Awareness of postpartum depression among midwives and pregnant women in Arkhangelsk, Arctic Russia

BACKGROUND

Postpartum depression (PPD) affects approximately 17% of the women worldwide with nearly half of all cases going undetected. More research on maternal mental health, particularly among healthcare professionals and pregnant mothers, could help identify PPD risks and reduce its prevalence.

OBJECTIVE

Given that awareness of PPD is a crucial preventive factor, we studied PPD awareness among midwives and pregnant women in Arkhangelsk, Arctic Russia.

METHODS

A qualitative study was conducted using in-depth semi-structured interviews. Midwives and pregnant women were recruited from the women's clinic of the Arkhangelsk municipal polyclinic. Seven midwives and 12 pregnant mothers were interviewed.

RESULTS

Midwives described limited time for psychological counselling of pregnant women; they reported that their primary focus was on the physiological well-being of women. Pregnant women have expressed a desire for their families to share responsibilities. The participants considered PPD as a mix of psychological and physiological symptoms, and they also highlighted a discrepancy between the expectations of pregnant women and the reality of motherhood. The present study underscored the limited understanding of PPD identification.

CONCLUSIONS

The findings suggest that there is a need for increased awareness among midwives and pregnant women regarding PPD. Prevention programs targeting PPD with a specific emphasis on enhancing maternal mental health knowledge are warranted.

Impact of a patient-centered tool to reduce misconceptions about coronary artery disease and its treatment: The CAD roadmap

Objective

Health misinformation is common and can lead to harmful behaviors such as medication non-adherence. We assessed the impact of a novel patient educational tool focused on overcoming misconceptions among patients with coronary artery disease (CAD).

Methods

We developed the CAD Roadmap, an educational tool aimed at explaining the disease trajectory and overcoming common disease misconceptions (such as that statin medications are not beneficial). We designed a pilot survey to assess patients' 1) CAD-related knowledge, 2) medication-taking behavior, and 3) acceptability of the Roadmap. Survey participants were recruited online. CAD knowledge scores were compared with repeated measures t-tests.

Results

Among 114 patients with CAD (mean age 67 years, 63% male), average CAD-related knowledge was 79.0% pre-test and 89.7% after review of the CAD Roadmap (p < .001). After review of the Roadmap, 24% indicated they planned to take their medications more regularly, 93% agreed it was helpful in understanding medication benefits, and 77% felt more empowered to participate in medical decisions.

Conclusion

The CAD Roadmap was evaluated positively, improved disease-related knowledge, and has the potential to improve adherence to treatments.

Innovation

Unlike many other interventions, the CAD Roadmap is specifically designed to overcome common misconceptions to improve health behaviors.

What is autonoetic consciousness? Examining what underlies subjective experience in memory and future thinking

Autonoetic consciousness is the awareness that an event we remember is one that we ourselves experienced. It is a defining feature of our subjective experience of remembering and imagining future events. Given its subjective nature, there is ongoing debate about how to measure it. Our goal was to develop a framework to identify cognitive markers of autonoetic consciousness. Across two studies (N = 342) we asked young, healthy participants to provide written descriptions of two autobiographical memories, two plausible future events, and an experimentally encoded video. Participants then rated their subjective experience during remembering and imagining. Exploratory Factor Analysis of this data uncovered the latent variables underlying autonoetic consciousness across these different events. In contrast to work that emphasizes the distinction between Remember and Know as being key to autonoetic consciousness, Re-experiencing, and Pre-experiencing for future events, were consistently identified as core markers of autonoetic consciousness. This was alongside Mental Time Travel in all types of memory events, but not for imagining the future. In addition, our factor analysis allows us to demonstrate directly - for the first time - the features of mental imagery associated with the sense of autonoetic consciousness in autobiographical memory; vivid, visual imagery from a first-person perspective. Finally, with regression analysis, the emergent factor structure of autonoetic consciousness was able to predict the richness of autobiographical memory texts, but not of episodic recall of the encoded video. This work provides a novel way to assess autonoetic consciousness, illustrates how autonoetic consciousness manifests differently in memory and imagination and defines the mental representations intrinsic to this process.

Zipfian distributions facilitate children's learning of novel word-referent mappings

The word-frequency distributions children hear during language learning are highly skewed (Zipfian). Previous studies suggest that such skewed environments confer a learnability advantage in tasks that require the learner to discover the units that have to be learned, as in word-segmentation or cross-situational learning. This facilitative effect has been attributed to contextual facilitation from high frequency items in learning lower frequency items, and to better learning under the increased predictability (lower entropy) of skewed distributions. Here, we ask whether Zipfian distributions facilitate learning beyond the discovery of units, as expected under the predictability account. We tested children's learning of novel word-referent mappings in a learning task where each mapping was presented in isolation during training, and did not need to be dicovered. We compared learning in a uniform environment to two skewed environments with different entropy levels. Children's learning was overall better in the two skewed environments, even for low frequency items. These results extend the facilitative effect of Zipfian distributions to additional learning tasks and show they can facilitate language learning beyond the discovery of units.

Simple actions modulate context-dependent visual size perception at late processing stages

A simple button press towards a prime stimulus enhances subsequent visual search for objects that match the prime. The present study investigated whether this action effect is a general phenomenon across different task domains, and the underlying neural mechanisms. The action effect was measured in an unspeeded size-matching task, with the presentation of the central target and the surrounding inducers of the Ebbinghaus illusion together to one eye or separately to each eye, and when repetitive TMS was applied over right primary motor cortex (M1). The results showed that a prior key-press significantly reduced the illusion effect compared to passive viewing. Notably, the action effect persisted with dichoptic presentation of the Ebbinghaus configuration, but disappeared with the right M1 disruption. These results suggest that action guides visual perception to influence human behavior, which mainly affects the late visual processing stage and probably relies on feedback projections from the motor cortex.

Effect of prior beliefs and cognitive deficits on learning in first-episode schizophrenia patients

Introduction

It is known that cognitive deficits are a core feature of schizophrenia and that in the general population, prior beliefs significantly influence learning and reasoning processes. However, the interaction of prior beliefs with cognitive deficits and their impact on performance in schizophrenia patients is still poorly understood. This study investigates the role of beliefs and cognitive variables (CVs) like working memory, associative learning, and processing speed on learning processes in individuals with schizophrenia. We hypothesize that beliefs will influence the ability to learn correct predictions and that first-episode schizophrenia patients (FEP) will show impaired learning due to cognitive deficits.

Methods

We used a predictive-learning task to examine how FEP (n = 23) and matched controls (n = 23) adjusted their decisional criteria concerning physical properties during the learning process when predicting the sinking behavior of two transparent containers filled with aluminum discs when placed in water.

Results

On accuracy, initial differences by group, trial type, and interaction effects of these variables disappeared when CVs were controlled. The differences by conditions, associated with differential beliefs about why the objects sink slower or faster, were seen in patients and controls, despite controlling the CVs' effect.

Conclusions

Differences between groups were mainly explained by CVs, proving that they play an important role than what is assumed in this type of task. However, beliefs about physical events were not affected by CVs, and beliefs affect in the same way the decisional criteria of the control or FEP patients' groups.

Metacognition of perceptual resolution across and around the visual field

Do people have accurate metacognition of non-uniformities in perceptual resolution across (i.e., eccentricity) and around (i.e., polar angle) the visual field? Despite its theoretical and practical importance, this question has not yet been empirically tested. This study investigated metacognition of perceptual resolution by guessing patterns during a degradation (i.e., loss of high spatial frequencies) localization task. Participants localized the degraded face among the nine faces that simultaneously appeared throughout the visual field: fovea (fixation at the center of the screen), parafovea (left, right, above, and below fixation at 4° eccentricity), and periphery (left, right, above, and below fixation at 10° eccentricity). We presumed that if participants had accurate metacognition, in the absence of a degraded face, they would exhibit compensatory guessing patterns based on counterfactual reasoning ("The degraded face must have been presented at locations with lower perceptual resolution, because if it were presented at locations with higher perceptual resolution, I would have easily detected it."), meaning that we would expect more guess responses for locations with lower perceptual resolution. In two experiments, we observed guessing patterns that suggest that people can monitor non-uniformities in perceptual resolution across, but not around, the visual field during tasks, indicating partial in-the-moment metacognition. Additionally, we found that global explicit knowledge of perceptual resolution is not sufficient to guide in-the-moment metacognition during tasks, which suggests a dissociation between local and global metacognition.

Listening with generative models

Perception has long been envisioned to use an internal model of the world to explain the causes of sensory signals. However, such accounts have historically not been testable, typically requiring intractable search through the space of possible explanations. Using auditory scenes as a case study, we leveraged contemporary computational tools to infer explanations of sounds in a candidate internal generative model of the auditory world (ecologically inspired audio synthesizers). Model inferences accounted for many classic illusions. Unlike traditional accounts of auditory illusions, the model is applicable to any sound, and exhibited human-like perceptual organization for real-world sound mixtures. The combination of stimulus-computability and interpretable model structure enabled 'rich falsification', revealing additional assumptions about sound generation needed to account for perception. The results show how generative models can account for the perception of both classic illusions and everyday sensory signals, and illustrate the opportunities and challenges involved in incorporating them into theories of perception.

Functional benefits of continuous vs. categorical listening strategies on the neural encoding and perception of noise-degraded speech

Acoustic information in speech changes continuously, yet listeners form discrete perceptual categories to ease the demands of perception. Being a more continuous/gradient as opposed to a more discrete/categorical listener may be further advantageous for understanding speech in noise by increasing perceptual flexibility and resolving ambiguity. The degree to which a listener's responses to a continuum of speech sounds are categorical versus continuous can be quantified using visual analog scaling (VAS) during speech labeling tasks. Here, we recorded event-related brain potentials (ERPs) to vowels along an acoustic-phonetic continuum (/u/ to /a/) while listeners categorized phonemes in both clean and noise conditions. Behavior was assessed using standard two alternative forced choice (2AFC) and VAS paradigms to evaluate categorization under task structures that promote discrete vs. continuous hearing, respectively. Behaviorally, identification curves were steeper under 2AFC vs. VAS categorization but were relatively immune to noise, suggesting robust access to abstract, phonetic categories even under signal degradation. Behavioral slopes were correlated with listeners' QuickSIN scores; shallower slopes corresponded with better speech in noise performance, suggesting a perceptual advantage to noise degraded speech comprehension conferred by a more gradient listening strategy. At the neural level, P2 amplitudes and latencies of the ERPs were modulated by task and noise; VAS responses were larger and showed greater noise-related latency delays than 2AFC responses. More gradient responders had smaller shifts in ERP latency with noise, suggesting their neural encoding of speech was more resilient to noise degradation. Interestingly, source-resolved ERPs showed that more gradient listening was also correlated with stronger neural responses in left superior temporal gyrus. Our results demonstrate that listening strategy modulates the categorical organization of speech and behavioral success, with more continuous/gradient listening being advantageous to sentential speech in noise perception.

Influences of sleep, cortisol reactivity, and risk/reward-based decision-making on suicide

BACKGROUND AND OBJECTIVES

Poor sleep quality is a known contributor to suicidal thoughts and behaviors. This study examines whether sleep quality modulates the effect of an individual's stress response and risk/reward-based decision making on suicide risk.

METHODS

Participants were 160 adults at a residential substance use treatment facility with lifetime exposure to trauma who completed a clinician-administered measure of suicide risk, the Iowa Gambling Task (IGT), and a self-report measure of sleep. Cortisol reactivity (i.e., changes in cortisol before and after a personalized trauma script) was used to measure stress response. We used quantile regression to examine the effects of sleep, cortisol, and risk/reward decision-making on suicide risk.

RESULTS

We found poor sleep quality to be increasingly salient in individuals at greater risk for suicide than those at lower risk for suicide. Furthermore, individuals with moderate to moderate-high levels of suicide risk seem to have greater cortisol reactivity. In the low-moderate quantile, we found suicide risk to be associated with both high stress reactivity and low-risk, high-reward decision-making, as well as low stress reactivity and high-risk/low-reward decision-making.

LIMITATIONS

These findings should be interpreted considering several methodological constraints, such as the use of a pre-determined sample and instruments not tailored for our hypotheses, the MINI 'Suicide' Module's limited differentiation between suicidal ideation and behavior, and variably timed cortisol sampling.

CONCLUSIONS

Despite these limitations, the findings from this study support the use of evidence-based interventions focused on improving sleep quality and managing emotional reactivity to decrease suicide risk.

Memory representations are flexibly adapted to orthographic systems: A comparison of English and Hebrew

Across languages, speech unfolds in the same temporal order, constrained by the forward flow of time. But the way phonology is spatially mapped onto orthography is language-specific, ranging from left-to-right, right-to-left, and top-to-bottom, among others. While the direction of writing systems influences how known words are visually processed, it is unclear whether it influences learning and memory for novel orthographic regularities. The present study tested English and Hebrew speakers on an orthographic word-referent mapping task in their native orthographies (written left-to-right and right-to-left, respectively), where the onsets and offsets of words were equally informative cues to word identity. While all individuals learned orthographic word-referent mappings significantly above chance, the parts of the word that were most strongly represented varied. English monolinguals false alarmed most to competing foils that began with the same bigram as the target, representing word onsets most strongly. However, Hebrew bilinguals trained on their native orthography showed no difference between false alarm rates to onset and offset competitors, representing the beginning and ends of words equally strongly. Importantly, Hebrew bilinguals tested on English words displayed a more English-like false alarm pattern (although not a full switch), suggesting that memory biases adapt to the opposite directionality of encountered text while retaining traces of native language biases. These findings demonstrate that experience with different writing systems influences how individuals represent novel orthographic words, starting in the earliest stages of learning.

Social and communicative not a prerequisite: Preverbal infants learn an abstract rule only from congruent audiovisual dynamic pitch-height patterns

Learning in the everyday environment often requires the flexible integration of relevant multisensory information. Previous research has demonstrated preverbal infants' capacity to extract an abstract rule from audiovisual temporal sequences matched in temporal synchrony. Interestingly, this capacity was recently reported to be modulated by crossmodal correspondence beyond spatiotemporal matching (e.g., consistent facial emotional expressions or articulatory mouth movements matched with sound). To investigate whether such modulatory influence applies to non-social and non-communicative stimuli, we conducted a critical test using audiovisual stimuli free of social information: visually upward (and downward) moving objects paired with a congruent tone of ascending or incongruent (descending) pitch. East Asian infants (8-10 months old) from a metropolitan area in Asia demonstrated successful abstract rule learning in the congruent audiovisual condition and demonstrated weaker learning in the incongruent condition. This implies that preverbal infants use crossmodal dynamic pitch-height correspondence to integrate multisensory information before rule extraction. This result confirms that preverbal infants are ready to use non-social non-communicative information in serving cognitive functions such as rule extraction in a multisensory context.

How people evaluate individuals who act morally prior to acting immorally: An examination of developmental change in moral evaluation, social preference, and prediction of moral behaviors

Recent studies have enthusiastically examined the developmental origin of moral self-licensing, which is a tendency to act immorally after acting morally. However, it has not been considered enough how children evaluate personality traits of individuals who show moral licensing behavior and whether there is any developmental change in this evaluation. This study examined the developmental change in moral evaluation, social preference, and prediction of moral behaviors for moral licensing characters as well as moral or immoral characters. In total, 36 5- and 6-year-old children, 36 7- and 8-year-old children, and 58 university students participated in the study. The results revealed that 7- and 8-year-olds and adults evaluated moral licensing characters as more moral and likable than those who behave immorally, unlike 5- and 6-year-olds, who did not distinguish between the immoral and moral licensing characters. Importantly, 7- and 8-year-olds judged the moral licensing character as neutral in both moral evaluation and judgment of social preference, suggesting that they thought the immoral behavior was canceled out owing to prior moral behavior in the moral licensing character. However, adults still judged the moral licensing character as immoral and dislikable. Moreover, children's prediction of moral behavior for all characters showed the same tendency as moral evaluation, whereas adults' prediction was slightly different from their moral evaluation. Taken together, our findings revealed that the evaluation of individuals who show moral licensing behavior changed developmentally, and a moral licensing effect was found when evaluating others' moral traits from around 7 or 8 years of age.

Executive functions and theory of mind associations in middle childhood: Does social interaction act as a mediator?

This study explored the interplay of executive functions (EFs), social interactions, and theory of mind (ToM) in middle childhood. The first aim was to examine how specific EFs-shifting, inhibition, and working memory (WM)-predict social-perceptual and social-cognitive ToM. The second aim was to explore the potential mediating role of social interactions in the EF-ToM relationship. A total of 98 children aged 8 to 11 years completed three computerized EF tasks (task switching, flanker, and running span) and two ToM tasks (Strange Stories and Reading the Mind in the Eyes). The quality and quantity of social interactions were self-reported by using questionnaires. First, multiple regression analyses with age-adjusted scores examined how specific EFs predict ToM scores. The regression model was significant for social-cognitive ToM, but not for social-perceptual ToM. WM accuracy was the only significant, positive predictor for performance on the Strange Stories task. Second, mediation analyses assessed whether social interactions mediate this EF-ToM relationship. There were no significant mediation effects of the quality and quantity of social interactions on the relationship between WM and social-cognitive ToM. In conclusion, EFs play a significant role in explaining social-cognitive ToM variability in middle childhood. WM is relevant for understanding others' mental states, in contrast to shifting and inhibition that lacked predictive value. The results also suggest different cognitive processes associated with social-perceptual versus social-cognitive ToM in this developmental stage.

Transitional gradation and the distinction between episodic and semantic memory

In this article, we explore various arguments against the traditional distinction between episodic and semantic memory based on the metaphysical phenomenon of transitional gradation. Transitional gradation occurs when two candidate kinds A and B grade into one another along a continuum according to their characteristic properties. We review two kinds of arguments-from the gradual semanticization of episodic memories as they are consolidated, and from the composition of episodic memories during storage and recall from semantic memories-that predict the proliferation of such transitional forms. We further explain why the distinction cannot be saved from the challenges of transitional gradation by appealing to distinct underlying memory structures and applying our perspective to the impasse over research into 'episodic-like' memory in non-human animals. On the whole, we recommend replacing the distinction with a dynamic life cycle of memory in which a variety of transitional forms will proliferate, and illustrate the utility of this perspective by tying together recent trends in animal episodic memory research and recommending productive future directions. This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

Measuring episodic memory and mental time travel: crossing the species gap

Mental time travel is the projection of the mind into the past or future, and relates to experiential aspects of episodic memory, and episodic future thinking. Framing episodic memory and future thinking in this way causes a challenge when studying memory in animals, where demonstration of this mental projection is prevented by the absence of language. However, there is good evidence that non-human animals pass tests of episodic memory that are based on behavioural criteria, meaning a better understanding needs to be had of the relationship between episodic memory and mental time travel. We argue that mental time travel and episodic memory are not synonymous, and that mental time travel is neither a requirement of, nor an irrelevance to, episodic memory. Mental time travel can allow improved behavioural choices based on episodic memory, and work in all species (including humans) should include careful consideration of the behavioural outputs being measured. This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

Travelling beyond time: shared brain system for self-projection in the temporal, political and moral domains

Mental time travel (MTT), a cornerstone of human cognition, enables individuals to mentally project themselves into their past or future. It was shown that this self-projection may extend beyond the temporal domain to the spatial and social domains. What about higher cognitive domains? Twenty-eight participants underwent functional magnetic resonance imaging (fMRI) while self-projecting to different political, moral and temporal perspectives. For each domain, participants were asked to judge their relationship to various people (politicians, moral figures, personal acquaintances) from their actual or projected self-location. Findings showed slower, less accurate responses during self-projection across all domains. fMRI analysis revealed self-projection elicited brain activity at the precuneus, medial and dorsolateral prefrontal cortex, temporoparietal junction and anterior insula, bilaterally and right lateral temporal cortex. Notably, 23.5% of active voxels responded to all three domains and 27% to two domains, suggesting a shared brain system for self-projection. For ordinality judgement (self-reference), 52.5% of active voxels corresponded to the temporal domain specifically. Self-projection activity overlapped mostly with the frontoparietal control network, followed by the default mode network, while self-reference showed a reversed pattern, demonstrating MTT's implication in spontaneous brain activity. MTT may thus be regarded as a 'mental-experiential travel', with self-projection as a domain-general construct and self-reference related mostly to time. This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

Eliminating episodic memory?

In Tulving's initial characterization, episodic memory was one of multiple memory systems. It was postulated, in pursuit of explanatory depth, as displaying proprietary operations, representations and substrates such as to explain a range of cognitive, behavioural and experiential phenomena. Yet the subsequent development of this research programme has, paradoxically, introduced surprising doubts about the nature, and indeed existence, of episodic memory. On dominant versions of the 'common system' view, on which a single simulation system underlies both remembering and imagining, there are no processes unique to memory to support robust generalizations with inductive potential. Eliminativism about episodic memory seems to follow from the claim that it has no dedicated neurocognitive system of its own. After identifying this under-noticed threat, we push back against modern eliminativists by surveying recent evidence that still indicates specialized mechanisms, computations and representations that are distinctly mnemic in character. We argue that contemporary realists about episodic memory can retain lessons of the common system approach while resisting the further move to eliminativism. This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

Episodic recombination and the role of time in mental travel

Mental time travel is often presented as a singular mechanism, but theoretical and empirical considerations suggest that it is composed of component processes. What are these components? Three hypotheses about the major components of mental time travel are commonly considered: (i) remembering and imagining might, respectively, rely on different processes, (ii) past- and future-directed forms of mental time travel might, respectively, rely on different processes, and (iii) the creation of episodic representations and the determination of their temporal orientation might, respectively, rely on different processes. Here, we flesh out the last of these proposals. First, we argue for 'representational continuism': the view that different forms of mental travel are continuous with regard to their core representational contents. Next, we propose an updated account of episodic recombination (the mechanism generating these episodic contents) and review evidence in its support. On this view, episodic recombination is a natural kind best viewed as a form of compositional computation. Finally, we argue that episodic recombination should be distinguished from mechanisms determining the temporal orientation of episodic representations. Thus, we suggest that mental travel is a singular capacity, while mental time travel has at least two major components: episodic representations and their temporal orientation. This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

The recursive grammar of mental time travel

One apparent feature of mental time travel is the ability to recursively embed temporal perspectives across different times: humans can remember how we anticipated the future and anticipate how we will remember the past. This recursive structure of mental time travel might be formalized in terms of a 'grammar' that is reflective of but more general than linguistic notions of absolute and relative tense. Here, I provide a foundation for this grammatical framework, emphasizing a bounded (rather than unbounded) recursive function that supports mental time travel to a limited temporal depth and to actual and possible scenarios. Anticipated counterfactual thinking, for instance, entails three levels of mental time travel to a possible scenario ('in the future, I will reflect on how my past self could have taken a different future action') and is centrally implicated in complex human decision-making. This perspective calls for further research into the mechanisms, ontogeny, functions and phylogeny of recursive mental time travel, and revives the question of links with other recursive forms of thinking such as theory of mind. This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

Synthesizing the temporal self: robotic models of episodic and autobiographical memory

Episodic memories are experienced as belonging to a self that persists in time. We review evidence concerning the nature of human episodic memory and of the sense of self and how these emerge during development, proposing that the younger child experiences a persistent self that supports a subjective experience of remembering. We then explore recent research in cognitive architectures for robotics that has investigated the possibility of forms of synthetic episodic and autobiographical memory. We show that recent advances in generative modeling can support an understanding of the emergence of self and of episodic memory, and that cognitive architectures which include a language capacity are showing progress towards the construction of a narrative self with autobiographical memory capabilities for robots. We conclude by considering the prospects for a more complete model of mental time travel in robotics and the implications of this modeling work for understanding human episodic memory and the self in time. This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

Schema-driven prediction effects on episodic memory across the lifespan

The predictive processing framework posits that one of the main functions of the brain is to anticipate the incoming information. Internal models facilitate interactions with the world by predicting future states against which actual evidence is compared. The difference between predicted and actual states, the prediction error (PE), signals novel information. However, how PE affects cognitive processing downstream is not fully understood: one such aspect pertains to how PE influences episodic memories, and whether those effect on memory differ across the lifespan. We examine the relationship between PE and episodic memory in children, young and older adults. We use a novel paradigm whereby rich visual narratives are used to build action schemas that enable probing different mnemonic aspects. To create different levels of PE, we manipulate the story endings to be either expected, neutral or unexpected with respect to the unfolded action. We show that (i) expected endings are better encoded than neutral endings and (ii) unexpected endings improve the encoding of mismatching events and other aspects of the narrative. These effects are differentially modulated across the lifespan with PE-driven encoding being more prominent in children and young adults and with schema integration playing a larger role on memory encoding in older adults. These results highlight the role of predictions by enriching past experiences and informing future anticipations.This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

Is episodic-like memory like episodic memory?

Episodic memory involves the conscious recollection of personally experienced events and when absent, results in profound losses to the typical human conscious experience. Over the last 2.5 decades, the debate surrounding whether episodic memory is unique to humans has seen a lot of controversy and accordingly has received significant research attention. Various behavioural paradigms have been developed to test episodic-like memory; a term designed to reflect the behavioural characteristics of episodic memory in the absence of evidence for consciously experienced recall. In this review, we first outline the most influential paradigms that have been developed to assess episodic-like memory across a variety of non-human taxa (including mammals, birds and cephalopods), namely the what-where-when memory, incidental encoding and unexpected question, and source memory paradigms. Then, we examine whether various key features of human episodic memory are conceptually represented in episodic-like memory across phylogenetically and neurologically diverse taxa, identifying similarities, differences and gaps in the literature. We conclude that the evidence is mixed, and as episodic memory encompasses a variety of cognitive structures and processes, research on episodic-like memory in non-humans should follow this multifaceted approach and assess evidence across various behavioural paradigms that each target different aspects of human episodic memory.This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

Beyond the episodic-semantic continuum: the multidimensional model of mental representations

Tulving's concept of mental time travel (MTT), and the related distinction of episodic and semantic memory, have been highly influential contributions to memory research, resulting in a wealth of findings and a deeper understanding of the neurocognitive correlates of memory and future thinking. Many models have conceptualized episodic and semantic representations as existing on a continuum that can help to account for various hybrid forms. Nevertheless, in most theories, MTT remains distinctly associated with episodic representations. In this article, we review existing models of memory and future thinking, and critically evaluate whether episodic representations are distinct from other types of explicit representations, including whether MTT as a neurocognitive capacity is uniquely episodic. We conclude by proposing a new framework, the Multidimensional Model of Mental Representations (MMMR), which can parsimoniously account for the range of past, present and future representations the human mind is capable of creating. This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

Episodic memory without autonoetic consciousness

Ever since Tulving's influential 1985 article 'Memory and consciousness', it has become traditional to think of autonoetic consciousness as necessary for episodic memory. This paper questions this claim. Specifically, it argues that the construct of autonoetic consciousness lacks validity and that, even if it was valid, it would still not be necessary for episodic memory. The paper ends with a proposal to go back to a functional/computational characterization of episodic memory in which its characteristic phenomenology is a contingent feature of the retrieval process and, as a result, open to empirical scrutiny. The proposal also dovetails with recent taxonomies of memory that are independent of conscious awareness and suggests strategies to evaluate within- and between-individual variability in the conscious experience of episodic memories in human and non-human agents. This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

A behavioural exploration of language aptitude and experience, cognition and more using Graph Analysis

Language aptitude has recently regained interest in cognitive neuroscience. Traditional language aptitude testing included phonemic coding ability, associative memory, grammatical sensitivity and inductive language learning. Moreover, domain-general cognitive abilities are associated with individual differences in language aptitude, together with factors that have yet to be elucidated. Beyond domain-general cognition, it is also likely that aptitude and experience in domain-specific but non-linguistic fields (e.g. music or numerical processing) influence and are influenced by language aptitude. We investigated some of these relationships in a sample of 152 participants, using exploratory graph analysis, across different levels of regularisation, i.e. sensitivity. We carried out a meta cluster analysis in a second step to identify variables that are robustly grouped together. We discuss the data, as well as their meta-network groupings, at a baseline network sensitivity level, and in two analyses, one including and the other excluding dyslexic readers. Our results show a stable association between language and cognition, and the isolation of multilingual language experience, musicality and literacy. We highlight the necessity of a more comprehensive view of language and of cognition as multivariate systems.

Children's Elaborated Responses to Yes-No Questions in Forensic Interviews About Sexual Abuse

Children tend to answer yes-no questions with unelaborated "yes" and "no" responses, but the types of details likely omitted from unelaborated answers have not been explored. This study examined 379 4- to 12-year-olds' answers to yes-no questions in forensic interviews about CSA (N = 11,187), focusing on age differences in elaborated responses. As expected, older children elaborated more frequently than younger children. Our novel categorization of elaboration types revealed that although there were no age differences in children's use of nominal corrections (correcting a label), or in emphatic negations (giving forceful denials), older children were more likely to give narrative elaborations (providing additional narrative information), wh-elaborations (answering implicit wh-questions), and qualified elaborations (avoiding potentially misleading implications of unelaborated "yes" and "no" responses). The results suggest that children's developing understanding of the implied meaning of questions and responses helps to explain age differences in elaborative responses to yes-no questions.

Children's estimates of equivalent rational number magnitudes are not equal: Evidence from fractions, decimals, percentages, and whole numbers

Integration of rational number knowledge with prior whole number knowledge has been theorized as critical for mathematical success. Fractions, decimals, and percentages are generally assumed to differ in difficulty based on the degree to which their structure is perceptually similar to whole numbers. Specifically, percentages are viewed as most similar to whole numbers with their fixed unstated denominator of 100. Decimals are often assumed to be easier than fractions because their place-value structure is an extension of the base-ten system for whole numbers, unlike fractions, which have a bipartite structure (i.e., a/b). However, there has been no comprehensive investigation of how fraction, decimal, and percentage knowledge compares with whole number knowledge. To assess understanding of the four notations, we measured within-participants number line estimation of equivalent fractions and decimals with shorter string lengths (e.g., 8/10 and 0.8) and longer string lengths (e.g., 80/100 and 0.80), percentages (e.g., 80%), and proportionally equivalent whole numbers on a 0-100 scale (e.g., 80.0). Middle school students (N = 65; 33 female) generally underestimated all formats relative to their actual values (whole numbers: 3% below; percentages: 2%; decimals: 17%; fractions: 5%). Shorter string-length decimals and fractions were estimated as smaller than equivalent longer string-length equivalents. Overall, percentages were estimated similarly to corresponding whole numbers, fractions had modest string-length effects, and decimals were the most underestimated, especially for single-digit decimals. These results highlight the strengths and weaknesses of children's understanding of each notation's magnitudes and challenge the assumption that decimals are easier than fractions.

Manipulating and measuring variation in deep neural network (DNN) representations of objects

We explore how DNNs can be used to develop a computational understanding of individual differences in high-level visual cognition given their ability to generate rich meaningful object representations informed by their architecture, experience, and training protocols. As a first step to quantifying individual differences in DNN representations, we systematically explored the robustness of a variety of representational similarity measures: Representational Similarity Analysis (RSA), Centered Kernel Alignment (CKA), and Projection-Weighted Canonical Correlation Analysis (PWCCA), with an eye to how these measures are used in cognitive science, cognitive neuroscience, and vision science. To manipulate object representations, we next created a large set of models varying in random initial weights and random training image order, training image frequencies, training category frequencies, and model size and architecture and measured the representational variation caused by each manipulation. We examined both small (All-CNN-C) and commonly-used large (VGG and ResNet) DNN architectures. To provide a comparison for the magnitude of representational differences, we established a baseline based on the representational variation caused by image-augmentation techniques used to train those DNNs. We found that variation in model randomization and model size never exceeded baseline. By contrast, differences in training image frequency and training category frequencies caused representational variation that exceeded baseline, with training category frequency manipulations exceeding baseline earlier in the networks. These findings provide insights into the magnitude of representational variations that can be expected with a range of manipulations and provide a springboard for further exploration of systematic model variations aimed at modeling individual differences in high-level visual cognition.

Do actions structure auditory memory? Action-based event segmentation effects on sensory responses, pupil dilation and sequential memory

Our actions shape our everyday experience: what we experience, how we perceive, and remember it are deeply affected by how we interact with the world. Performing an action to deliver a stimulus engages neurophysiological processes which are reflected in the modulation of sensory and pupil responses. We hypothesized that these processes shape memory encoding, parsing the experience by grouping self- and externally generated stimuli into differentiated events. Participants encoded sound sequences, in which either the first or last few sounds were self-generated and the rest externally generated. We tested recall of the sequential order of sounds that had originated from the same (within event) or different sources (across events). Memory performance was not higher for within-event sounds, suggesting that actions did not structure the memory representation. However, during encoding, we observed the expected electrophysiological response attenuation for self-generated sounds, together with increased pupil dilation triggered by actions. Moreover, at the boundary between events, physiological responses to the first sound from the new source were influenced by the direction of the source switch. Our results suggest that introducing actions creates a stronger contextual shift than removing them, even though actions do not directly contribute to memory performance. This study contributes to our understanding of how interacting with sensory input shapes experiences by exploring the relationships between action effects on sensory responses, pupil dilation, and memory encoding. Importantly, it challenges the notion of a meaningful contribution from low-level neurophysiological mechanisms associated with action execution in the modulation of the self-generation effect.

Three-stage Dynamic Brain-cognitive Model of Understanding Action Intention Displayed by Human Body Movements

The ability to comprehend the intention conveyed through human body movements is crucial for effective interpersonal interactions. If people can't understand the intention behind other individuals' isolated or interactive actions, their actions will become meaningless. Psychologists have investigated the cognitive processes and neural representations involved in understanding action intention, yet a cohesive theoretical explanation remains elusive. Hence, we mainly review existing literature related to neural correlates of action intention, and primarily propose a putative Three-stage Dynamic Brain-cognitive Model of understanding action intention, which involves body perception, action identification and intention understanding. Specifically, at the first stage, body parts/shapes are processed by those brain regions such as extrastriate and fusiform body areas; During the second stage, differentiating observed actions relies on configuring relationships between body parts, facilitated by the activation of the Mirror Neuron System; The last stage involves identifying various intention categories, utilizing the Mentalizing System for recruitment, and different activation patterns concerning the nature of the intentions participants dealing with. Finally, we delves into the clinical practice, like intervention training based on a theoretical model for individuals with autism spectrum disorders who encounter difficulties in interpersonal communication.

How does malingered PTSD affects continuous performance task performance?

The purpose of this study was to determine how malingered PTSD behavior affects the performance of a continuous performance task (CPT). An analog trauma group, two malingering groups (with or without educational intervention), and a control group were organized according to simulation design. During the CPT, the numbers of errors and response time indicators along with post-error slowing (PES) and recovery (PER) process were measured. Results are as follows: First, the analog trauma group showed deficits of response inhibition and a higher level of PES compared to the control group. Second, malingered PTSD caused a significant number of errors, inconsistent performance, and no PES. Third, there was a significantly more impaired and inconsistent performance in the low level of knowledge of disability. Finally, a discriminant accuracy of more than 90% appeared in the discriminant analysis of all group comparison conditions. Taken together, the results of this study show that post-error behavior indicators are affected by malingered PTSD, and differences according to the degree of knowledge of PTSD can also be confirmed. These results are expected to be used as basic data for the development of tasks for the detection of malingerers in clinical scenes in the future.

The perceptual span in dyslexic reading and visual search

Many studies have attempted to identify the root cause of dyslexia. Different theories of dyslexia have proposed either a phonological, attentional, or visual deficit. While research has used eye-tracking to study dyslexia, only two previous studies have used the moving-window paradigm to explore the perceptual span in dyslexic reading, and none have done so in visual search. The present study analysed the perceptual span using both reading and visual search tasks to identify language-independent attentional impairments in dyslexics. We found equivocal evidence that the perceptual span was impaired in dyslexic reading and no evidence of impairment in visual search. However, dyslexic participants did show deficits in the visual search task, with lower search accuracy and shorter saccades compared with controls. These results lend support for a visual, rather than attentional or phonological, account of dyslexia.

The influence of working memory mechanisms on false memories in immediate and delayed tests

There is growing evidence that false memories can occur in working memory (WM) tasks with only a few semantically related words and seconds between study and test. Abadie and Camos (2019) proposed a new model to explain the formation of false memories by describing the role of articulatory rehearsal and attentional refreshing, the two main mechanisms for actively maintaining information in WM. However, this model has only been tested in recognition tasks. In the present study, we report four experiments testing the model in recall tasks in which the active maintenance of information in WM plays a more important role for retrieval. Short lists of semantically related items were held for a short retention interval filled with a concurrent task that either impaired or not the use of each of the WM maintenance mechanisms. Participants were asked to recall the items immediately after the concurrent task (immediate test) or later, at the end of a block of several trials (delayed test). In the immediate test, semantic errors were more frequent when WM maintenance was impaired. Specifically, rehearsal prevented the occurrence of semantic errors in the immediate test, while refreshing had no effect on their occurrence in this test, but increased semantic errors produced only in the delayed test. These results support Abadie and Camos (2019) model and go further by demonstrating the role of active information maintenance in WM in the emergence of false memories. The implications of these findings for understanding WM-LTM relationships are discussed.

The existence of manual mode increases human blame for AI mistakes

People are offloading many tasks to artificial intelligence (AI)-including driving, investing decisions, and medical choices-but it is human nature to want to maintain ultimate control. So even when using autonomous machines, people want a "manual mode", an option that shifts control back to themselves. Unfortunately, the mere existence of manual mode leads to more human blame when AI makes mistakes. When observers know that a human agent theoretically had the option to take control, the humans are assigned more responsibility, even when agents lack the time or ability to actually exert control, as with self-driving car crashes. Four experiments reveal that though people prefer having a manual mode, even if the AI mode is more efficient and adding the manual mode is more expensive (Study 1), the existence of a manual mode increases human blame (Studies 2a-3c). We examine two mediators for this effect: increased perceptions of causation and counterfactual cognition (Study 4). The results suggest that the human thirst for illusory control comes with real costs. Implications of AI decision-making are discussed.

Embodied sequential sampling models and dynamic neural fields for decision-making: Why hesitate between two when a continuum is the answer

As two alternative options in a forced choice task are separated by design, two classes of computational models of decision-making have thrived independently in the literature for nearly five decades. While sequential sampling models (SSM) focus on response times and keypresses in binary decisions in experimental paradigms, dynamic neural fields (DNF) focus on continuous sensorimotor dimensions and tasks found in perception and robotics. Recent attempts have been made to address limitations in their application to other domains, but strong similarities and compatibility between prominent models from both classes were hardly considered. This article is an attempt at bridging the gap between these classes of models, and simultaneously between disciplines and paradigms relying on binary or continuous responses. A unifying formulation of representative SSM and DNF equations is proposed, varying the number of units which interact and compete to reach a decision. The embodiment of decisions is also considered by coupling cognitive and sensorimotor processes, enabling the model to generate decision trajectories at trial level. The resulting mechanistic model is therefore able to target different paradigms (forced choices or continuous response scales) and measures (final responses or dynamics). The validity of the model is assessed statistically by fitting empirical distributions obtained from human participants in moral decision-making mouse-tracking tasks, for which both dichotomous and nuanced responses are meaningful. Comparing equations at the theoretical level, and model parametrizations at the empirical level, the implications for psychological decision-making processes, as well as the fundamental assumptions and limitations of models and paradigms are discussed.

Perspective taking deficits and their relationship with theory of mind abilities in patients with relapsing-remitting multiple sclerosis (RRMS)

Introduction and objectives: In recent years, research has reported that between 45% and 70% of patients with Multiple Sclerosis (MS) have cognitive deficits, the most prominent being those associated with the frontal lobe. Among these deficits, we can find Theory of Mind (ToM), which is the ability to infer feelings and thoughts of others. Although it has been suggested that ToM relies on more basic skills, such as perspective taking (PT), no studies have investigated this association in patients with MS. The aim of this study was to investigate PT abilities in patients with MS and to establish their relationship with ToM deficits. Material and methods: 36 patients with relapsing-remitting multiple sclerosis (RRMS) and 42 healthy controls matched by age, sex and educational level were evaluated. Both groups were tested to estimate premorbid and current intellectual capacity, PT, ToM (Reading the Mind in the Eyes Test -RMET- and Faux Pas) and complementary scales (fatigue, depression and disability). Results: Patients with RRMS presented significant differences from controls in both PT and ToM tests. The PT test showed positive correlation with RMET, one of our ToM tests. Conclusion: The results show that there is a relationship between ToM and PT abilities. Our findings are of clinical and academic relevance to both the assessment and interpretation as well as the rehabilitation of social deficits in MS.

Age effects on processing spatial relations within different reference frames: The role of executive functions

Mental representations of space can be generated and communicated with respect to different reference frames and perspectives. The present study investigated the effects of age and individual differences in domain-general executive functions on people's ability to process spatial relations as expressed in language within different spatial reference frames (SRFs). Healthy adults aged between 18 and 85 completed a novel task involving self-, third-person-, object-, and environment-centered judgements of spatial relations between two objects, as well as standard tests of working memory, inhibition, and mental flexibility. A psychometric evaluation confirmed the test-retest reliability and the convergent and divergent validity of the new task. Results showed that the lifespan trajectories varied depending on the SRF. Processing from a self-centered perspective or an object-centered frame remained intact throughout the adult-lifespan. By contrast, spatial processing from a third-person-centered perspective or within an environment-centered frame declined in late adulthood. Mediation regression models showed that mental flexibility accounted for a significant part of the age-related variance in spatial processing across all allocentric SRFs. The age effects on environment-centered processing were also partially mediated by age-related changes in visuospatial working memory capacity. These findings suggest that at least partially distinct systems are involved in mentally representing space under different SRFs, which are differentially affected by typical aging. Our results also highlight that people's ability to process spatial relations across different SRFs depends on their capacity to employ domain-general effortful cognitive resources.

Meaningful Communication but not Superficial Anthropomorphism Facilitates Human-Automation Trust Calibration: The Human-Automation Trust Expectation Model (HATEM)

OBJECTIVE

The objective was to demonstrate anthropomorphism needs to communicate contextually useful information to increase user confidence and accurately calibrate human trust in automation.

BACKGROUND

Anthropomorphism is believed to improve human-automation trust but supporting evidence remains equivocal. We test the Human-Automation Trust Expectation Model (HATEM) that predicts improvements to trust calibration and confidence in accepted advice arising from anthropomorphism will be weak unless it aids naturalistic communication of contextually useful information to facilitate prediction of automation failures.

METHOD

Ninety-eight undergraduates used a submarine periscope simulator to classify ships, aided by the Ship Automated Modelling (SAM) system that was 50% reliable. A between-subjects 2 × 3 design compared SAM appearance (anthropomorphic avatar vs. camera eye) and voice inflection (monotone vs. meaningless vs. meaningful), with the meaningful inflections communicating contextually useful information about automated advice regarding certainty and uncertainty.

RESULTS

Avatar SAM appearance was rated as more anthropomorphic than camera eye, and meaningless and meaningful inflections were both rated more anthropomorphic than monotone. However, for subjective trust, trust calibration, and confidence in accepting SAM advice, there was no evidence of anthropomorphic appearance having any impact, while there was decisive evidence that meaningful inflections yielded better outcomes on these trust measures than monotone and meaningless inflections.

CONCLUSION

Anthropomorphism had negligible impact on human-automation trust unless its execution enhanced communication of relevant information that allowed participants to better calibrate expectations of automation performance.

APPLICATION

Designers using anthropomorphism to calibrate trust need to consider what contextually useful information will be communicated via anthropomorphic features.

Ambivalence by design: A computational account of loopholes

Loopholes offer an opening. Rather than comply or directly refuse, people can subvert an intended request by an intentional misunderstanding. Such behaviors exploit ambiguity and under-specification in language. Using loopholes is commonplace and intuitive in everyday social interaction, both familiar and consequential. Loopholes are also of concern in the law, and increasingly in artificial intelligence. However, the computational and cognitive underpinnings of loopholes are not well understood. Here, we propose a utility-theoretic recursive social reasoning model that formalizes and accounts for loophole behavior. The model captures the decision process of a loophole-aware listener, who trades off their own utility with that of the speaker, and considers an expected social penalty for non-cooperative behavior. The social penalty is computed through the listener's recursive reasoning about a virtual naive observer's inference of a naive listener's social intent. Our model captures qualitative patterns in previous data, and also generates new quantitative predictions consistent with novel studies (N = 265). We consider the broader implications of our model for other aspects of social reasoning, including plausible deniability and humor.

The latent scope bias: Robust and replicable

People appear to prefer explanations that minimize unobserved effects, a pattern known as the latent scope bias in explanatory reasoning. A recent set of studies published in Cognition argues that the bias can be elicited only in certain narrow conditions and with certain tasks, such as a forced-choice task (Stephan, 2023). This commentary assesses the robustness of the bias in two ways: it weighs the most recent discoveries against previous research, and it presents two new studies using the most general possible elicitation task, i.e., spontaneous written responses to problems designed to test for a latent scope bias. Across 35 previous studies, 7 studies published in Stephan (2023), and 2 new studies described herein, the overwhelming majority of studies showed that people preferred narrow latent scope explanations over broad ones. This analysis led us to conclude that the bias is both robust and replicable. Taken together, Stephan's (2023) contribution and our new analyses advance our understanding of explanatory reasoning behavior.

Understanding of the functions of forgiveness among preschoolers

Forgiveness plays an important role in restoring and maintaining cooperative relationships. Previous studies have demonstrated that young children could forgive transgressors both as a third party and as a victim. However, the research on young children's understanding of forgiveness is scant. This study focused on the two main functions of forgiveness-the restoration of a damaged relationship between the victim and the transgressor and the positive emotional change in the victim toward the transgressor. In this study, 48 4-year-olds (25 girls), 50 5-year-olds (21 girls), and 50 6-year-olds (21 girls) in Japan heard stories in which a victim either did or did not forgive a transgressor. They answered questions about the relationship between the victim and the transgressor and the victim's feelings toward the transgressor. Regarding the restoration of a damaged relationship, 4- to 6-year-olds understood that the restoration could occur in the presence of forgiveness. Yet, 6-year-olds showed more distinctive belief than 4- and 5-year-olds that the damaged relationship remains unrestored without forgiveness from the victim. For emotional changes, 6-year-olds understood that the forgiving victim would experience positive emotional changes, whereas the unforgiving victim would not. However, 4- and 5-year-olds expected positive emotional changes even without forgiveness, although they anticipated greater changes after forgiveness. The results show that the understanding of the important functions of forgiveness is present at 4 years of age and matures by 6 years of age. Children may develop a sophisticated understanding of the functions of forgiveness later than the actual forgiving behavior.

Effects of semantic and pragmatic factors on preschool children's negation-triggered inferences on plausible alternatives

Negation-triggered inferences are universal across human languages. Hearing "This is not X" should logically lead to the inference that all elements other than X constitute possible alternatives. However, not all logically possible alternatives are equally accessible in the real world. To qualify as a plausible alternative, it must share with the negated element as many similarities as possible, and the most plausible one is often from the same taxonomic category as the negated element. The current article reports on two experiments that investigated the development of preschool children's ability to infer plausible alternatives triggered by negation. Experiment 1 showed that in a context where children were required to determine the most plausible alternative to the negated element, the 4- and 5-year-olds, but not the 3-year-olds, exhibited a robust preference for the taxonomic associates. Experiment 2 further demonstrated that the 3-, 4- and 5-year-olds considered all the complement set members as equally possible alternatives in a context where they were not explicitly required to evaluate the plausibility of different candidates. Taken together, our findings reveal interesting developmental continuity in preschool children's ability to make inferences about plausible alternatives triggered by negation. We discuss the potential semantic and pragmatic factors that contribute to children's emerging awareness of typical alternatives triggered by negative expressions.

MR-guided Focused Ultrasound Thalamotomy for Chronic Pain

MR-guided focused ultrasound (FUS) represents a promising alternative for patients with chronic neuropathic who have failed medical management and other treatment options. Early single-center experience with chronic neuropathic pain and trigeminal neuralgia has demonstrated favorable long-term outcomes. Excellent safety profile with low risk of motor and sensory complications and so far anecdotal permanent neurologic deficits make FUS a powerful tool to treat patients who are otherwise hopeless. Neuromodulation may be the most influential factor driving outcomes and studies devised to detect neuroplasticity will be critical to guide such therapies.

The role of object ownership on online inhibition in peripersonal space

Peripersonal space (PPS), as opposed to extrapersonal space (EPS), refers to the area surrounding the body within which individuals interact with objects or conspecifics. However, objects in PPS can belong to oneself or to others, which was found to influence how these objects are encoded. We analyzed the performances of motor responses in a reachability judgment task concerning self-owned and other-owned objects (cups) presented in PPS or EPS. EMG activities were recorded on the thumbs (flexor pollicis brevis) to detect correct and erroneous motor activations. Behavioral data showed that motor responses were shorter and longer for self-owned cups compared to other-owned cups in PPS and EPS, respectively. Ten percent of trials showed initial response errors, which were higher in the EPS for self-owned cups and in the PPS for other-owned cups. Eighty-two percent of these errors were corrected online, with corrections being more efficient for self-owned cups in the PPS. Overall, the data revealed that reachability judgments were faster and more accurate in the PPS, with more efficient inhibition processes in the presence of motor errors. Motor selection and correction are thus modulated by the social context of object ownership, highlighting the specific role of the PPS in encoding self-relevant objects for action.

Do claims about certainty make estimates less certain?

Predictions and estimates are sometimes qualified as certain. This epistemic marker occupies a privileged position at the top of scales of verbal probability expressions, reflecting probabilities close to 1. But such statements have rarely been compared to plain, unqualified statements in which certainty is not mentioned. We examined in nine studies (N = 2784) whether statements explicitly claimed to be certain are perceived as (1) more (or less) credible, (2) more (or less) precise, and (3) more (or less) strongly based upon evidence, compared to plain, unmarked declarative statements. We find, in apparent contrast with assumptions made by the standard scales, that "certain" are often judged to be less trustworthy, less reliable, and held with lower confidence than unmarked statements. Plain, declarative statements are further assumed to be more precise, while certainty implies that more extreme outcomes are possible. When it is certain that Henry made four errors, it is clear he did not commit less than four, but he might have committed five errors or more. Thus certainty can indicate lower bounds of an interval whose upper bounds are not defined, and certainty statements are consequently more ambiguous than estimates that do not mention certainty. At least-interpretations of certainty affect the interpretation of options in risky choice problems, where "200 lives will be saved" was deemed by a majority to mean exactly 200, while "it is certain that 200 will be saved", could mean 200-600 lives. We also find that credibility is affected by type of certainty, with impersonal certainty ("it is certain") perceived to be more accurate and persuasive than personal certainty ("I am certain"), especially in predictions of future events. Moreover, mentions of certainty can reveal that that a speaker's estimate is based on subjective judgments and guesswork rather than upon objective evidence. These findings have implications for communication. Estimates can appear more consensual when claims of certainty are omitted. To convey certainty it may be better not to mention that one is certain.

Continuity in false belief understanding from 33 to 52 months of age

Conceptual continuity in children's false belief understanding from toddlerhood to childhood was investigated in a longitudinal study of 75 children. Performance in a low-demands false belief task at 33 months of age was significantly correlated with performance in a content false belief task at 52 months independent of language ability and executive function. In contrast, there was no correlation with performance in a location false belief task, which differed from the "Sally-Anne" format of the low-demands task and was high in executive demands. These findings support the view that explicit false belief understanding may be continuous from toddlerhood to childhood and that developmental change may be characterized in terms of enrichment and increasing stability of core conceptual understanding rather than in terms of fundamental change.

Capturing daily-life executive impairments in adults: Does the choice of neuropsychological tests matter?

OBJECTIVE

Standardized executive functioning (EF) measures do not reliably capture EF-related difficulties reported in daily life. We aim to determine if an ecologically relevant neuropsychological battery is more strongly associated with self-reported everyday EF impairments than classically used tests.

METHOD

Fifty-nine adults aged 18-49 self-rated their EF abilities using the Barkley Deficits in EF Scale (BDEFS) and were randomly assigned to complete either a test battery composed of EF measures with hypothesized ecological relevance (Six Elements, Zoo Map, Hayling Sentence Completion, Iowa Gambling, and Auditory Startle Tasks) or one composed of traditional EF tasks (Card Sorting, Trail Making, Color-Word Interference, and Verbal Fluency). Associations were examined using linear regression.

RESULTS

There were no strong associations between BDEFS subscales and performance on either test battery. Only the regression model predicting Emotional Regulation from ecological tasks was significant. Iowa Gambling Task performance and corrugator muscle contraction in the Auditory Startle Task individually contributed significantly to the model, with small and moderate effect sizes respectively.

CONCLUSION

Results align with evidence that self-reported EF difficulties are not adequately captured by formal neuropsychological measures, even for performance-based measures which directly tap everyday constructs. Findings are interpreted cautiously in the context of a small, high-functioning sample.

Approaches to studying emotion using physiological responses to spoken narratives: A scoping review

Narratives are effective tools for evoking emotions, and physiological measurements provide a means of objectively assessing emotional reactions - making them a potentially powerful pair of tools for studying emotional processes. However, extent research combining emotional narratives and physiological measurement varies widely in design and application, making it challenging to identify previous work, consolidate findings, and design effective experiments. Our scoping review explores the use of auditory emotional narratives and physiological measures in research, examining paradigms, study populations, and represented emotions. Following the PRISMA-ScR Checklist, we searched five databases for peer-reviewed experimental studies that used spoken narratives to induce emotion and reported autonomic physiological measures. Among 3466 titles screened and 653 articles reviewed, 110 studies were included. Our exploration revealed a variety of applications and experimental paradigms; emotional narratives paired with physiological measures have been used to study diverse topics and populations, including neurotypical and clinical groups. Although incomparable designs and sometimes contradictory results precluded general recommendations as regards which physiological measures to use when designing new studies, as a whole, the body of work suggests that these tools can be valuable to study emotions. Our review offers an overview of research employing narratives and physiological measures for emotion study, and highlights weaknesses in reporting practices and gaps in our knowledge concerning the robustness and specificity of physiological measures as indices of emotion. We discuss study design considerations and transparent reporting, to facilitate future using emotional narratives and physiological measures in studying emotions.

Adversity and error-monitoring: Effects of emotional context

This study tested whether self-reports of childhood adversity would predict altered error processing under emotional versus non-emotional task conditions. N = 99 undergraduates completed two selective attention tasks, a traditional color-word Stroop task and a modified task using emotional words, while EEG was recorded. Participants also completed self-report measures of adverse and positive childhood experiences, executive functioning, depression, current stress, and emotion regulation. Reports of adversity were robustly correlated with self-reported challenges in executive functioning, even when controlling for self-reported depression and stress, but adversity was not correlated with task performance. With regard to neural markers of error processing, adversity predicted an enhanced error-related negativity and blunted error-positivity, but only during the emotion-word blocks of the task. Moreover, error-related changes in alpha oscillations were predicted by adversity, in a pattern that suggested less error responsiveness in alpha patterns during the emotion block, compared to the color block, among participants with higher adversity. Overall, results indicate alterations in error monitoring associated with adversity, such that in an emotional context, initial error detection is enhanced and sustained error processing is blunted, even in the absence of overt performance changes.