Browsing by Author "Solmaz, Elif Cemre"

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Open Access
Not all perceptual difficulties lower memory predictions: testing the perceptual fluency hypothesis with rotated and inverted object images
(Springer, 2019-02) Beşken, Miri; Solmaz, Elif Cemre; Karaca, Meltem; Atılgan, Nilsu
Studies typically show that perceptual difficulties at the time of encoding lower memory predictions. One potential exception to this is the inverted-word manipulation, in which participants produce equivalent memory predictions for upright and inverted words, despite higher free-recall performance for the inverted words (Sungkhasettee, Friedman, & Castel in Psychonomic Bulletin & Review, 18, 973–978, 2011). In the present set of experiments, we aimed to investigate the contributions of online perceptual difficulties versus a priori beliefs through two disfluency manipulations conceptually similar to the inverted-word manipulation: inversion and canonicity. The inversion manipulation involved presentation of upright and inverted object images, whereas the canonicity manipulation involved presentation of objects to participants from frequent (canonical) or infrequent (noncanonical) viewing perspectives. Memory predictions were made either on an item-by-item basis or aggregately. In all studies, the perceptual identification latencies for inverted and noncanonical items were slower than those for upright and canonical items, respectively. In experiments conducted with item-by-item memory predictions, predictions were not significantly different from each other across encoding conditions. In contrast, in experiments using aggregate memory predictions, fluent items produced higher memory predictions than did disfluent items. These results show that in certain cases, participants may not consider online objective perceptual difficulties. Moreover, item-by-item and aggregate memory predictions produce different patterns, evidence of a dissociation between the two types of predictions. The results are discussed in light of theories that rely on objective perceptual fluency differences across encoding conditions versus theories that rely on participants’ a priori beliefs about fluency.
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Pehlivanlıktan albaylığa : Parti pehlivan
(Bilkent University, 2015) Solmaz, Elif Cemre; Dirik, Elif; Haskaraca, Feride Nur; Zayim, Meryem Şeyda
Open Access
A systematic analysis of category learning: effects of different learning strategies and task characteristics
(2019-06) Solmaz, Elif Cemre
Many studies showed that organization of study materials has a strong effect on learning performance (Kornell & Bjork, 2008). The current study compared category learning performance through blocked and interleaved learning conditions, using verbal (Experiment 1) and pictorial (Experiment 2) materials. Participants were assigned to one of three conditions at encoding phase: blocked, interleaved, and semi-interleaved learning conditions. In blocked learning, participants studied four exemplars of the same category within the same trial, and categories were blocked across trials. In interleaved learning, participants studied one exemplar from four different categories within the same trial, and categories were interleaved across trials. In semi-interleaved learning, participants studied four exemplars of the same category within the trial, but categories were interleaved across trials. At testing phase, participants were tested on old and novel exemplars of the categories that they studied and were asked to identify the category of each exemplar. Lastly, they were tested on explicit understanding of categories. Both Experiment 1 and 2 revealed that participants produced the highest learning performance in the semi- interleaved learning condition. Learning similarities within the same trial and learning differences across trials might lead to the most optimal learning strategy for category learning, regardless of the type of stimuli used.