DOCUMENTS

Kolinsky, R., Monteiro-Plantin, R. S., Mengarda, E. J., Grimm-Cabral, L., Scliar-Cabral, L., & Morais, J. (2014). How formal education and literacy impact on the content and structure of semantic categories. Trends in Neuroscience and Education, 3, 106-121. DOI: 10.1016/j.tine.2014.08.001

We examined the hypothesis that formal education and literacy impact the richness and precision of semantic knowledge but not the organization of semantic categories and basic mechanisms of access to them.
In Experiment 1, adults of varying levels of formal education were presented with semantic fluency tests and a superordinate naming task. Experiment 2 examined the impact of reading proficiency on adults of varying degrees of literacy. They were presented with simple semantic, alternating semantic and phonemic fluency tasks, as well as with literacy-related, reasoning and memory tests.
Fluency was analyzed in terms of overall performance, sequential order and speed of responses. Despite lower performance, illiterates and adults with null or limited formal education displayed taxonomic clustering and retrieval by semantic subcategory, as did participants with higher formal education levels. Yet, formal education and literacy slightly speed up access to categories, probably providing useful cues for generating category exemplars.

Timmermans, B., & Cleeremans, A. (2015). How can we measure awareness? An overview of current methods. In M. Overgaard (Ed.), Behavioural Methods in Consciousness Research, Oxford: Oxford University Press, pp. 21-46.

Kolinsky, R., Demoulin, C., & Morais, J. (in press). Les effets de l’acquisition de l’écrit sur le traitement du langage, la mémorisation et la connaissance verbale. Ed. SOLAL – DE BOECK.

Anzulewicz, A., Asanowicz, D. , Windey, B., Paulewicz, B., Wierzchon, M. & Cleeremans, A. (2015). Does level of processing affect the transition from unconscious to conscious perception? Consciousness and Cognition, 36, 1-11.

Abstract:

Recently, Windey, Gevers, and Cleeremans (2013) proposed a level of processing (LoP) hypothesis claiming that the transition from unconscious to conscious perception is influ- enced by the level of processing imposed by task requirements. Here, we carried out two experiments to test the LoP hypothesis. In both, participants were asked to classify briefly presented pairs of letters as same or different, based either on the letters’ physical features (a low-level task), or on a semantic rule (a high-level task). Stimulus awareness was mea- sured by means of the four-point Perceptual Awareness Scale (PAS). The results showed that low or moderate stimulus visibility was reported more frequently in the low-level task than in the high-level task, suggesting that the transition from unconscious to conscious perception is more gradual in the former than in the latter. Therefore, although alternative interpretations remain possible, the results of the present study fully support the LoP hypothesis.

Demoulin, C., & Kolinsky, R. (2016, in press). Does learning to read shape verbal working memory? Psychonomic Bulletin & Review . DOI 10.3758/s13423-015-0956-7. Many experimental studies have investigated the relationship between the acquisition of reading and working memory in a unidirectional way, attempting to determine to what extent individual differences in working memory can predict reading achievement. In contrast, very little attention has been dedicated to the converse possibility that learning to read shapes the development of verbal memory processes. In this paper, we present available evidence that advocates a more prominent role for reading acquisition on verbal working memory and then discuss the potential mechanisms of such literacy effects. First, the early decoding activities might bolster the development of subvocal rehearsal, which, in turn, would enhance serial order performance in immediate memory tasks. In addition, learning to read and write in an alphabetical system allows the emergence of phonemic awareness and finely tuned phonological representations, as well as of orthographic representations. This could improve the quality, strength, and precision of lexical representations, and hence offer better support for the temporary encoding of memory items and/or for their retrieval.

Gaillard, V., Cleeremans, A., & Destrebecqz, A. (2014). Dissociating conscious and unconscious learning with objective and subjective measures. Clinical EEG and Neuroscience, 45(1), 50-56.

Abstract:

According to functionalist theories, consciousness can be defined by the functions that it serves and by the way it contributes to cognition. For example, when trying to establish dissociations between conscious and unconscious knowledge, conscious representations would be identified by the fact that they allow cognitive control or successful identification or recollection, assessed by verbal reports or forced-choice tasks. Even though the functionalist approach has brought about important dissociation results concerning conscious and unconscious cognition, critics emphasize that it does not account for the qualitative properties of conscious experience. Phenomenal theories are precisely based on the notion that conscious representations are such that it feels like something to have these representations. Thus, one way to assess conscious knowledge is to ask people, after they have produced a forced-choice response, to identify their mental states through the use of subjective confidence ratings, in which they discriminate between a complete guess and a response based on some feeling of knowing. However, these 2 approaches are not mutually exclusive. In this article, we review a series of studies showing that the joint use of objective judgments about some external stimuli and about one’s own subjective knowledge concerning these stimuli, provides new insights into the putative dissociation between conscious and unconscious knowledge in learning.

This is the minutes of the COOL4 administrative meeting

This document contains the Agenda and the Minutes of the COOL3 Administrative Meeting held on December 11th, 2014

The role of letter category in visual word perception - some background for the future work on learning artificial scripts