained by a decrease in contingency between processing fluency and previous occurrence of stimuli in patients’ daily lives, leading them to consider that fluency is not a relevant cue for memory (Experiment 2). Specifically, 42 healthy participants were put either in a condition where the positive contingency between fluent processing and previous encounters with an item was systematically confirmed (classic condition) or in a condition where the classical association between fluency and prior exposure was systematically reversed (reversed condition). Results indicated that participants more readily attribute fluency to the alternative external source than to past experience in the reversed condition than in the classic condition, mimicking the pattern of results shown by participants with amnesia in Experiment 1. Implications of these findings are discussed. [less ▲]

Detailed reference viewed: 17 (3 ULg)
Full Text
See detailHearing “quack” and remembering a duck: Evidence for fluency attribution in young children
Geurten, Marie ULg; Lloyd, Marianne; Willems, Sylvie ULg

in Child Development (2017), 88(2), 514-522

Previous research has suggested that fluency does not influence memory decisions until age 7-8. In two experiments (n=96 and n=64, respectively), children, aged 4, 6, and 8 years (Experiment 1-2), and ... [more ▼]

Previous research has suggested that fluency does not influence memory decisions until age 7-8. In two experiments (n=96 and n=64, respectively), children, aged 4, 6, and 8 years (Experiment 1-2), and adults (Experiment 2) studied a list of pictures. Participants completed a recognition test during which each study item was preceded by a sound providing either a highly predictive or mildly predictive context in order to make some test items more conceptually fluent. Overall, highly predictive items were recognized at a higher rate than mildly predictive items demonstrating an earlier development of the fluency heuristic than previously observed. The study provides insight on how children develop metacognitive expectations and when they start to use them to guide their memory responses. [less ▲]

Detailed reference viewed: 96 (21 ULg)
Full Text
See detailIncreasing the salience of fluency cues does not reduce the recognition memory impairment in Alzheimer’s disease!
Simon, Jessica ULg; Bastin, Christine ULg; SALMON, Eric ULg et al

in Journal of Neuropsychology (2016)

In Alzheimer’s disease (AD), it is now well established that recollection is impaired from the beginning of the disease, whereas findings are less clear concerning familiarity. One of the most important ... [more ▼]

In Alzheimer’s disease (AD), it is now well established that recollection is impaired from the beginning of the disease, whereas findings are less clear concerning familiarity. One of the most important mechanisms underlying familiarity is the sense of familiarity driven by processing fluency. In this study, we attempted to attenuate recognition memory deficits in AD by maximizing the salience of fluency cues in two conditions of a recognition memory task. In one condition, targets and foils have been created from the same pool of letters (Overlap condition). In a second condition, targets and foils have been derived from two separate pools of letters (No-Overlap condition), promoting the use of letter-driven visual and phonetic fluency. Targets and foils were low-frequency words. The memory tasks were performed by 15 patients with AD and 16 healthy controls. Both groups improved their memory performance in the No-Overlap condition compared to the Overlap condition. Patients with AD were able to use fluency cues during recognition memory as older adults did, but this did not allow to compensate for dysfunction of recognition memory processes. [less ▲]

Detailed reference viewed: 34 (10 ULg)
See detailEpisodic memory and aging: The effect of perceptual processing fluency on recognition memory processes
Bastin, Christine ULg; Willems, Sylvie ULg

Poster (2016, April 03)

Normal aging is characterized by decreased recollection, but better preserved familiarity. Memory tasks that facilitate the use of familiarity should allow attenuating age-related differences in memory ... [more ▼]

Normal aging is characterized by decreased recollection, but better preserved familiarity. Memory tasks that facilitate the use of familiarity should allow attenuating age-related differences in memory. The study tested two hypotheses: (1) can the reliance on familiarity during recognition memory be promoted by increasing the difference in perceptual processing fluency between old and new items; (2) can this manipulation reduce age-related difficulties in episodic memory? Twenty-four young and 24 older adults performed two verbal recognition memory tasks. In the No-Overlap task, target words and new words did not share any letter. Prior exposition to the target words thus induced increased processing fluency of the words and letters, so that fluency difference was a salient and reliable cue to discriminate between old and new words. In the Overlap task, target and new words had letters in common, so fluency cues were less useful. Recollection and familiarity was assessed with the Remember/Know/Guess paradigm. The results showed an age effect on recollection but intact familiarity. Moreover, (1) memory performance was better in the No Overlap than the Overlap task, with a greater hit rate and a smaller false alarm rate associated with familiarity. And, (2) age-related differences in recognition accuracy (hits – false alarms) were significantly attenuated in the No Overlap task compared to the Overlap task. These findings suggest that minimizing the perceptual similarity between targets and distractors, and thus increasing processing fluency differences, allowed to reduce the effect of age on recognition memory performance by facilitating the use of familiarity. [less ▲]

Detailed reference viewed: 106 (5 ULg)
See detailEnhancing the salience of perceptual fluency improves familiarity-based recognition memory in aging
Bastin, Christine ULg; Willems, Sylvie ULg

Poster (2016, March 17)

Objective. Normal aging is characterized by decreased recollection, but better preserved familiarity. Memory tasks that facilitate the use of familiarity should allow attenuating age-related differences ... [more ▼]

Objective. Normal aging is characterized by decreased recollection, but better preserved familiarity. Memory tasks that facilitate the use of familiarity should allow attenuating age-related differences in memory. The study tested two hypotheses: (1) can the reliance on familiarity during recognition memory be promoted by increasing the difference in perceptual processing fluency between old and new items; (2) can this manipulation reduce age-related difficulties in episodic memory? Methods. Twenty-four young and 24 older adults performed two verbal recognition memory tasks. In the No-Overlap task, target words and new words did not share any letter. Prior exposition to the target words thus induced increased processing fluency of the words and letters, so that fluency difference was a salient and reliable cue to discriminate between old and new words. In the Overlap task, target and new words had letters in common, so fluency cues were less useful. Recollection and familiarity was assessed with the Remember/Know/Guess paradigm. Results. There was an age effect on recollection but intact familiarity. Moreover, (1) memory performance was better in the No Overlap than the Overlap task, with a greater hit rate and a smaller false alarm rate associated with familiarity. (2) Age-related differences in recognition accuracy (hits – false alarms) were significantly attenuated in the No Overlap task compared to the Overlap task. Conclusion. These findings suggest that minimizing the perceptual similarity between targets and distractors, and thus increasing processing fluency differences, allowed to reduce the effect of age on recognition memory performance by facilitating the use of familiarity. [less ▲]

Detailed reference viewed: 56 (4 ULg)
Full Text
See detailMetacognition in Early Childhood: Fertile Ground to Understand Memory Development?
Geurten, Marie ULg; Willems, Sylvie ULg

in Child Development Perspectives (2016), 10(4), 263-268

Metacognition is a critical factor that appears to be involved in improving episodic memory during childhood. However, as metacognitive abilities emerge relatively late in development, they have not been ... [more ▼]

Metacognition is a critical factor that appears to be involved in improving episodic memory during childhood. However, as metacognitive abilities emerge relatively late in development, they have not been expected to influence children’s memory performance before age 7. Nevertheless, in recent studies, as early as age 3, children rely on basic metacognitive abilities to evaluate their memory and use the result of this evaluation to regulate their memory performance. In this article, we consider evidence for the early development of metacognitive skills. We then review studies indicating that children can use inference rules based on the results of their introspection (monitoring) to regulate their memory decisions, demonstrating the early use of several metacognitive heuristics. Finally, we discuss preliminary findings indicating that changes in how children use metacognitive heuristics can account for changes in episodic memory throughout childhood. [less ▲]

Detailed reference viewed: 42 (15 ULg)
Full Text
See detailEpisodic memory and aging: The effect of perceptual processing fluency on recognition memory processes
Bastin, Christine ULg; Willems, Sylvie ULg

in Journal of Cognitive Neuroscience (2016), S2016

Detailed reference viewed: 40 (5 ULg)
See detailAnalyzing but Not Buying: The Mere Exposure Effect on Children’s Behavior in an Ecological Context
Geurten, Marie ULg; Geurten, Claire ULg; Willems, Sylvie ULg

Poster (2016)

The mere exposure effect is usually considered a robust phenomenon whereby people’s attitudes can easily be influenced. However, recent studies suggest that some conditions must be met for this effect to ... [more ▼]

The mere exposure effect is usually considered a robust phenomenon whereby people’s attitudes can easily be influenced. However, recent studies suggest that some conditions must be met for this effect to emerge. In this experiment, the influence of the features of a specific material on the mere exposure effect was examined in an ecological context. Children were told that they would play a game during which they would have to buy several items in different shops. In these shops, half of the participants were incidentally exposed to two target stimuli. During a subsequent judgment phase, the target stimuli were presented to each child, either with perceptually similar items or with perceptually dissimilar items. Prior encounter with an item only influenced children’s preference choices when the test items were dissimilar. These findings are discussed in terms of the processing styles that are necessary for the mere exposure effect to appear. [less ▲]

Detailed reference viewed: 107 (4 ULg)
Full Text
See detailEntraîner la communication professionnelle par des dispositifs en e-learning au cours du Master en orthophonie
Martinez Perez, Trecy ULg; Maillart, Christelle ULg; Willems, Sylvie ULg

in Rééducation Orthophonique (2015), 264

La capacité à communiquer efficacement constitue une qualité professionnelle incontournable des orthophonistes. Néanmoins, dans la formation initiale, les compétences communicationnelles sont rarement ... [more ▼]

La capacité à communiquer efficacement constitue une qualité professionnelle incontournable des orthophonistes. Néanmoins, dans la formation initiale, les compétences communicationnelles sont rarement travaillées et évaluées au contraire d’autres compétences cliniques telles que l’évaluation et la rééducation. Beaucoup considèrent en effet que ces compétences relationnelles s’entraîneront naturellement sur le terrain. Or, la communication professionnelle possède des caractéristiques qui lui sont propres et qui doivent être entraînées. Dans le Master en orthophonie à l’Université de Liège, deux dispositifs ont été développés et ciblent la communication au cours de l’entretien anamnestique et de la remise de conclusion. Ces dispositifs reposent essentiellement sur des modules en e-learning et permettent de garantir aux étudiants en orthophonie les bases nécessaires en communication professionnelle avec peu de ressources académiques. [less ▲]

Detailed reference viewed: 151 (15 ULg)
Full Text
See detailLess is more: The availability heuristic in early childhood
Geurten, Marie ULg; Willems, Sylvie ULg; Germain, Sophie ULg et al

in British Journal of Developmental Psychology (2015), 33(4), 405-410

This study examined whether young children are influenced by the subjective experience associated with an easy or difficult recall when making memory decisions. Seventy-one children, aged 4, 6, and 8 ... [more ▼]

This study examined whether young children are influenced by the subjective experience associated with an easy or difficult recall when making memory decisions. Seventy-one children, aged 4, 6, and 8 years, were asked to generate either a small (easy condition) or large (hard condition) number of first names. Statistical analyses revealed that participants in the hard condition were more likely to infer that they did not know many names than participants in the easy condition, contrary to what would be expected if children based their memory judgement on the objective number of recalled items. Overall, our results support the hypothesis that children as young as 4 years old rely on the subjective experience of ease to regulate their decision-making processes. Theoretical implications of these findings are discussed. [less ▲]

Detailed reference viewed: 34 (6 ULg)
See detailInvolvement of the Distinctiveness Heuristic in Children's Decision Making
Geurten, Marie ULg; Willems, Sylvie ULg; Meulemans, Thierry ULg

Poster (2015)

Over the past decades, researchers studying adult metacognition have placed a heavy emphasis on how expectations and naïve theories about memory functioning can improve memory accuracy through the ... [more ▼]

Over the past decades, researchers studying adult metacognition have placed a heavy emphasis on how expectations and naïve theories about memory functioning can improve memory accuracy through the implementation of some metacognitive rules. By contrasts, however, research on metacognition in children has only recently started to pay attention to the influence of these heuristic-based judgments on decision making. Generally, the results of these studies indicate that memory decisions are already based on some heuristics by the ages of 7-8 years. Thus far, the question of whether younger children can do the same has widely gone unexamined. The present experiment investigates whether young children are able to reduce their false recognitions rate after distinctive encoding through the implementation of a strategic metacognitive rule. Specifically, we examine the use of a retrieval strategy called the distinctiveness heuristic whereby people infer that an event has not occurred when they cannot remember expected memorial information about it. Seventy-two children, aged 4, 6, and 9 years, studied two lists of unrelated items. One of these lists was visually displayed (picture/dictinctive condition) while the other was presented auditorily (word/no-distinctive condition). After each study phase, participants completed recognition tests. Finally, they answered questions about their explicit knowledge of the distinctive-encoding effect. The results revealed that even the youngest children in our sample showed a smaller proportion of intrusions in the picture condition than in the word condition. Furthermore, the findings of the signal detection analyses are consistent with the hypothesis that the lower rate of false recognitions after picture encoding results from the implementation of a conservative response criterion based on the participants’ metacognitive expectations (distinctiveness heuristic). Moreover, the absence of correlation between children’s explicit knowledge of the distinctiveness rule and their effective use of this metacognitive heuristic seems to indicate that its involvement in memory decisions could be mediated by implicit mechanisms. [less ▲]

Detailed reference viewed: 55 (4 ULg)
Full Text
See detailAre Children Conservative, Liberal or Metacognitive? Preliminary Evidence for the Involvement of the Distinctiveness Heuristic in Decision Making
Geurten, Marie ULg; Willems, Sylvie ULg; Meulemans, Thierry ULg

in Journal of Experimental Child Psychology (2015), 132

The present experiment investigates whether young children are able to reduce their false recognition rate after distinctive encoding by implementing a strategic metacognitive rule. Seventy-two children ... [more ▼]

The present experiment investigates whether young children are able to reduce their false recognition rate after distinctive encoding by implementing a strategic metacognitive rule. Seventy-two children, aged 4, 6, and 9 years, studied two lists of unrelated items. One of these lists was visually displayed (picture condition) while the other was presented auditorily (word condition). After each study phase, participants completed recognition tests. Finally, they answered questions about their explicit knowledge of the distinctive-encoding effect. The results revealed that even the youngest children in our sample showed a smaller proportion of intrusions in the picture condition than in the word condition. Furthermore, the results of the signal detection analyses were consistent with the hypothesis that the lower rate of false recognitions after picture encoding results from the implementation of a conservative response criterion based on metacognitive expectations (distinctiveness heuristic). Moreover, the absence of correlation between children’s explicit knowledge of the distinctiveness rule and their effective use of this metacognitive heuristic seems to indicate that its involvement in memory decisions could be mediated by implicit mechanisms. [less ▲]

Detailed reference viewed: 44 (8 ULg)
Full Text
See detailBeyond the Experience: Detection of Metamemorial Regularities
Geurten, Marie ULg; Willems, Sylvie ULg; Meulemans, Thierry ULg

in Consciousness & Cognition (2015), 33

We examined the mechanisms involved in the development of the easily learned, easily remembered (ELER) heuristic in three groups of young children (4–5 years, 6–7 years, and 8–9 years). A trial-to ... [more ▼]

We examined the mechanisms involved in the development of the easily learned, easily remembered (ELER) heuristic in three groups of young children (4–5 years, 6–7 years, and 8–9 years). A trial-to-acquisition procedure was used to evaluate how much these children’s judgment of learning depended on the ELER heuristic. Moreover, a new experimental paradigm, composed of six phases—a pretest, four training phases, and a posttest—was employed to implicitly influence the validity of the ELER association that underlies this metacognitive rule. Results revealed that the ELER heuristic develops early (4–5 years), but its use is reduced after implicit training. Furthermore, executive monitoring was found to account for the smaller changes observed in older children (8–9 years) after training. From a developmental perspective, these findings present a coherent picture of children’s learning of metacognitive heuristics, wherein early automatic and implicit learning is later followed by effortful control. [less ▲]

Detailed reference viewed: 23 (10 ULg)
Full Text
See detailThe Influence of Context on Children’s Use of the Memorability Heuristic
Geurten, Marie ULg; Meulemans, Thierry ULg; Willems, Sylvie ULg

Poster (2015)

We examined children’s ability to employ a metacognitive heuristic based on memorability expectations to reduce false recognitions, and explored whether these expectations depend on the context in which ... [more ▼]

We examined children’s ability to employ a metacognitive heuristic based on memorability expectations to reduce false recognitions, and explored whether these expectations depend on the context in which the items are presented. Specifically, 4-, 6-, and 9-year-old children were presented with high-, medium-, and low-memorability words, either mixed together (Experiment 1) or separated into two different lists (Experiment 2). Results revealed that only children with a higher level of executive functioning (9-year-olds) used the memorability-based heuristic when all types of items were presented within the same list. However, all children, regardless of age or executive level, implemented the metacognitive rule when high- and low-memorability words were presented in two separate lists. Moreover, the results of Experiment 2 showed that participants processed medium-memorability words more conservatively when they were presented in a low- than in a high-memorability list, suggesting that children’s memorability expectations are sensitive to list-context effects. [less ▲]

Detailed reference viewed: 26 (2 ULg)
Full Text
See detailMemorability in context: An heuristic story
Geurten, Marie ULg; Meulemans, Thierry ULg; Willems, Sylvie ULg

in Experimental Psychology (2015), 62(5), 306-319

We examined children’s ability to employ a metacognitive heuristic based on memorability expectations to reduce false recognitions, and explored whether these expectations depend on the context in which ... [more ▼]

We examined children’s ability to employ a metacognitive heuristic based on memorability expectations to reduce false recognitions, and explored whether these expectations depend on the context in which the items are presented. Specifically, 4-, 6-, and 9-year-old children were presented with high-, medium-, and low-memorability words, either mixed together (Experiment 1) or separated into two different lists (Experiment 2). Results revealed that only children with a higher level of executive functioning (9-year-olds) used the memorability-based heuristic when all types of items were presented within the same list. However, all children, regardless of age or executive level, implemented the metacognitive rule when high- and low-memorability words were presented in two separate lists. Moreover, the results of Experiment 2 showed that participants processed medium-memorability words more conservatively when they were presented in a low- than in a high-memorability list, suggesting that children’s memorability expectations are sensitive to list-context effects. [less ▲]

Detailed reference viewed: 241 (7 ULg)