After perceiving cognitive conflicts or errors, children as well as adults adjust their performance in terms of reaction time slowing on subsequent actions, resulting in the so called post-conflict slowing and post-error slowing, respectively. The development of these phenomena has been studied separately and with different methods yielding inconsistent findings. We aimed to assess the temporal dynamics of these two slowing phenomena within a single behavioral task. To do so, 9-13-year-old children and young adults performed a Simon task in which every fifth trial was incongruent and thus induced cognitive conflict and, frequently, also errors. We compared the reaction times on four trials following a conflict or an error. Both age groups slowed down after conflicts and did so even more strongly after errors. Disproportionally high reaction times on the first post-error trial were followed by a steady flattening of the slowing. Generally, children slowed down more than adults. In addition to highlighting the phenomenal and developmental robustness of post-conflict and posterror slowing these findings strongly suggest increasingly efficient performance adjustment through fine-tuning of cognitive control in the course of development.

Detecting an error signals the need for increased cognitive control and behavioural adjustments. Considerable development in performance monitoring and cognitive control is evidenced by lower error rates and faster response times in

Selective attention is relevant for goal directed behavior as it allows people to attend to task-relevant target stimuli and to ignore task-irrelevant distractors. Attentional focus at encoding affects subsequent memory for target and distractor stimuli. Remembering selectively more targets than distractors represents memory selectivity. Brain imaging studies suggest that the superior parietal cortex is associated with the dorsal attentional network supporting top-down control of selective attention while the inferior parietal cortex is associated with the ventral attentional network supporting bottom-up attentional orienting. To investigate the roles of the dorsal and ventral networks in the effect of selective attention during encoding on long-term memory, we stimulated the left superior and the right inferior parietal cortex. Building on previous work, we applied transcranial direct current stimulation (tDCS) during a study phase where pictures and words were presented simultaneously and participants had to switch between a picture and a word decision. A subsequent recognition test assessed memory for target and distractor pictures and words. We hypothesized that a relative increase in activity in the dorsal network would boost selective attention while increased activity in the ventral network would impair selective attention. We also expected to find corresponding effects on memory. Enhanced selective attention should lead to higher memory selectivity, while impaired selective attention should lead to lower memory selectivity. Our results replicated that task switching reduced memory selectivity. However, we found no significant effects of tDCS. Thus, the present study questions the effectiveness of the present tDCS protocol for modulating attention during task switching and subsequent memory.

Precognition describes the ability to anticipate information about a future event before this event occurs. The goal of our study was to test the occurrence of precognition by trying to replicate three experiments of the most central study in the field (Bem, 2011, Journal of Personality and Social Psychology). In this study, Bem time-reversed well-established psychological effects so that a “causal” stimulus appeared after the participants gave their response. We conducted two priming experiments and a free recall experiment in the backward “precognition” version and, as a control manipulation, in the classic forward version. More than 2000 participants participated via the Internet; thus, our study had high statistical power. The results showed no precognition effects at all. We further conducted exploratory post hoc analyses on different variables and questionnaire items and found some significant effects. Further studies should validate these potentially interesting findings by using theory-driven hypotheses, preregistrations, and confirmatory data analyses.

People remember more task-relevant information than task-irrelevant information, and this difference can be conceptualized as memory selectivity. Selectively attending and remembering relevant information is a key ability for goal-directed behaviour and is thus critical for leading an autonomous life. In the present study, we tested the influence of cognitive load on memory selectivity. Specifically, we investigated the effects of task switching, stimulus presentation duration, and preparation time during incidental learning in five experiments (N = 351). For the study phase, we used two established task switching paradigms (cued and alternating runs). Participants were presented with picture-word pairs on which they performed one of two classification tasks. Depending on the task, participants had to attend to the picture or to the word. In a subsequent surprise recognition test, we assessed how well they remembered the targets and distractors. After one day or one week, a second recognition test assessed the longevity of the effects. Results showed that task switches (vs. task repetitions), short (vs. until response) stimulus duration, and short (vs. long) preparation time reduced memory selectivity. The effect of preparation time was significant only in cued task switching but not in the alternating runs paradigm, highlighting the importance of advance cues for preparation effects on memory. With longer retention intervals, the effects washed out. In conclusion, higher cognitive load leads to lower selective attention and consequently to lower memory selectivity. The present study provides links between theories of attention, cognitive control, and memory.