Learn More
Effectively evaluating visualization techniques is a difficult task often assessed through feedback from user studies and expert evaluations. This work presents an alternative approach to visualization evaluation in which brain activity is passively recorded using electroencephalography (EEG). These measurements are used to compare different visualization(More)
People falsely endorse semantic associates and morpheme rearrangements of studied words at high rates in recognition testing. The coexistence of these results is paradoxical: Models of reading that presume automatic extraction of meaning cannot account for elevated false memory for foils that are related to studied stimuli only by their visual form; models(More)
Raven's Progressive Matrices is a widely used test for assessing intelligence and reasoning ability (Raven, Court, & Raven, 1998). Since the test is nonverbal, it can be applied to many different populations and has been used all over the world (Court & Raven, 1995). However, relatively few matrices are in the sets developed by Raven, which limits their use(More)
It has been suggested that both familiarity and recollection contribute to the recognition decision process. In this paper we leverage the form of false alarm rate functions--in which false alarm rates describe an inverted U-shaped function as the time between study and test increases--to assess how these processes support retention of semantic and surface(More)
Older adults exhibit a disproportionate deficit in their ability to recover contextual elements or source information about prior encounters with stimuli. A recent theoretical account, DRYAD, attributes this selective deficit to a global decrease in memory fidelity with age, moderated by weak representation of contextual information. The predictions of(More)
A hallmark of adaptive cognition is the ability to modulate learning in response to the demands posed by different types of tests and different types of materials. Here we evaluate how older adults process out-of-context words and sentences differently by examining patterns of memory errors. In two experiments, we explored younger and older adults'(More)
There is a great deal of debate concerning the benefits of working memory (WM) training and whether that training can transfer to other tasks. Although a consistent finding is that WM training programs elicit a short-term near-transfer effect (i.e., improvement in WM skills), results are inconsistent when considering persistence of such improvement and far(More)