Katarzyna Rączy
Rocznik Kognitywistyczny, Tom 11, 2018, s. 17-34
https://doi.org/10.4467/20843895RK.18.002.9756Measuring intelligence in the blind population is a very challenging task. The Wechsler Adult Intelligence Scale, one of the most popular IQ tests, is not suitable due to its reliance on visual stimuli. However, one can observe that neuroscientists have started to look for neural correlates of intelligence, for example by measuring the accuracy of performance in a popular n-back task while subjects undergo fMRI scans. It has been shown that the so-called general intelligence strongly correlates with the memory system in sighted people. Since working memory can also be tested independently of a given sensory input, it can prove to be an excellent tool to measure the working memory capacity, which can serve as a neural correlate of intelligence in the blind.
Katarzyna Rączy
Rocznik Kognitywistyczny, Tom 5, 2011, s. 183-189
https://doi.org/10.4467/20843895RK.12.022.0426Adjustment and anchoring heuristic on material presented as animal list
The experiment shows an attempt to answer the question, whether the anchoring effect occurs on a material different from the numeral one, in this case, presented as an animal list. Two studies have been conducted, and the participants were university and high school students. First study, utilized visual presentation of a list of animals arranged analogically to Tversky and Kahneman’s experiment (1982). In the second study, previous animals were replaced by new ones and the weight of each has been added. Also, the list has been presented to participants by reading aloud. The results of first study, has not confirmed the anchoring effect. Although, the second study showed the participants’ decisions were biased. They were affected by anchoring not on the first element of the list but on the last one. The following finding is interpreted as the recency effect.
Katarzyna Rączy
Rocznik Kognitywistyczny, Tom 8, 2015, s. 91-98
https://doi.org/10.4467/20843895RK.14.009.4258
The aim of the following study was to answer the question whether multimodal grammar learning would improve classification accuracy as compared with a unimodal learning. To test this hypothesis, an experimental procedure was constructed based on the research conducted by Conway and Christiansen [2006]. Their study regarded modality-specific Artificial Grammar Learning task (AGL). The grammatical sequence that was used in the study presented here was based on an algorithm with a finite number of results. Two additional sets of ungrammatical sequences were generated in a random manner. One of them was used in the learning phase in the control group while the second one, in the classification phase, in both, control and experimental groups. The obtained results showed that participants performed classification task above the chance level. These findings supported the hypothesis, which stated that grammar learning would occur [Conway and Christiansen 2006; Reber 1989]. We did not observe any effect regarding the hypothesized accuracy enhancement in a multimodal learning condition.