Psychological proximity improves reasoning in academic aptitude tests.

Performance on standardized academic aptitude tests (AAT) can determine important life outcomes. However, it is not clear whether and which aspects of the content of test questions affect performance. We examined the effect of psychological distance embedded in test questions. In Study 1 (N = 41,209), we classified the content of existing AAT questions as invoking proximal versus distal details. We found better performance with proximal compared to distal questions, especially for low-achieving examinees. Studies 2 and 3 manipulated the distance of questions adapted from AATs and examined three moderators: overall AAT score, working-memory capacity, and presence of irrelevant information. In Study 2 (N = 129), proximity (versus distance) improved the performance of low-achieving participants. In Study 3 (N = 1744), a field study, among low-achieving examinees, proximity improved performance on questions that included irrelevant information. Together, these results suggest that the psychological distance that is invoked by the content of test questions has important consequences for performance in real-life high-stakes tests.

Abstract thinking facilitates aggregation of information.

Many situations in life (such as considering which stock to invest in, or which people to befriend) require averaging across series of values. Here, we examined predictions derived from construal level theory, and tested whether abstract compared with concrete thinking facilitates the process of aggregating values into a unified summary representation. In four experiments, participants were induced to think more abstractly (vs. concretely) and performed different variations of an averaging task with numerical values (Experiments 1-2 and 4), and emotional faces (Experiment 3). We found that the induction of abstract, compared with concrete thinking, improved aggregation accuracy (Experiments 1-3), but did not improve memory for specific items (Experiment 4). In particular, in concrete thinking, averaging was characterized by increased regression toward the mean and lower signal-to-noise ratio, compared with abstract thinking. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Induced Social Power Improves Visual Working Memory.

The possibility that social power improves working memory relative to conditions of powerlessness has been invoked to explain why manipulations of power improve performance in many cognitive tasks. Yet, whether power facilitates working memory performance has never been tested directly. In three studies, we induced high or low sense of power using the episodic recall task and tested participants' visual working memory capacity. We found that working memory capacity estimates were higher in the high-power than in the low-power condition in the standard change-detection task (Study 1), in a variation of the task that introduced distractors alongside the targets (Study 2), and in a variation that used real-world objects (Study 3). Studies 2 and 3 also tested whether high power improved working memory relative to low power by enhancing filtering efficiency, but did not find support for this hypothesis. We discuss implications for theories of both power and working memory.

Concrete mindset impairs filtering in visual working memory.

Two studies tested whether a mindset manipulation would affect the filtering of distractors from entering visual working memory (VWM). In Study 1, participants completed a concrete mindset manipulation (by repeatedly describing how to perform an action), an abstract mindset manipulation (by repeatedly describing why to perform an action), and a baseline condition (no manipulation). In Study 2, some participants completed a concrete mindset manipulation, whereas others completed an abstract manipulation. Filtering efficiency was estimated by a change-detection task that included a condition with distractors alongside targets. We derived our prediction from construal-level theory (CLT), according to which concrete representations retain information regardless of its relevance, whereas abstract representations retain the relevant and omit the irrelevant elements of an input array. In a task that requires attending to task-relevant targets and ignoring task-irrelevant distractors in a visual array, concrete processing should impair performance relative to abstract processing. We therefore predicted that a concrete mindset would reduce filtering efficiency as compared to an abstract mindset. Consistent with our hypothesis, we found that a concrete mindset manipulation reduced filtering efficiency, as compared to both an abstract mindset manipulation (Studies 1 and 2) and the baseline condition (Study 1). These results suggest a new factor that may contribute to both individual differences and situational variation in working memory performance.

Working Memory Load Affects Processing Time in Spoken Word Recognition: Evidence from Eye-Movements.

In daily life, speech perception is usually accompanied by other tasks that tap into working memory capacity. However, the role of working memory on speech processing is not clear. The goal of this study was to examine how working memory load affects the timeline for spoken word recognition in ideal listening conditions. We used the "visual world" eye-tracking paradigm. The task consisted of spoken instructions referring to one of four objects depicted on a computer monitor (e.g., "point at the candle"). Half of the trials presented a phonological competitor to the target word that either overlapped in the initial syllable (onset) or at the last syllable (offset). Eye movements captured listeners' ability to differentiate the target noun from its depicted phonological competitor (e.g., candy or sandal). We manipulated working memory load by using a digit pre-load task, where participants had to retain either one (low-load) or four (high-load) spoken digits for the duration of a spoken word recognition trial. The data show that the high-load condition delayed real-time target discrimination. Specifically, a four-digit load was sufficient to delay the point of discrimination between the spoken target word and its phonological competitor. Our results emphasize the important role working memory plays in speech perception, even when performed by young adults in ideal listening conditions.