Chris J Mitchell
Biographic Data
| ID | 5449041 |
|---|---|
| NAME | Chris J Mitchell |
| GIVEN NAMES | Chris J |
| FAMILY NAME | Mitchell |
| SIGNATURE | MITCHELL C J |
| AFFILIATIONS | UNSW Sydney |
| ORCID | 0000-0002-6118-0055 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
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 pre-testing effect), 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). How curiosity enhances hippocampus-dependent memory: The prediction, appraisal, cu…
Pretesting boosts recognition, but not cued recall, of targets from unrelated word pairs
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). To manip…
Attention and associative learning in humans
Rather, it suggests a new kind of “derived” attention.
Can theories of animal discrimination explain perceptual learning in humans
We present a review of recent studies of perceptual learning conducted with nonhuman animals. The focus of this research has been to elucidate the mechanisms by which mere exposure to a pair of similar stimuli can increase the ease with which those stimuli are discriminated. These studies establish an important role for 2 mechanisms, one involving inhibitory associations between the unique features of the stimuli, the other involving a long-term …
The propositional nature of human associative learning
The past 50 years have seen an accumulation of evidence suggesting that associative learning depends on high-level cognitive processes that give rise to propositional knowledge. Yet, many learning theorists maintain a belief in a learning mechanism in which links between mental representations are formed automatically. We characterize and highlight the differences between the propositional and link approaches, and review the relevant empirical ev…
Missing the target
Koehler and Macchi 2009 criticize the experiments presented in Newell, Mitchell, and Hayes 2008 as being “virtually irrelevant” to exemplar cuing theory. This reply addresses that interpretation and argues that the experiments dealt with issues at the heart of the theory and provided evidence highly relevant to understand how people think about low‐probability events. The role of the ‘target’ in probabilistic statements is examined, highlighting …
Getting scarred and winning lotteries
Three experiments tested the exemplar cuing and frequency format accounts of how the ‘imaginability’ of low‐probability events is enhanced. The experiments manipulated imaginability by varying the statistics used to describe negative (e.g. being scarred as a result of laser surgery) and positive (e.g. winning a lottery) low‐probability events. The results strongly supported the frequency format account, whereby imaginability is enhanced through t…
The mere acceptance effect
Mere acceptance produces apparent attitude in the Implicit Association Test
Mere acceptance produces apparent attitude in the Implicit Association Test
Getting scarred and winning lotteries
Three experiments tested the exemplar cuing and frequency format accounts of how the ‘imaginability’ of low‐probability events is enhanced. The experiments manipulated imaginability by varying the statistics used to describe negative (e.g. being scarred as a result of laser surgery) and positive (e.g. winning a lottery) low‐probability events. The results strongly supported the frequency format account, whereby imaginability is enhanced through t…
Mere acceptance produces apparent attitude in the Implicit Association Test
The mere acceptance effect
Getting scarred and winning lotteries
Three experiments tested the exemplar cuing and frequency format accounts of how the ‘imaginability’ of low‐probability events is enhanced. The experiments manipulated imaginability by varying the statistics used to describe negative (e.g. being scarred as a result of laser surgery) and positive (e.g. winning a lottery) low‐probability events. The results strongly supported the frequency format account, whereby imaginability is enhanced through t…
The propositional nature of human associative learning
The past 50 years have seen an accumulation of evidence suggesting that associative learning depends on high-level cognitive processes that give rise to propositional knowledge. Yet, many learning theorists maintain a belief in a learning mechanism in which links between mental representations are formed automatically. We characterize and highlight the differences between the propositional and link approaches, and review the relevant empirical ev…
Missing the target
Koehler and Macchi 2009 criticize the experiments presented in Newell, Mitchell, and Hayes 2008 as being “virtually irrelevant” to exemplar cuing theory. This reply addresses that interpretation and argues that the experiments dealt with issues at the heart of the theory and provided evidence highly relevant to understand how people think about low‐probability events. The role of the ‘target’ in probabilistic statements is examined, highlighting …
Can theories of animal discrimination explain perceptual learning in humans
We present a review of recent studies of perceptual learning conducted with nonhuman animals. The focus of this research has been to elucidate the mechanisms by which mere exposure to a pair of similar stimuli can increase the ease with which those stimuli are discriminated. These studies establish an important role for 2 mechanisms, one involving inhibitory associations between the unique features of the stimuli, the other involving a long-term …
Attention and associative learning in humans
Rather, it suggests a new kind of “derived” attention.
Pretesting boosts recognition, but not cued recall, of targets from unrelated word pairs
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). To manip…
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 pre-testing effect), 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). How curiosity enhances hippocampus-dependent memory: The prediction, appraisal, cu…
Psychology (10 works) · Cognitive psychology (7 works) · Cognition (5 works) · Computer Science (5 works) · Neuroscience (5 works) · Social Psychology (4 works) · Associative property (3 works) · Child and Animal Learning Development (3 works) · Linguistics (3 works) · Memory Processes and Influences (3 works)