From good intentions to healthy habits: Towards integrated computational models of goal striving and habit formation

In two experiments, we tested the hypothesis that strategy performance on a given trial is influenced by the difficulty of the strategy executed on the immediately preceding trial, an effect that we call strategy sequential difficulty effect. Participants’ task was to provide approximate sums to two-digit addition problems by using cued rounding strategies. Results showed that performance was poorer after a difficult strategy than after an easy strategy. Our results have important theoretical and empirical implications for computational models of strategy choices and for furthering our understanding of strategic variations in arithmetic as well as in human cognition in general.

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Does Viotin Activate Violin More Than Viocin?

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000223 ◽

2014 ◽

Vol 61 (1) ◽

pp. 23-29 ◽

Cited By ~ 15

Author(s):

Manuel Perea ◽

Victoria Panadero

Keyword(s):

Word Recognition ◽

Visual Word Recognition ◽

Developmental Dyslexia ◽

Computational Models ◽

Error Rates ◽

Visual Word ◽

Base Word ◽

Similar Response ◽

Skilled Readers ◽

Young Readers

The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word’s overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children – this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word’s visual cues, presumably because of poor letter representations.

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