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Bø R, Kraft B, Skilbrei A, Jonassen R, Harmer CJ, Landrø NI. Inhibition moderates the effect of attentional bias modification for reducing residual depressive symptoms: A randomized sham-controlled clinical trial. J Behav Ther Exp Psychiatry 2024; 85:101982. [PMID: 39111231 DOI: 10.1016/j.jbtep.2024.101982] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/23/2024] [Revised: 04/24/2024] [Accepted: 07/24/2024] [Indexed: 08/27/2024]
Abstract
OBJECTIVES Residual symptoms represent risk factor for relapse. Attention bias modification (ABM) may reduce clinical and sub-clinical depressive symptoms, indicating that is may be of relevance when preventing relapse. Current evidence suggests that executive functions may moderate the outcome of interventions targeting depressive symptoms. METHODS We assessed inhibition and shifting as indicators of executive functioning by means of the Color-Word Interference Test (i.e., "Stroop task"). These baseline characteristics were investigated as moderator of the effect of ABM on depression symptoms in a double-blinded randomized sham-controlled trial of ABM including patients with a history of recurrent depression (N = 301). Inclusion and follow-ups took place from January 2015 to October 2016. The trial was retrospectively registered #NCT02658682 January 2016. RESULTS The moderation analysis was based on the interaction term ABM x Stroop. Scaled inhibition scores ≤10.8, but not shifting ability, moderated the effect of ABM compared to sham on clinician-rated depression (HDRS). The difference from the 15th to the 85th percentile of the inhibition score was about 1 HDRS-point, indicating a small effect size. No moderation was found when self-reported depression and AB were the outcome. Post-hoc power calculation indicates risk of Type-II error. CONCLUSION When targeting depressive symptoms, ABM seems to be somewhat more effective in patients with weak inhibitory control. This suggests that evaluating the level of inhibition in individual patients could provide some information when making decisions about prescribing ABM to reduce residual symptoms, but the clinical implications of this is uncertain due to an overall small effect size attributable to ABM. Future studies should examine whether inhibitory control still is a relevant moderator when comparing ABM to treatment options other than the sham control condition.
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Affiliation(s)
- Ragnhild Bø
- Clinical Neuroscience Research Group, Department of Psychology, University of Oslo, Norway.
| | - Brage Kraft
- Clinical Neuroscience Research Group, Department of Psychology, University of Oslo, Norway; Division of Psychiatry, Diakonhjemmet Hospital, Norway; Department of Behavioural Sciences, Oslo Metropolitan University, Norway
| | - August Skilbrei
- Clinical Neuroscience Research Group, Department of Psychology, University of Oslo, Norway
| | - Rune Jonassen
- Faculty of Health Sciences, Oslo Metropolitan University, Norway
| | - Catherine J Harmer
- Clinical Neuroscience Research Group, Department of Psychology, University of Oslo, Norway; Department of Psychiatry, Oxford University, United Kingdom; Oxford Health NHS Foundation Trust, Warneford Hospital, Oxford, OX3 7JX, United Kingdom
| | - Nils Inge Landrø
- Clinical Neuroscience Research Group, Department of Psychology, University of Oslo, Norway; Division of Psychiatry, Diakonhjemmet Hospital, Norway
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2
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Rampinini A, Balboni I, Golestani N, Berthele R. A behavioural exploration of language aptitude and experience, cognition and more using Graph Analysis. Brain Res 2024; 1842:149109. [PMID: 38964704 DOI: 10.1016/j.brainres.2024.149109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2024] [Revised: 06/01/2024] [Accepted: 07/01/2024] [Indexed: 07/06/2024]
Abstract
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.
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Affiliation(s)
- Alessandra Rampinini
- Department of Psychology, Faculty of Psychology and Education Science, University of Geneva, Geneva, Switzerland; National Centre for Competence in Research Evolving Language, Switzerland
| | - Irene Balboni
- Department of Psychology, Faculty of Psychology and Education Science, University of Geneva, Geneva, Switzerland; Institute of Multilingualism, University of Fribourg, Fribourg, Switzerland; National Centre for Competence in Research Evolving Language, Switzerland
| | - Narly Golestani
- Department of Psychology, Faculty of Psychology and Education Science, University of Geneva, Geneva, Switzerland; Cognitive Science Hub, University of Vienna, Vienna, Austria; Department of Behavioural and Cognitive Biology, Faculty of Life Sciences, University of Vienna, Vienna, Austria; National Centre for Competence in Research Evolving Language, Switzerland
| | - Raphael Berthele
- Institute of Multilingualism, University of Fribourg, Fribourg, Switzerland; National Centre for Competence in Research Evolving Language, Switzerland.
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3
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Fragaszy DM, Kelty-Stephen DG, Mangalam M. How bipedalism shapes humans' actions with hand tools. Philos Trans R Soc Lond B Biol Sci 2024; 379:20230152. [PMID: 39155723 DOI: 10.1098/rstb.2023.0152] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Revised: 03/28/2024] [Accepted: 05/09/2024] [Indexed: 08/20/2024] Open
Abstract
The task for an embodied cognitive understanding of humans' actions with tools is to elucidate how the human body, as a whole, supports the perception of affordances and dexterous action with objects in relation to other objects. Here, we focus on the relationship between humans' actions with handheld tools and bipedal posture. Posture plays a pivotal role in shaping animals' perception and action dynamics. While humans stand and locomote bipedally, other primates predominantly employ quadrupedal postures and locomotion, relying on both hands and feet to support the body. Drawing upon evidence from evolutionary biology, developmental psychology and performance studies, we elucidate the influence of bipedalism on our actions with objects and on our proficiency in using tools. We use the metaphor of cascades to capture the dynamic, nonlinear transformations in morphology and behaviour associated with posture and the use of tools across evolutionary and developmental timescales. Recent work illustrates the promise of multifractal cascade analysis to reveal nonlinear, cross-scale interactions across the entire body in real-time, supporting the perception of affordances for actions with tools. Cascade analysis enriches our comprehension of real-time performance and facilitates exploration of the relationships among whole-body coordination, individual development, and evolutionary processes.This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.
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Affiliation(s)
| | - Damian G Kelty-Stephen
- Department of Psychology, State University of New York at New Paltz, New Paltz, NY 12561, USA
| | - Madhur Mangalam
- Division of Biomechanics and Research Development, Department of Biomechanics, Center for Research in Human Movement Variability, University of Nebraska, Omaha, NE 68182, USA
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4
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Gao Q, Chen P, Huang Q, Wang Z. Advanced theory of mind and children's prosocial lie-telling in middle childhood: A training study. J Exp Child Psychol 2024; 246:106012. [PMID: 39033606 DOI: 10.1016/j.jecp.2024.106012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2024] [Revised: 05/28/2024] [Accepted: 05/31/2024] [Indexed: 07/23/2024]
Abstract
Children's advanced theory of mind (AToM) is concurrently associated with their prosocial lie-telling. However, the causal link between AToM and prosocial lie-telling has not yet been demonstrated. To address this gap, the current study adopted a training paradigm and investigated the role of AToM in children's prosocial lie-telling in middle childhood. A total of 66 9- and 10-year-old children who did not demonstrate any prosocial lie-telling in a disappointment gift paradigm at the baseline were recruited and randomly assigned to either the experimental group (n = 32) or an active control group (n = 34). The experimental group underwent a conversation-based training program of four sessions. The results showed significantly greater gains in AToM at the posttest for the experimental group children compared with the control group children, controlling for family socioeconomic status, children's literacy score, working memory, and inhibition. More important, the experimental group children were more likely to tell prosocial lies than the control group, even after controlling for the pretest AToM and other covariates. However, the training effects faded at the 6-month follow-up test after the training's completion. These findings provide the first evidence for the causal role of AToM in the development of prosocial lie-telling in middle childhood. The fade-out effect is discussed in the context of educational interventions.
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Affiliation(s)
- Qiyang Gao
- Shaoxing University, Shaoxing, Zhejiang 312010, China
| | - Peiyao Chen
- South China Normal University, Guangzhou, Guangdong 510631, China
| | - Qianyao Huang
- Shaoxing University, Shaoxing, Zhejiang 312010, China
| | - Zhenlin Wang
- Massey University, Palmerston North 4442, New Zealand.
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5
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Smith AM, Ying RC, Goldstein AR, Fitzgerald RJ. Absolute-judgment models better predict eyewitness decision-making than do relative-judgment models. Cognition 2024; 251:105877. [PMID: 39002429 DOI: 10.1016/j.cognition.2024.105877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2024] [Revised: 06/26/2024] [Accepted: 07/03/2024] [Indexed: 07/15/2024]
Abstract
When presented with a lineup, the witness is tasked with identifying the culprit or indicating that the culprit is not present. The witness then qualifies the decision with a confidence judgment. But how do witnesses go about making these decisions and judgments? According to absolute-judgment models, witnesses determine which lineup member provides the strongest match to memory and base their identification decision and confidence judgment on the absolute strength of this MAX lineup member. Conversely, relative-judgment models propose that witnesses determine which lineup member provides the strongest match to memory and then base their identification decision and confidence judgment on the relative strength of the MAX lineup member compared to the remaining lineup members. We took a critical test approach to test the predictions of both models. As predicted by the absolute-judgment model, but contrary to the predictions of the relative-judgment model, witnesses were more likely to correctly reject low-similarity lineups than high-similarity lineups (Experiment 1), and more likely to reject biased lineups than fair lineups (Experiment 2). Likewise, witnesses rejected low-similarity lineups with greater confidence than high-similarity lineups (Experiment 1) and rejected biased lineups with greater confidence than fair lineups (Experiment 2). Only a single pattern was consistent with the relative model and inconsistent with the absolute model: suspect identifications from biased lineups were made with greater confidence than suspect identifications from fair lineups (Experiment 2). The results suggest that absolute-judgment models better predict witness decision-making than do relative-judgment models and that pure relative-judgment models are unviable.
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Affiliation(s)
- Andrew M Smith
- Department of Psychology, Iowa State University, United States.
| | - Rebecca C Ying
- Department of Psychology, Iowa State University, United States
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6
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Prutean N, Vermeylen L, Kukkonen N, Steendam ST, Eayrs JO, Krebs RM, Wiersema JR, Vassena E, Boehler CN, Notebaert W. Mind the instructions: Reward cues are liked first, wanted later. Cognition 2024; 251:105885. [PMID: 39024843 DOI: 10.1016/j.cognition.2024.105885] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 05/16/2024] [Accepted: 07/09/2024] [Indexed: 07/20/2024]
Abstract
Current theories propose that mental effort is invested only when the anticipated benefits, such as rewards, outweigh the associated costs, like task difficulty. Yet, it remains unclear whether this motivational and mitigating aspect of reward processing is reflected in the evaluation of reward/difficulty cues as such, and to what extent it depends on task experience. In a pre-registered experiment (N = 84), we used the affect misattribution procedure (AMP) to gauge affective evaluations of nonword cues predicting reward and task difficulty levels. Contrary to previous studies, the AMP was administered at the outset, after cue instructions, and after the cues were used in a random dot motion (RDM) task. Compared to baseline, cues predicting a larger reward were evaluated more positively after RDM task experience, and most importantly, already after cue instructions, with no difference between the two phases. This evaluative effect manifested in increased performance after larger reward cues in the RDM task. Our results suggest that AMP effects may generally capture performance expectations which are independent of task experience. Importantly, these instructed expectations of reward and difficulty play a crucial role in the evaluation and subsequent investment of mental effort.
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Affiliation(s)
- Nicoleta Prutean
- Department of Experimental Psychology, Ghent University, Belgium.
| | | | - Nanne Kukkonen
- Department of Experimental Psychology, Ghent University, Belgium.
| | | | - Joshua O Eayrs
- Department of Experimental Psychology, Ghent University, Belgium.
| | - Ruth M Krebs
- Department of Experimental Psychology, Ghent University, Belgium.
| | - Jan R Wiersema
- Department of Experimental Clinical and Health Psychology, Ghent University, Belgium.
| | - Eliana Vassena
- Behavioural Science Institute, Radboud University, Nijmegen, the Netherlands.
| | - C Nico Boehler
- Department of Experimental Psychology, Ghent University, Belgium.
| | - Wim Notebaert
- Department of Experimental Psychology, Ghent University, Belgium.
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7
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Sarafoglou A, Kuhlmann BG, Aust F, Haaf JM. Refining Bayesian hierarchical MPT modeling: Integrating prior knowledge and ordinal expectations. Behav Res Methods 2024; 56:6557-6581. [PMID: 38627323 DOI: 10.3758/s13428-024-02370-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/14/2024] [Indexed: 08/30/2024]
Abstract
Multinomial processing tree (MPT) models are a broad class of statistical models used to test sophisticated psychological theories. The research questions derived from these theories often go beyond simple condition effects on parameters and involve ordinal expectations (e.g., the same-direction effect on the memory parameter is stronger in one experimental condition than another) or disordinal expectations (e.g., the effect reverses in one experimental condition). Here, we argue that by refining common modeling practices, Bayesian hierarchical models are well suited to estimate and test these expectations. Concretely, we show that the default priors proposed in the literature lead to nonsensical predictions for individuals and the population distribution, leading to problems not only in model comparison but also in parameter estimation. Rather than relying on these priors, we argue that MPT modelers should determine priors that are consistent with their theoretical knowledge. In addition, we demonstrate how Bayesian model comparison may be used to test ordinal and disordinal interactions by means of Bayes factors. We apply the techniques discussed to empirical data from Bell et al. Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 456-472 (2015).
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Affiliation(s)
- Alexandra Sarafoglou
- Department of Psychology, University of Amsterdam, Nieuwe Achtergracht 129B, 1001 NK, Amsterdam, The Netherlands.
| | - Beatrice G Kuhlmann
- Department of Psychology, School of Social Sciences, University of Mannheim, Mannheim, Germany
| | - Frederik Aust
- Department of Psychology, University of Amsterdam, Nieuwe Achtergracht 129B, 1001 NK, Amsterdam, The Netherlands
| | - Julia M Haaf
- Department of Psychology, University of Amsterdam, Nieuwe Achtergracht 129B, 1001 NK, Amsterdam, The Netherlands
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8
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Zhang J, Vohs KD, Carlson SM. Imagining the future improves saving in preschoolers. J Exp Child Psychol 2024; 246:105966. [PMID: 38852402 DOI: 10.1016/j.jecp.2024.105966] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2023] [Revised: 04/24/2024] [Accepted: 04/24/2024] [Indexed: 06/11/2024]
Abstract
Preschoolers are notoriously poor at delaying gratification and saving limited resources, yet evidence-based methods of improving these behaviors are lacking. Using the marble game saving paradigm, we examined whether young children's saving behavior would increase as a result of engaging in future-oriented imagination using a storyboard. Participants were 115 typically developing 4-year-olds from a midwestern U.S. metropolitan area (Mage = 53.48 months, SD = 4.14, range = 47-60; 54.8% female; 84.5% White; 7.3% Hispanic/Latino ethnicity; median annual household income = $150,000-$174,999). Children were randomly assigned to one of four storyboard conditions prior to the marble game: Positive Future Simulation, Negative Future Simulation, Positive Routine, or Negative Routine. In each condition, children were asked to imagine how they would feel in the future situation using a smiley face rating scale. Results showed that children were significantly more likely to save (and to save more marbles) in the experimental conditions compared with the control conditions (medium effect sizes). Moreover, imagining saving for the future (and how good that would feel) was more effective at increasing saving behaviors than imagining not saving (and how bad that would feel). Emotion ratings were consistent with the assigned condition, but positive emotion alone did not account for these effects. Results held after accounting for game order and verbal IQ. Implications of temporal psychological distancing and emotion anticipation for children's future-oriented decision making are discussed.
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Affiliation(s)
- Jinyi Zhang
- Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA.
| | - Kathleen D Vohs
- Carlson School of Management, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA
| | - Stephanie M Carlson
- Institute of Child Development, University of Minnesota-Twin Cities, Minneapolis, MN 55455, USA
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9
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Grenell A, Butts JR, Levine SC, Fyfe ER. Children's confidence on mathematical equivalence and fraction problems. J Exp Child Psychol 2024; 246:106003. [PMID: 39043115 PMCID: PMC11325391 DOI: 10.1016/j.jecp.2024.106003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Revised: 05/22/2024] [Accepted: 05/24/2024] [Indexed: 07/25/2024]
Abstract
Metacognition is how people think about their own thinking, and it includes children's confidence in their problem-solving solutions. We assessed children's metacognition in two areas of mathematics that are often plagued by misconceptions and often studied separately-mathematical equivalence (e.g., 3 + 4 = 5 +__) and fraction magnitude (e.g., 1/3 = 2/__). Specifically, we quantified children's metacognitive skills across these topics, examined whether these skills are topic-specific, and determined how these skills covary with domain-general executive functioning. A total of 80 elementary school children (Mage = 7.70 years, SD = 0.69) provided trial-by-trial performance data and confidence judgments on equivalence and fraction problems as well as assessments of executive function. Children's metacognitive skills were especially impaired when using incorrect strategies based on misconceptions, and we did not find robust evidence for cross-topic associations. We found modest associations between children's metacognitive skills and their working memory and inhibitory control. Findings have theoretical and practical implications for understanding which children struggle with these important mathematics concepts and why.
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Affiliation(s)
- Amanda Grenell
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA
| | - Jacob R Butts
- Department of Psychology, University of Chicago, Chicago, IL 60637, USA
| | - Susan C Levine
- Department of Psychology, University of Chicago, Chicago, IL 60637, USA
| | - Emily R Fyfe
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA.
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10
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Brown KS, Hannah KE, Christidis N, Hall-Bruce M, Stevenson RA, Elman JL, McRae K. Using network science to provide insights into the structure of event knowledge. Cognition 2024; 251:105845. [PMID: 39047584 DOI: 10.1016/j.cognition.2024.105845] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 05/13/2024] [Accepted: 05/31/2024] [Indexed: 07/27/2024]
Abstract
The structure of event knowledge plays a critical role in prediction, reconstruction of memory for personal events, construction of possible future events, action, language usage, and social interactions. Despite numerous theoretical proposals such as scripts, schemas, and stories, the highly variable and rich nature of events and event knowledge have been formidable barriers to characterizing the structure of event knowledge in memory. We used network science to provide insights into the temporal structure of common events. Based on participants' production and ordering of the activities that make up events, we established empirical profiles for 80 common events to characterize the temporal structure of activities. We used the event networks to investigate multiple issues regarding the variability in the richness and complexity of people's knowledge of common events, including: the temporal structure of events; event prototypes that might emerge from learning across many experiential instances and be expressed by people; the degree to which scenes (communities) are present in various events; the degree to which people believe certain activities are central to an event; how centrality might be distributed across an event's activities; and similarities among events in terms of their content and their temporal structure. Thus, we provide novel insights into human event knowledge, and describe 18 predictions for future human studies.
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Affiliation(s)
- Kevin S Brown
- Department of Pharmaceutical Sciences and School of Chemical, Biological, & Environmental Engineering, Corvallis, OR, USA.
| | - Kara E Hannah
- Department of Psychology, University of Western Ontario, London, ON, Canada.
| | - Nickolas Christidis
- Neuroscience Graduate Program, University of Western Ontario, London, ON, Canada.
| | - Mikayla Hall-Bruce
- Farncombe Family Digestive Health Research Institute, Department of Medicine, Faculty of Health Sciences, McMaster University, Hamilton, ON, Canada
| | - Ryan A Stevenson
- Department of Psychology, University of Western Ontario, London, ON, Canada
| | - Jeffrey L Elman
- Department of Cognitive Science, University of California San Diego, La Jolla, CA, USA.
| | - Ken McRae
- Department of Psychology, University of Western Ontario, London, ON, Canada.
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11
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Wilson BM, Seale-Carlisle TM, Colloff MF. Feeling the future of eyewitness research. Cognition 2024; 251:105879. [PMID: 39083884 DOI: 10.1016/j.cognition.2024.105879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2024] [Revised: 05/27/2024] [Accepted: 07/05/2024] [Indexed: 08/02/2024]
Abstract
For decades, eyewitness memory research has had the worthy goal of minimizing the chances that an innocent suspect is falsely identified. However, this is not the only goal. Partial receiver operating characteristic (ROC) curves provide a way to identify lineup procedures that keep the false alarm rate low while also maximizing the hit rate. Recently, there have been attempts to extend the ROC curve into high false alarm rate regions that fair lineups are intentionally designed to avoid. These new full ROCs could provide a way for the police to circumvent the protections offered by fillers in a fair lineup. Moreover, these attempts to extend the ROC curve are not based on a mathematically coherent model of latent diagnostic signals. In this article, we empirically demonstrate how this lack of a solid foundation can lead to dubious conclusions, such as eyewitnesses possessing precognition and being able to reliably identify the person they will see commit a crime in the future.
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Affiliation(s)
- Brent M Wilson
- Department of Psychology, University of California San Diego, La Jolla, CA 92093, United States of America.
| | | | - Melissa F Colloff
- School of Psychology, University of Birmingham, Birmingham, B15 2TT, UK
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12
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Gatti D, Rodio F, Rinaldi L, Marelli M. On humans' (explicit) intuitions about the meaning of novel words. Cognition 2024; 251:105882. [PMID: 39024842 DOI: 10.1016/j.cognition.2024.105882] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2023] [Revised: 05/06/2024] [Accepted: 07/08/2024] [Indexed: 07/20/2024]
Abstract
Pseudowords offer a unique opportunity to investigate how humans deal with new (verbal) information. Within this framework, previous studies have shown that, at the implicit level, humans exploit systematic associations in the form-meaning interface to process new information by relying on (sub-lexical) contents already mapped in semantic memory. However, whether speakers exploit such processes in explicit decisions about the meanings elicited by unfamiliar terms remains an open, important question. Here, we tested this by leveraging computational models that are able to induce semantic representations for out-of-vocabulary stimuli. Across two experiments, we demonstrate that participants' guesses about pseudoword meanings in a 2AFC task consistently align with the model's predictions. This indicates that humans' ability to extract meaningful knowledge from complex statistical patterns can affect explicit decisions.
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Affiliation(s)
- Daniele Gatti
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy.
| | - Francesca Rodio
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy; Institute for Advanced Studies, IUSS, Pavia, Italy
| | - Luca Rinaldi
- Department of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy; Cognitive Psychology Unit, IRCCS Mondino Foundation, Pavia, Italy
| | - Marco Marelli
- Department of Psychology, University of Milano-Bicocca, Milano, Italy; NeuroMI, Milan Center for Neuroscience, Milano, Italy
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13
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Marchman VA, Ashland MD, Loi EC, Munévar M, Shannon KA, Fernald A, Feldman HM. Early language processing efficiency and pre-literacy outcomes in children born full term and preterm. J Exp Child Psychol 2024; 246:105980. [PMID: 38865929 PMCID: PMC11316658 DOI: 10.1016/j.jecp.2024.105980] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Revised: 03/18/2024] [Accepted: 05/01/2024] [Indexed: 06/14/2024]
Abstract
Language processing efficiency-that is, the skill at processing language in real time-assessed in toddlerhood is associated with later language outcomes in children born full term (FT) and preterm (PT) during school age. No studies to date have assessed patterns of relations between early language processing efficiency and pre-literacy skills, such as print knowledge and phonological awareness, and whether relations are similar in FT and PT children. In this study, participants (N = 94, 49 FT and 45PT) were assessed in the looking-while-listening (LWL) task at 18 months of age (corrected for degree of prematurity), deriving measures of processing speed and accuracy. At 4½ years of age, children were assessed on standardized tests of print knowledge, phonological awareness, and expressive language. Processing speed and accuracy predicted both pre-literacy outcomes (r2 change = 7.8%-19.5%, p < .01); birth group did not moderate these effects. Relations were significantly reduced when controlling for expressive language. Thus, early language processing efficiency supports later expressive language abilities, which in turn supports developing pre-literacy skills. Processing speed and phonological awareness were also directly related, indicating an independent role for processing speed in literacy development. Mediation effects were not moderated by birth group, suggesting a similar developmental pathway in FT and PT children.
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Affiliation(s)
- Virginia A Marchman
- Department of Psychology, Stanford University, Stanford, CA 94305, USA; Department of Pediatrics, Division of Developmental Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA 94305, USA.
| | - Melanie D Ashland
- Department of Psychology, Stanford University, Stanford, CA 94305, USA
| | - Elizabeth C Loi
- Department of Pediatrics, Division of Developmental Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA 94305, USA
| | - Mónica Munévar
- Department of Psychology, Stanford University, Stanford, CA 94305, USA
| | | | - Anne Fernald
- Department of Psychology, Stanford University, Stanford, CA 94305, USA
| | - Heidi M Feldman
- Department of Pediatrics, Division of Developmental Behavioral Pediatrics, Stanford University School of Medicine, Stanford, CA 94305, USA
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14
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Scheibe DA, Wyatt L, Fitzsimmons CJ, Mielicki MK, Schiller LK, Thompson CA. Impacts of number lines and circle visual displays on caregivers' fraction understanding. J Exp Child Psychol 2024; 246:105983. [PMID: 38909523 DOI: 10.1016/j.jecp.2024.105983] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Revised: 05/01/2024] [Accepted: 05/03/2024] [Indexed: 06/25/2024]
Abstract
Playful fraction picture books, together with math instructional content called "back matter," may promote fraction learning, which is crucial because fractions are difficult and often disliked content. However, open questions remain regarding how different types of back matter may affect caregivers' ability to use fraction picture books as a teaching tool. The current study offers a novel investigation into how back matter affects caregivers' (N = 160) fraction understanding (i.e., equivalence and arithmetic) and subjective beliefs about math using a pretest/posttest design. We contrasted existing back matter text with research-informed back matter text crossed with either circle area or number line visual displays. Caregivers' performance improved from pretest to posttest in the Researcher-Generated + Circles condition (fraction equivalence) and in the Existing + Circles, Researcher-Generated + Circles, and Researcher-Generated + Number Lines conditions (fraction arithmetic). In addition, caregivers were aware of their learning; they predicted improvements in their fraction arithmetic performance over time. These findings suggest that brief interventions, such as back matter in children's picture books, may improve adults' fraction understanding.
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Affiliation(s)
- Daniel A Scheibe
- Department of Psychological Sciences, Kent State University, Kent, OH 44240, USA.
| | - Lauren Wyatt
- Department of Psychological Sciences, Kent State University, Kent, OH 44240, USA
| | | | - Marta K Mielicki
- Psychological Sciences, Rutgers University, New Brunswick, NJ 08901, USA; SRI International, Menlo Park, CA 94025, USA
| | | | - Clarissa A Thompson
- Department of Psychological Sciences, Kent State University, Kent, OH 44240, USA
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15
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Morris S, Farran EK, Gilligan-Lee K. Exploring relative strengths in people with Down syndrome: Spatial thinking and its role in mathematics. J Exp Child Psychol 2024; 246:105986. [PMID: 38917683 DOI: 10.1016/j.jecp.2024.105986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2023] [Revised: 04/02/2024] [Accepted: 05/07/2024] [Indexed: 06/27/2024]
Abstract
There is convincing evidence that training spatial abilities leads to improved mathematics performance in typically developing (TD) children. However, a lack of information on mathematical development and spatial-mathematical associations in people with Down syndrome (DS) hinders the translation of these interventions. Here, we established developmental trajectories of mathematics and explored whether spatial ability predicts attainment on different mathematics measures in individuals with DS. Participants with DS (n = 36; ages 9-35 years) and TD children (n = 132; ages 4-11 years) completed three groups of tasks: spatial tasks assessing different subdomains of spatial thinking; mathematics tasks assessing early mathematics skills, mathematical reasoning, arithmetic, and geometry; and IQ tasks. The developmental trajectories of mathematics performance against mental age revealed similar starting points of the trajectories and similar rates of development for DS and TD groups. Furthermore, after controlling for verbal skills, spatial skills explained 5.8% to 18.1% of the variation in mathematical performance across different mathematics tasks, and the pattern of spatial-mathematical relations was similar for DS and mental age-matched TD groups. This shows that mathematical development in DS groups appears to mirror that in TD children, indicative of delay only. Strong spatial-mathematical relations were observed for individuals with DS, like those seen for TD participants. This is the vital preliminary knowledge needed to support the design and use of spatial intervention for improving mathematics in individuals with DS.
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Affiliation(s)
- Su Morris
- School of Psychology, University of Surrey, Guildford, Surrey GU2 7XH, UK.
| | - Emily K Farran
- School of Psychology, University of Surrey, Guildford, Surrey GU2 7XH, UK; Centre for Educational Neuroscience, Birkbeck, University of London, London WC1H 0AP, UK
| | - Katie Gilligan-Lee
- School of Psychology, University of Surrey, Guildford, Surrey GU2 7XH, UK; Centre for Educational Neuroscience, Birkbeck, University of London, London WC1H 0AP, UK; School of Psychology, University College Dublin, Ireland
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16
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Miller J. Estimating the proportions and latencies of reaction time outliers: A pooling method and case study of lexical decision tasks. Behav Res Methods 2024; 56:7280-7306. [PMID: 38811517 DOI: 10.3758/s13428-024-02419-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/29/2024] [Indexed: 05/31/2024]
Abstract
A methodological problem in most reaction time (RT) studies is that some measured RTs may be outliers-that is, they may be very fast or very slow for reasons unconnected to the task-related processing of interest. Numerous ad hoc methods have been suggested to discriminate between such outliers and the valid RTs of interest, but it is extremely difficult to determine how well these methods work in practice because virtually nothing is known about the actual characteristics of outliers in real RT datasets. This article proposes a new method of pooling cumulative distribution function values for examining empirical RT distributions to assess both the proportions of outliers and their latencies relative to those of the valid RTs. As the method is developed, its strengths and weaknesses are examined using simulations based on previously suggested ad hoc models for RT outliers with particular assumed proportions and distributions of valid RTs and outliers. The method is then applied to several large RT datasets from lexical decision tasks, and the results provide the first empirically based description of outlier RTs. For these datasets, fewer than 1% of the RTs seem to be outliers, and the median outlier latency appears to be approximately 4-6 standard deviations of RT above the mean of the valid RT distribution.
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Affiliation(s)
- Jeff Miller
- Department of Psychology, University of Otago, PO Box 56, Dunedin, 9054, New Zealand.
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17
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Angelike T, Musch J. A comparative evaluation of measures to assess randomness in human-generated sequences. Behav Res Methods 2024; 56:7831-7848. [PMID: 38954396 DOI: 10.3758/s13428-024-02456-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/05/2024] [Indexed: 07/04/2024]
Abstract
Whether and how well people can behave randomly is of interest in many areas of psychological research. The ability to generate randomness is often investigated using random number generation (RNG) tasks, in which participants are asked to generate a sequence of numbers that is as random as possible. However, there is no consensus on how best to quantify the randomness of responses in human-generated sequences. Traditionally, psychologists have used measures of randomness that directly assess specific features of human behavior in RNG tasks, such as the tendency to avoid repetition or to systematically generate numbers that have not been generated in the recent choice history, a behavior known as cycling. Other disciplines have proposed measures of randomness that are based on a more rigorous mathematical foundation and are less restricted to specific features of randomness, such as algorithmic complexity. More recently, variants of these measures have been proposed to assess systematic patterns in short sequences. We report the first large-scale integrative study to compare measures of specific aspects of randomness with entropy-derived measures based on information theory and measures based on algorithmic complexity. We compare the ability of the different measures to discriminate between human-generated sequences and truly random sequences based on atmospheric noise, and provide a systematic analysis of how the usefulness of randomness measures is affected by sequence length. We conclude with recommendations that can guide the selection of appropriate measures of randomness in psychological research.
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Affiliation(s)
- Tim Angelike
- Institute of Experimental Psychology, Department of Psychological Assessment and Differential Psychology, Heinrich Heine University Düsseldorf, Universitätsstraße 1, 40225, Düsseldorf, Germany.
| | - Jochen Musch
- Institute of Experimental Psychology, Department of Psychological Assessment and Differential Psychology, Heinrich Heine University Düsseldorf, Universitätsstraße 1, 40225, Düsseldorf, Germany
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18
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Schiller LK, Abreu-Mendoza RA, Siegler RS, Rosenberg-Lee M, Thompson CA. Building integrated number sense in adults and children: Comparing fractions-only training with cross-notation number line training. J Exp Child Psychol 2024; 246:106017. [PMID: 39067089 DOI: 10.1016/j.jecp.2024.106017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2023] [Revised: 06/04/2024] [Accepted: 06/05/2024] [Indexed: 07/30/2024]
Abstract
Mounting evidence points to the predictive power of cross-notation rational number understanding (e.g., 2/5 vs. 0.25) relative to within-notation understanding (e.g., 2/5 vs. 1/4) in predicting math outcomes. Although correlational in nature, these studies suggest that number sense training emphasizing integrating across notations may have more positive outcomes than a within-notation focus. However, this idea has not been empirically tested. Thus, across two studies with undergraduate students (N = 183 and N = 181), we investigated the effects of a number line training program using a cross-notation approach (one that focused on connections among fractions, decimals, and percentages) and a within-notation approach (one that focused on fraction magnitude representation only). Both number line approaches produced positive effects, but those of the cross-notation approach were larger for fraction magnitude estimation and cross-notation comparison accuracy. In a third study (N = 63), we adapted the cross-notation number line training for use in place of typical classroom warm-up activities for middle school students. Similar to the results with undergraduate students, the cross-notation training program yielded positive benefits for middle school students over a typical warm-up activity (fraction arithmetic practice). Together, these results suggest the importance of an integrated approach to teaching rational number notations, an approach that appears to be uncommon in current curricula.
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Affiliation(s)
- Lauren K Schiller
- Department of Human Development, Teachers College, Columbia University, New York, NY 10027, USA; Department of Psychological Sciences, Kent State University, Kent, OH 44242, USA; Department of Psychology, Rutgers University-Newark, Newark, NJ 07102, USA.
| | | | - Robert S Siegler
- Department of Human Development, Teachers College, Columbia University, New York, NY 10027, USA
| | | | - Clarissa A Thompson
- Department of Psychological Sciences, Kent State University, Kent, OH 44242, USA
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19
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Kellenberger MG, Steacy LM, Cooper Borkenhagen MJ, Dozier J, Compton DL. Modeling item-level variance of polysyllabic word reading in developing readers: Exploring semantically related child, word, and child-by-word predictors. J Exp Child Psychol 2024; 246:105998. [PMID: 38981331 PMCID: PMC11316644 DOI: 10.1016/j.jecp.2024.105998] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Revised: 05/20/2024] [Accepted: 05/22/2024] [Indexed: 07/11/2024]
Abstract
Across word reading development, there are important and evolving relationships between oral and written semantic knowledge. Recent research has focused on these relationships, with accumulating evidence supporting the role of word knowledge and related word characteristics as important factors influencing polysyllabic word reading abilities. The purpose of this study was to investigate how semantic-related effects across child-level skills (e.g., general vocabulary knowledge), word-level properties (e.g., age of acquisition), child-by-word-level familiarity (e.g., item-level familiarity), and interactions between key child attributes and word characteristics (e.g., word reading skill by age of acquisition) contribute to polysyllabic word reading. Specifically, we emphasize the semantic contributions of word-level features to word reading development, which have been relatively underexplored in the literature. A sample of elementary school students oversampled for word reading difficulty (N = 92) in Grades 3 to 5 read a set of polysyllabic words (J = 45) and completed a battery of reading and language-related measures. Using cross-classified random-effects models and accounting for various control variables, semantic-related variables representing item-level familiarity; child-level set for variability; and word-level age of acquisition and number of morphemes were significant predictors in the main-effects model. A significant interaction between sight word efficiency and age of acquisition indicated higher probabilities of correctly reading polysyllabic words at lower levels of acquisition for better readers. Results indicate important semantic-related influences on polysyllabic word reading at the child, word, and child-by-word levels, suggesting meaningful relationships between knowledge of the orthographic form of a word and semantic knowledge in developing readers.
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Affiliation(s)
- Madison G Kellenberger
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA.
| | - Laura M Steacy
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
| | | | - Jordan Dozier
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
| | - Donald L Compton
- Florida Center for Reading Research, Florida State University, Tallahassee, FL 32310, USA
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20
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Mielke A, Badihi G, Graham KE, Grund C, Hashimoto C, Piel AK, Safryghin A, Slocombe KE, Stewart F, Wilke C, Zuberbühler K, Hobaiter C. Many morphs: Parsing gesture signals from the noise. Behav Res Methods 2024; 56:6520-6537. [PMID: 38438657 DOI: 10.3758/s13428-024-02368-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/12/2024] [Indexed: 03/06/2024]
Abstract
Parsing signals from noise is a general problem for signallers and recipients, and for researchers studying communicative systems. Substantial efforts have been invested in comparing how other species encode information and meaning, and how signalling is structured. However, research depends on identifying and discriminating signals that represent meaningful units of analysis. Early approaches to defining signal repertoires applied top-down approaches, classifying cases into predefined signal types. Recently, more labour-intensive methods have taken a bottom-up approach describing detailed features of each signal and clustering cases based on patterns of similarity in multi-dimensional feature-space that were previously undetectable. Nevertheless, it remains essential to assess whether the resulting repertoires are composed of relevant units from the perspective of the species using them, and redefining repertoires when additional data become available. In this paper we provide a framework that takes data from the largest set of wild chimpanzee (Pan troglodytes) gestures currently available, splitting gesture types at a fine scale based on modifying features of gesture expression using latent class analysis (a model-based cluster detection algorithm for categorical variables), and then determining whether this splitting process reduces uncertainty about the goal or community of the gesture. Our method allows different features of interest to be incorporated into the splitting process, providing substantial future flexibility across, for example, species, populations, and levels of signal granularity. Doing so, we provide a powerful tool allowing researchers interested in gestural communication to establish repertoires of relevant units for subsequent analyses within and between systems of communication.
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Affiliation(s)
- Alexander Mielke
- Wild Minds Lab, School of Psychology and Neuroscience, University of St Andrews, St Andrews, UK.
- School of Biological and Behavioural Sciences, Queen Mary University of London, London, UK.
| | - Gal Badihi
- Wild Minds Lab, School of Psychology and Neuroscience, University of St Andrews, St Andrews, UK
| | - Kirsty E Graham
- Wild Minds Lab, School of Psychology and Neuroscience, University of St Andrews, St Andrews, UK
| | - Charlotte Grund
- Wild Minds Lab, School of Psychology and Neuroscience, University of St Andrews, St Andrews, UK
| | - Chie Hashimoto
- Primate Research Institute, Kyoto University, Kyoto, Japan
| | - Alex K Piel
- Department of Anthropology, University College London, London, UK
- Department of Human Origins, Max Planck Institute of Evolutionary Anthropology, Leipzig, Germany
| | - Alexandra Safryghin
- Wild Minds Lab, School of Psychology and Neuroscience, University of St Andrews, St Andrews, UK
| | | | - Fiona Stewart
- Department of Anthropology, University College London, London, UK
- Department of Human Origins, Max Planck Institute of Evolutionary Anthropology, Leipzig, Germany
| | - Claudia Wilke
- Department of Psychology, University of York, York, UK
| | - Klaus Zuberbühler
- Institute of Biology, University of Neuchâtel, Neuchâtel, Switzerland
| | - Catherine Hobaiter
- Wild Minds Lab, School of Psychology and Neuroscience, University of St Andrews, St Andrews, UK
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21
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Wiley RW, Singh S, Baig Y, Key K, Purcell JJ. The English Sublexical Toolkit: Methods for indexing sound-spelling consistency. Behav Res Methods 2024; 56:6826-6861. [PMID: 38594441 DOI: 10.3758/s13428-024-02395-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/08/2024] [Indexed: 04/11/2024]
Abstract
This work introduces the English Sublexical Toolkit, a suite of tools that utilizes an experience-dependent learning framework of sublexical knowledge to extract regularities from the English lexicon. The Toolkit quantifies the empirical regularity of sublexical units in both the reading and spelling directions (i.e., grapheme-to-phoneme and phoneme-to-grapheme) and at multiple grain sizes (i.e., phoneme/grapheme and onset/rime unit size). It can extract multiple experience-dependent regularity indices for words or pseudowords, including both frequency indices (e.g., grapheme frequency) and conditional probability indices (e.g., grapheme-to-phoneme probability). These tools provide (1) superior estimates of the regularities that better reflect the complexity of the sublexical system relative to previously published indices and (2) completely novel indices of sublexical units such as phonographeme frequency (i.e., combined units of individual phonemes and graphemes that are independent of processing direction). We demonstrate that measures from the toolkit explain significant amounts of variance in empirical data (naming of real words and lexical decision), and either outperform or are comparable to the best available consistency measures. The flexibility of the toolkit is further demonstrated by its ability to readily index the probability of different pseudowords pronunciations, and we report that the measures account for the majority of variance in these empirically observed probabilities. Overall, this work provides a framework and resources that can be flexibly used to identify optimal corpus-based consistency measures that help explain reading/spelling behaviors for real and pseudowords.
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Affiliation(s)
- Robert W Wiley
- Department of Psychology, University of North Carolina at Greensboro, 296 Eberhart Building, Greensboro, NC, 27402, USA.
| | - Sartaj Singh
- Department of Psychology, University of North Carolina at Greensboro, 296 Eberhart Building, Greensboro, NC, 27402, USA
| | - Yusuf Baig
- Department of Cognitive Science, Johns Hopkins University, Baltimore, MD, USA
| | - Kristin Key
- Department of Psychology, University of North Carolina at Greensboro, 296 Eberhart Building, Greensboro, NC, 27402, USA
| | - Jeremy J Purcell
- Maryland Neuroimaging Center, University of Maryland, College Park, MD, USA
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22
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Johnston M, McCormack T, Lorimer S, Corbett B, Beck SR, Hoerl C, Feeney A. Relieved or disappointed? Children's understanding of how others feel at the cessation of events. J Exp Child Psychol 2024; 246:106016. [PMID: 39043116 DOI: 10.1016/j.jecp.2024.106016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2023] [Revised: 05/29/2024] [Accepted: 06/04/2024] [Indexed: 07/25/2024]
Abstract
People's emotional states are influenced not just by events occurring in the present but also by how events have unfolded in the past and how they are likely to unfold in the future. To what extent do young children understand the ways in which past events can affect current emotions even if they are no longer ongoing? In the current study, we explored children's ability to understand how others feel at the cessation of events-as events change from being present to being past. We asked 97 4- to 6-year-olds (40.2% female) and 35 adults (54.3% female) to judge how characters felt once particular types of events had ended relative to how they felt during these events. We found that from age 4, children judged (as adults do) that the character would feel positive at the cessation of negative events-what we refer to as temporal relief. This understanding of relief occurs earlier than has been shown in previous research. However, children were less likely than adults to judge others as feeling sad at the cessation of positive events-what we refer to as temporal disappointment. Overall, our findings suggest that children not only understand that the cessation of events can affect others' emotions but also recognize that people feel differently following the cessation of positive, negative, and neutral events.
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Affiliation(s)
- Matthew Johnston
- School of Psychology, Queen's University Belfast, Belfast BT9 5BN, UK; School of Philosophy, Psychology and Language Sciences, University of Edinburgh, Edinburgh EH8 9AD, UK.
| | - Teresa McCormack
- School of Psychology, Queen's University Belfast, Belfast BT9 5BN, UK
| | - Sara Lorimer
- School of Psychology, Queen's University Belfast, Belfast BT9 5BN, UK; School of Psychology, Ulster University, Coleraine BT52 1SA, UK
| | - Bethany Corbett
- School of Psychology, Queen's University Belfast, Belfast BT9 5BN, UK; School of Psychology, Ulster University, Coleraine BT52 1SA, UK
| | - Sarah R Beck
- School of Psychology, University of Birmingham, Birmingham B15 2TT, UK
| | - Christoph Hoerl
- Department of Philosophy, University of Warwick, Coventry CV4 7AL, UK
| | - Aidan Feeney
- School of Psychology, Queen's University Belfast, Belfast BT9 5BN, UK
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23
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Thierfelder P. The time course of Cantonese and Hong Kong Sign Language phonological activation: An ERP study of deaf bimodal bilingual readers of Chinese. Cognition 2024; 251:105878. [PMID: 39024841 DOI: 10.1016/j.cognition.2024.105878] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2022] [Revised: 06/21/2024] [Accepted: 07/05/2024] [Indexed: 07/20/2024]
Abstract
This study investigated Cantonese and Hong Kong Sign Language (HKSL) phonological activation patterns in Hong Kong deaf readers using the ERP technique. Two experiments employing the error disruption paradigm were conducted while recording participants' EEGs. Experiment 1 focused on orthographic and speech-based phonological processing, while Experiment 2 examined sign-phonological processing. ERP analyses focused on the P200 (180-220 ms) and N400 (300-500 ms) components. The results of Experiment 1 showed that hearing readers exhibited both orthographic and phonological effects in the P200 and N400 windows, consistent with previous studies on Chinese reading. In deaf readers, significant speech-based phonological effects were observed in the P200 window, and orthographic effects spanned both the P200 and N400 windows. Comparative analysis between the two groups revealed distinct spatial distributions for orthographic and speech-based phonological ERP effects, which may indicate the engagement of different neural networks during early processing stages. Experiment 2 found evidence of sign-phonological activation in both the P200 and N400 windows among deaf readers, which may reflect the involvement of sign-phonological representations in early lexical access and later semantic integration. Furthermore, exploratory analysis revealed that higher reading fluency in deaf readers correlated with stronger orthographic effects in the P200 window and diminished effects in the N400 window, indicating that efficient orthographic processing during early lexical access is a distinguishing feature of proficient deaf readers.
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Affiliation(s)
- Philip Thierfelder
- The Centre for Sign Linguistics and Deaf Studies, The Chinese University of Hong Kong, Hong Kong.
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24
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Reeder RR, Pounder Z, Figueroa A, Jüllig A, Azañón E. Non-visual spatial strategies are effective for maintaining precise information in visual working memory. Cognition 2024; 251:105907. [PMID: 39067318 DOI: 10.1016/j.cognition.2024.105907] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2024] [Revised: 06/28/2024] [Accepted: 07/23/2024] [Indexed: 07/30/2024]
Abstract
Visual working memory content is commonly thought to be composed of a precise visual representation of stimulus information (e.g., color, shape). Nevertheless, previous research has shown that individuals represent this visual information in different formats, historically dichotomized into "verbal" and "visual" formats. With growing popular knowledge of aphantasia, or the absence of sensory mental imagery, recent studies have demonstrated that individuals with aphantasia perform similarly to individuals with typical imagery on visual working memory tasks. This suggest that the use of non-visual strategies may be sufficient to perform visual working memory tasks, which were previously thought to be strictly visual. To investigate the effects of different strategies on performance in a visual working memory task, we recruited individuals across the visual imagery spectrum and tested their ability to identify relatively small (3°), medium (6°), or large (10°) changes in the degree of orientation of gratings held in working memory. Subsequently, participants indicated the extent to which they used five different strategies: visual, spatial, verbal, semantic, and sensorimotor. Results revealed that individuals with aphantasia and typical imagery performed similarly to each other across all task difficulty levels. Individuals with typical imagery dominantly used visuospatial strategies, but surprisingly, individuals with aphantasia overwhelmingly preferred the use of non-visual spatial and sensorimotor strategies over verbal strategies. These results suggest that non-visual spatial and sensorimotor strategies can be adopted in visual working memory tasks and these strategies are equally effective as visuospatial strategies. This calls for a rethinking of the "visual" versus "verbal" dichotomy, and provides evidence for the use of other non-visual mental representations in working memory tasks.
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Affiliation(s)
- Reshanne R Reeder
- Department of Psychology, Institute of Population Health, University of Liverpool, Liverpool, UK.
| | - Zoë Pounder
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | | | | | - Elena Azañón
- Otto von Guericke University, Medical Faculty, Magdeburg, Germany; Leibniz Institute for Neurobiology, Magdeburg, Germany; Center for Behavioral Brain Sciences, Magdeburg, Germany; Center for Intervention and Research on Adaptive and Maladaptive Brain Circuits Underlying Mental Health (C-I-R-C), Jena-Magdeburg, Halle, Germany
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25
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Aksu S, Indahlastari A, O'Shea A, Marsiske M, Cohen R, Alexander GE, DeKosky ST, Hishaw GA, Dai Y, Wu SS, Woods AJ. Facilitation of working memory capacity by transcranial direct current stimulation: a secondary analysis from the augmenting cognitive training in older adults (ACT) study. GeroScience 2024; 46:4075-4110. [PMID: 38789832 PMCID: PMC11336148 DOI: 10.1007/s11357-024-01205-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2024] [Accepted: 05/13/2024] [Indexed: 05/26/2024] Open
Abstract
Aging is a public health concern with an ever-increasing magnitude worldwide. An array of neuroscience-based approaches like transcranial direct current stimulation (tDCS) and cognitive training have garnered attention in the last decades to ameliorate the effects of cognitive aging in older adults. This study evaluated the effects of 3 months of bilateral tDCS over the frontal cortices with multimodal cognitive training on working memory capacity. Two hundred ninety-two older adults without dementia were allocated to active or sham tDCS paired with cognitive training. These participants received repeated sessions of bilateral tDCS over the bilateral frontal cortices, combined with multimodal cognitive training. Working memory capacity was assessed with the digit span forward, backward, and sequencing tests. No baseline differences between active and sham groups were observed. Multiple linear regressions indicated more improvement of the longest digit span backward from baseline to post-intervention (p = 0.021) and a trend towards greater improvement (p = 0.056) of the longest digit span backward from baseline to 1 year in the active tDCS group. No significant between-group changes were observed for digit span forward or digit span sequencing. The present results provide evidence for the potential for tDCS paired with cognitive training to remediate age-related declines in working memory capacity. These findings are sourced from secondary outcomes in a large randomized clinical trial and thus deserve future targeted investigation in older adult populations.
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Affiliation(s)
- Serkan Aksu
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA.
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA.
- Department of Physiology, Faculty of Medicine, Muğla Sıtkı Koçman University, Muğla, Turkey.
| | - Aprinda Indahlastari
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
| | - Andrew O'Shea
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
| | - Michael Marsiske
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
| | - Ronald Cohen
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
| | - Gene E Alexander
- Department of Psychiatry, Neuroscience and Physiological Sciences Graduate Interdisciplinary Programs, and BIO5 Institute, University of Arizona and Arizona Alzheimer's Disease Consortium, Tucson, AZ, USA
- Department of Psychology and Evelyn F. McKnight Brain Institute, University of Arizona, Tucson, AZ, USA
| | - Steven T DeKosky
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Neurology, College of Medicine, University of Florida, Gainesville, FL, USA
| | - Georg A Hishaw
- Department of Psychiatry, Neuroscience and Physiological Sciences Graduate Interdisciplinary Programs, and BIO5 Institute, University of Arizona and Arizona Alzheimer's Disease Consortium, Tucson, AZ, USA
| | - Yunfeng Dai
- Department of Biostatistics, College of Public Health and Health Professions, College of Medicine, University of Florida, Gainesville, FL, USA
| | - Samuel S Wu
- Department of Biostatistics, College of Public Health and Health Professions, College of Medicine, University of Florida, Gainesville, FL, USA
| | - Adam J Woods
- Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, USA
- Department of Clinical and Health Psychology, College of Public Health and Health Professions, University of Florida, Gainesville, FL, USA
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Thomas LR, Bessette KL, Westlund Schreiner M, Dillahunt AK, Frandsen SB, Pocius SL, Schubert BL, Farstead BW, Roberts H, Watkins ER, Kerig PK, Crowell SE, Langenecker SA. Early Emergence of Rumination has no Association with Performance on a Non-affective Inhibitory Control Task. Child Psychiatry Hum Dev 2024; 55:1308-1324. [PMID: 36637686 PMCID: PMC9839218 DOI: 10.1007/s10578-022-01484-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/16/2022] [Revised: 11/16/2022] [Accepted: 12/08/2022] [Indexed: 01/14/2023]
Abstract
Rumination is a vulnerability for depression and potentially linked to inhibitory control weaknesses. We aimed to replicate the association observed in adults between inhibitory control and rumination in adolescents, and to examine putative moderating roles of childhood maltreatment and perceived family cohesion in an adolescent sample at risk for depression due to familial/personal history. Ninety adolescents aged 11-17 (M = 14.6, SD = 1.8) completed self-report scales of rumination, maltreatment, and family cohesion, and performed a task assessing inhibitory control. Hierarchical regression models showed no significant relation between inhibitory control and moderator variables on rumination. However, adolescents who reported higher levels of maltreatment and who perceived lower family cohesion tended to indicate higher levels of rumination (BChilhood Maltreatment = 27.52, 95% CIs [5.63, 49.41], BFamily Cohesion = -0.40, 95% CIs [-0.65, -0.15]). These findings demonstrate an alternative understanding of factors that increase depression onset risk and recurrence in adolescents.
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Affiliation(s)
- Leah R Thomas
- Department of Psychiatry, Huntsman Mental Health Institute, University of Utah, 501 Chipeta Way, 84108, Salt Lake City, UT, USA.
- Department of Psychology, University of Utah, 84112, Salt Lake City, UT, USA.
| | - Katie L Bessette
- Department of Psychiatry, Huntsman Mental Health Institute, University of Utah, 501 Chipeta Way, 84108, Salt Lake City, UT, USA
- Department of Psychology, University of Illinois at Chicago, 60607, Chicago, IL, USA
- Semel Institute for Neuroscience and Human Behavior, University of California Los Angeles, 90024, Los Angeles, CA, USA
| | - Melinda Westlund Schreiner
- Department of Psychiatry, Huntsman Mental Health Institute, University of Utah, 501 Chipeta Way, 84108, Salt Lake City, UT, USA
| | - Alina K Dillahunt
- Department of Psychiatry, Huntsman Mental Health Institute, University of Utah, 501 Chipeta Way, 84108, Salt Lake City, UT, USA
| | - Summer B Frandsen
- Department of Psychiatry, Huntsman Mental Health Institute, University of Utah, 501 Chipeta Way, 84108, Salt Lake City, UT, USA
| | - Stephanie L Pocius
- Department of Psychiatry, Huntsman Mental Health Institute, University of Utah, 501 Chipeta Way, 84108, Salt Lake City, UT, USA
| | - Briana Lee Schubert
- Department of Psychiatry, Huntsman Mental Health Institute, University of Utah, 501 Chipeta Way, 84108, Salt Lake City, UT, USA
| | - Brian W Farstead
- Department of Psychiatry, Huntsman Mental Health Institute, University of Utah, 501 Chipeta Way, 84108, Salt Lake City, UT, USA
| | | | | | - Patricia K Kerig
- Department of Psychology, University of Utah, 84112, Salt Lake City, UT, USA
| | - Sheila E Crowell
- Department of Psychiatry, Huntsman Mental Health Institute, University of Utah, 501 Chipeta Way, 84108, Salt Lake City, UT, USA
- Department of Psychology, University of Utah, 84112, Salt Lake City, UT, USA
- Department of Obstetrics and Gynecology, University of Utah, 84112, Salt Lake City, UT, USA
| | - Scott A Langenecker
- Department of Psychiatry, Huntsman Mental Health Institute, University of Utah, 501 Chipeta Way, 84108, Salt Lake City, UT, USA
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Monaghan P, Jago LS, Speyer L, Turnbull H, Alcock KJ, Rowland CF, Cain K. Statistical learning ability at 17 months relates to early reading skills via oral language. J Exp Child Psychol 2024; 246:106002. [PMID: 39002185 DOI: 10.1016/j.jecp.2024.106002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 05/23/2024] [Accepted: 05/23/2024] [Indexed: 07/15/2024]
Abstract
Statistical learning ability has been found to relate to children's reading skills. Yet, statistical learning is also known to be vital for developing oral language skills, and oral language and reading skills relate strongly. These connections raise the question of whether statistical learning ability affects reading via oral language or directly. Statistical learning is multifaceted, and so different aspects of statistical learning might influence oral language and reading skills distinctly. In a longitudinal study, we determined how two aspects of statistical learning from an artificial language tested on 70 17-month-old infants-segmenting sequences from speech and generalizing the sequence structure-related to oral language skills measured at 54 months and reading skills measured at approximately 75 months. Statistical learning segmentation did not relate significantly to oral language or reading, whereas statistical learning generalization related to oral language, but only indirectly related to reading. Our results showed that children's early statistical learning ability was associated with learning to read via the children's oral language skills.
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Affiliation(s)
| | - Lana S Jago
- Lancaster University, Lancaster LA1 4YF, UK; Liverpool John Moores University, Liverpool L3 5AH, UK
| | | | | | | | - Caroline F Rowland
- University of Liverpool, Liverpool L69 7ZX, UK; Max Planck Institute for Psycholinguistics, 6525 XD Nijmegen, the Netherlands
| | - Kate Cain
- Lancaster University, Lancaster LA1 4YF, UK
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Grobe SE, Könen T, David C, Grüneisen L, Dörrenbächer-Ulrich L, Perels F, Karbach J. The factorial structure of executive functions in preschool and elementary school children and relations with intelligence. J Exp Child Psychol 2024; 246:106014. [PMID: 39043117 DOI: 10.1016/j.jecp.2024.106014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 01/31/2024] [Accepted: 06/03/2024] [Indexed: 07/25/2024]
Abstract
The timing of structural changes in executive functions (EFs) across development is a matter of controversy; whereas some studies suggest a uniform structure of EFs in early childhood, findings in middle and late childhood are mixed. There are results indicating uniformity of EFs as well as several studies suggesting multidimensionality of the construct. In addition, studies demonstrate an age-related differentiation of the relation between EFs and intelligence. We conducted a comparative analysis of the EF structure and relations with fluid intelligence in two distinct age groups. A sample of n = 145 preschool children (5.2-6.7 years of age) and n = 109 elementary school children (8.8-11.8 years) completed measures of working memory, inhibition, cognitive flexibility, and fluid intelligence. Confirmatory factor analysis (CFA) revealed that a single-factor model best represented performance on EF tasks in both preschool and elementary school children. Multi-group CFA indicated equivalent and strong relations between EFs and intelligence across both age groups (r = .64 in preschool and elementary school children). Our results confirm that EFs are significantly related to fluid intelligence but might not underlie a uniform pattern of successive differentiation into multiple EF components in childhood. We discuss how methodological artifacts such as simultaneous interference might have contributed to previous findings on differentiation in middle and late childhood.
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Affiliation(s)
- Sophia Elisabeth Grobe
- Department of Psychology, University of Kaiserslautern-Landau (RPTU), 76829 Landau, Germany.
| | - Tanja Könen
- Department of Psychology, University of Kaiserslautern-Landau (RPTU), 76829 Landau, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), DIPF | Leipniz Institute for Research and Information in Education, 60323 Frankfurt, Germany
| | - Christina David
- Department of Educational Sciences, Saarland University, Saarbrücken Campus, 66123 Saarbrücken, Germany
| | - Lena Grüneisen
- Department of Educational Sciences, Saarland University, Saarbrücken Campus, 66123 Saarbrücken, Germany
| | - Laura Dörrenbächer-Ulrich
- Department of Educational Sciences, Saarland University, Saarbrücken Campus, 66123 Saarbrücken, Germany
| | - Franziska Perels
- Department of Educational Sciences, Saarland University, Saarbrücken Campus, 66123 Saarbrücken, Germany
| | - Julia Karbach
- Department of Psychology, University of Kaiserslautern-Landau (RPTU), 76829 Landau, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), DIPF | Leipniz Institute for Research and Information in Education, 60323 Frankfurt, Germany
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Masek LR, Swirbul MS, Silver AM, Libertus ME, Cabrera N, Tamis-LeMonda CS. Math talk by mothers, fathers, and toddlers: Differences across materials and associations with children's math understanding. J Exp Child Psychol 2024; 246:105991. [PMID: 38981333 DOI: 10.1016/j.jecp.2024.105991] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2023] [Revised: 05/13/2024] [Accepted: 05/15/2024] [Indexed: 07/11/2024]
Abstract
Learning words for numbers, shapes, spatial relations, and magnitudes-"math talk"-relies on input from caregivers. Language interactions between caregivers and children are situated in activity contexts and likely affected by available materials. Here, we examined how play materials influence the math talk directed to and produced by young children. We video-recorded parents (mothers and fathers; English- and/or Spanish-speaking) and their 24- to 36-month-olds during play with four sets of materials, transcribed and coded types of parent and toddler math words/phrases, and assessed toddlers' understanding of number, shape, and spatial relations terms. Categories of math words varied by materials. Numeracy talk (e.g., "one," "two," "first," "second") was more frequent during interactions with a picture book and toy grocery shopping set than with a shape sorter or magnet board; the reverse held for spatial talk (e.g., "out," "bottom," "up," "circle"). Parent math talk predicted toddler math talk, and both parent and toddler math talk predicted toddlers' understanding of spatial and number words. Different materials provide unique opportunities for toddlers to learn abstract math words during interactions with caregivers, and such interactions support early math cognition.
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Affiliation(s)
- Lillian R Masek
- Department of Applied Psychology, New York University, New York, NY 10003, USA
| | - Mackenzie S Swirbul
- Department of Applied Psychology, New York University, New York, NY 10003, USA
| | - Alex M Silver
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Melissa E Libertus
- Department of Psychology, University of Pittsburgh, Pittsburgh, PA 15260, USA
| | - Natasha Cabrera
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD 20742, USA
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Alhaider R, Mahon M, Donlan C. The influence of language on the formation of number concepts: Evidence from preschool children who are bilingual in English and Arabic. J Exp Child Psychol 2024; 246:105988. [PMID: 38901325 DOI: 10.1016/j.jecp.2024.105988] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2023] [Revised: 05/07/2024] [Accepted: 05/08/2024] [Indexed: 06/22/2024]
Abstract
We asked whether grammatical number marking has specific influence on the formation of early number concepts. In particular, does comprehension of dual case marking support young children's understanding of cardinality? We assessed number knowledge in 77 3-year-old Arabic-English bilingual children using the Give-a-Number task in both languages. Given recent concerns around the administration and scoring of the Give-a-Number task, we used two complementary approaches: one based on conceptual levels and the other based on overall test scores. We also tested comprehension of dual case marking in Arabic and number sequence knowledge in both languages. Regression analyses showed that dual case comprehension exerts a strong influence on cardinality tested in Arabic independent of age, general language skills, and number sequence knowledge. No such influence was found for cardinality tested in English, indicating a language-specific effect. Further analyses tested for transfer of cardinality knowledge between languages. These revealed, in addition to the findings outlined above, a powerful cross-linguistic transfer effect. Our findings are consistent with a model in which the direct effect of dual case marking is language specific, but concepts, once acquired, may be represented abstractly and transferred between languages.
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Affiliation(s)
- Rima Alhaider
- Department of Language and Cognition, University College London, London WC1N 1PF, UK.
| | - Merle Mahon
- Department of Language and Cognition, University College London, London WC1N 1PF, UK
| | - Chris Donlan
- Department of Language and Cognition, University College London, London WC1N 1PF, UK
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Kutlu E, Klein-Packard J, Jeppsen C, Tomblin JB, McMurray B. The development of real-time spoken and word recognition derives from changes in ability, not maturation. Cognition 2024; 251:105899. [PMID: 39059118 DOI: 10.1016/j.cognition.2024.105899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Revised: 07/16/2024] [Accepted: 07/17/2024] [Indexed: 07/28/2024]
Abstract
In typical adults, recognizing both spoken and written words is thought to be served by a process of competition between candidates in the lexicon. In recent years, work has used eye-tracking in the visual world paradigm to characterize this competition process over development. It has shown that both spoken and written word recognition continue to develop through adolescence (Rigler et al., 2015). It is still unclear what drives these changes in real-time word recognition over the school years, as there are dramatic changes in language, the onset of reading instruction, and gains in domain general function during this time. This study began to address these issues by asking whether changes in real-time word recognition derive from changes in overall language and reading ability or reflect more general age-related development. This cross-sectional study examined 278 school-age children (Grades 1-3) using the Visual World Paradigm to assess both spoken and written word recognition, along with multiple measures of language, reading and phonology. A structural equation model applied to these ability measures found three factors representing language, reading, and phonology. Multiple regression analyses were used to understand how these three factors relate to real-time spoken and written word recognition as well as a non-linguistic variant of the VWP intended to capture decision speed, eye-movement factors, and other non-language/reading differences. We found that for both spoken and written word recognition, the speed of activating target words in both domains was more closely tied to the relevant ability (e.g., reading for written word recognition) than was age. We also examined competition resolution (how fully competitors were suppressed late in processing). Here, spoken word recognition showed only small, developmental effects that were only related to phonological processing, suggesting links to developmental language disorder. However, in written word recognition, competitor resolution showed large impacts of development which were strongly linked to reading. This suggests the dimensionality of real-time lexical processing may differ across domains. Importantly, neither spoken nor written word recognition is fully described by changes in non-linguistic skills assessed with non-linguistic VWP, and the non-linguistic VWP was linked to differences in language and reading. These findings suggest that spoken and written word recognition continue past the first year of life and are mostly driven by ability and not only by overall maturation.
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Affiliation(s)
- Ethan Kutlu
- Department of Linguistics, University of Iowa, Iowa City, 52242, USA; Department of Psychological & Brain Sciences, University of Iowa, Iowa City, 52242, USA.
| | - Jamie Klein-Packard
- Department of Psychological & Brain Sciences, University of Iowa, Iowa City, 52242, USA.
| | - Charlotte Jeppsen
- Department of Psychological & Brain Sciences, University of Iowa, Iowa City, 52242, USA.
| | - J Bruce Tomblin
- Department of Communication Sciences & Disorders, University of Iowa, Iowa City, 52242, USA.
| | - Bob McMurray
- Department of Psychological & Brain Sciences, University of Iowa, Iowa City, 52242, USA; Department of Communication Sciences & Disorders, University of Iowa, Iowa City, 52242, USA; Department of Otolaryngology-Head and Neck Surgery, University of Iowa, Iowa City, 52242, USA.
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32
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Buchberger ES, Ngo CT, Peikert A, Brandmaier AM, Werkle-Bergner M. Estimating statistical power for structural equation models in developmental cognitive science: A tutorial in R : Power simulation for SEMs. Behav Res Methods 2024; 56:1-18. [PMID: 38807007 DOI: 10.3758/s13428-024-02396-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/06/2024] [Indexed: 05/30/2024]
Abstract
Determining the compositional structure and dimensionality of psychological constructs lies at the heart of many research questions in developmental science. Structural equation modeling (SEM) provides a versatile framework for formalizing and estimating the relationships among multiple latent constructs. While the flexibility of SEM can accommodate many complex assumptions on the underlying structure of psychological constructs, it makes a priori estimation of statistical power and required sample size challenging. This difficulty is magnified when comparing non-nested SEMs, which prevents the use of traditional likelihood-ratio tests. Sample size estimates for SEM model fit comparisons typically rely on generic rules of thumb. Such heuristics can be misleading because statistical power in SEM depends on a variety of model properties. Here, we demonstrate a Monte Carlo simulation approach for estimating a priori statistical power for model selection when comparing non-nested models in an SEM framework. We provide a step-by-step guide to this approach based on an example from our memory development research in children.
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Affiliation(s)
- Elisa S Buchberger
- Center for Lifespan Psychology, Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany.
| | - Chi T Ngo
- Center for Lifespan Psychology, Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany
| | - Aaron Peikert
- Center for Lifespan Psychology, Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany
- Max Planck UCL Centre for Computational Psychiatry and Ageing Research, Berlin, Germany
- Department of Imaging Neuroscience, University College London, London, UK
| | - Andreas M Brandmaier
- Center for Lifespan Psychology, Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany
- Max Planck UCL Centre for Computational Psychiatry and Ageing Research, Berlin, Germany
- Department of Psychology, MSB Medical School Berlin, Berlin, Germany
| | - Markus Werkle-Bergner
- Center for Lifespan Psychology, Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany
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Avram CM, Jones AE, Lucas ML, Barrett L. Reclaiming behaviour settings: reviewing empirical applications of Barker's behaviour settings theory. Philos Trans R Soc Lond B Biol Sci 2024; 379:20230283. [PMID: 39114986 PMCID: PMC11338576 DOI: 10.1098/rstb.2023.0283] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Revised: 03/26/2024] [Accepted: 04/03/2024] [Indexed: 08/23/2024] Open
Abstract
Behaviour settings theory is the product of Roger Barker and Herbert F. Wright's decades-long Midwest Field Station research programme. The theory followed from the demonstration that the best predictor of a person's behaviour was the setting (i.e. location, timing and activity) in which their behaviour took place, rather than any individual trait (e.g. personality). Now little known in psychology, behaviour settings theory is often further obscured by being presented as a theory only, neglecting the clear methodology Barker provided for investigating the question: 'What do people do in everyday life?' This literature review takes a comprehensive look at Barker's contributions both within and outside of psychology. The corpus comprises both theoretical and empirical articles; however, our primary interest is in the empirical articles. We describe the who, when and where of behaviour settings research over the past half-century, and we identify branches and neighbours of behaviour settings research (e.g. manning theory, behaviour mapping and activity settings theory). Primarily, however, we attempt to answer the following questions: (i) Are any of Barker's tools for studying people in everyday settings being used currently? (ii) How accurately has Barker's theory been explained, or his methods applied? (iii) Does such work contribute to behaviour settings theory in a meaningful way? This article is part of the theme issue 'People, places, things and communities: expanding behaviour settings theory in the twenty-first century'.
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Affiliation(s)
- Christa M. Avram
- Department of Psychology, University of Lethbridge, LethbridgeT1K 3M4, Canada
| | - Anne E. Jones
- Department of Psychology, University of Lethbridge, LethbridgeT1K 3M4, Canada
| | - Miranda L. Lucas
- Department of Psychology, University of Lethbridge, LethbridgeT1K 3M4, Canada
| | - Louise Barrett
- Department of Psychology, University of Lethbridge, LethbridgeT1K 3M4, Canada
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Eberhart J, Bryce D, Baker ST. Staying self-regulated in the classroom: The role of children's executive functions and situational factors. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2024; 94:995-1010. [PMID: 38880775 DOI: 10.1111/bjep.12700] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2023] [Revised: 04/25/2024] [Accepted: 05/29/2024] [Indexed: 06/18/2024]
Abstract
BACKGROUND Self-regulation is crucial for children's learning and development. Several studies have explored children's inter-individual differences in self-regulation, but little is known about sources of intra-individual variation. AIMS This study addressed the variability of children's self-regulation across typical classroom situations and how this might be associated with children's executive functions (EFs). SAMPLE The study included 148 children (54.7% girls; Mage = 56.73 months). METHODS Self-regulation was assessed with an observational measure in teacher-led and child-led activities within naturalistic classroom settings. Children's EFs were assessed with direct assessments at the start and end of the school year. RESULTS Linear mixed-effect models showed that children demonstrated higher levels of self-regulation in child-led in comparison with teacher-led activities. Children with higher levels of EFs at the start of the school year showed less variation across teacher-led and child-led activities in comparison with children with lower levels of EFs. Regarding other aspects of the classroom context, neither the group size in which the activity took place nor which school subject it was focused on were associated with children's self-regulation. However, in teacher-led activities the type of interaction involved in the activity and the type of task influenced children's self-regulation. CONCLUSION These results suggest that children who start school with higher levels of EFs are more able to adapt to different situations, highlighting the importance of fostering these skills in early childhood. In turn, children with lower levels of EFs may need additional support from teachers to remain self-regulated across different contexts.
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Affiliation(s)
- Janina Eberhart
- University of Cambridge, Cambridge, UK
- University of Tübingen, Tübingen, Germany
| | - Donna Bryce
- University of Tübingen, Tübingen, Germany
- University of Augsburg, Augsburg, Germany
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Çekok FK, Kahraman T, Genç A, Duran G, Çolakoğlu BD, Yerlikaya D, Yener G. Association between executive and physical functions in people with Parkinson's disease. Somatosens Mot Res 2024; 41:142-148. [PMID: 36908266 DOI: 10.1080/08990220.2023.2186393] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Accepted: 02/27/2023] [Indexed: 03/14/2023]
Abstract
PURPOSE People with Parkinson's disease (PD) can develop cognitive and physical impairments. There is limited evidence on the association between executive function and physical function in people with PD. OBJECTIVE We aimed to investigate the association between the executive and physical functions in people with Parkinson's disease (PD) by comparing healthy controls. METHOD Thirty-three patients diagnosed with PD and 33 healthy controls were included in the study. PD group was divided into two subgroups according to their scores on executive tests as high performers (PD-HPs; n = 17) and low performers (PD-LPs; n = 16). The severity of motor symptoms disease severity, executive function, global cognitive function, reaction time, hand function, functional capacity, physical activity, and balance confidence was assessed by the validated instruments. RESULTS The PD group had less physical function and executive function compared to healthy controls (p < 0.05). The PD-LPs group had less physical and cognitive function than the PD-HPs group (p < 0.05). The executive functions were significantly correlated with almost all variables in both people with PD and healthy people, and correlations were moderate to strong (p < 0.05). However, the correlation coefficients were relatively higher in people with PD compared to healthy controls. CONCLUSION There was a significant association between executive and physical function in people with PD. Future studies should be conducted to determine whether the treatment of one of these dysfunctions affects the other.
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Affiliation(s)
- Fatma Kübra Çekok
- Department of Physiotherapy and Rehabilition, School of Health Sciences, Tarsus University, Mersin, Turkey
- Graduate School of Health Sciences, Dokuz Eylül University, Izmir, Turkey
| | - Turhan Kahraman
- Department of Physiotherapy and Rehabilitation, Faculty of Health Sciences, Izmir Katip Celebi University, Izmir, Turkey
| | - Arzu Genç
- Faculty of Physical Therapy and Rehabilitation, Dokuz Eylül University, Izmir, Turkey
| | - Gözde Duran
- Graduate School of Health Sciences, Dokuz Eylül University, Izmir, Turkey
| | | | - Deniz Yerlikaya
- Graduate School of Health Sciences, Dokuz Eylül University, Izmir, Turkey
| | - Görsev Yener
- Department of Neurology, Faculty of Medicine, Dokuz Eylül University, Izmir, Turkey
- Izmir Biomedicine and Genome Center, Dokuz Eylül University, Izmir, Turkey
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Garre-Frutos F, Vadillo MA, González F, Lupiáñez J. On the reliability of value-modulated attentional capture: An online replication and multiverse analysis. Behav Res Methods 2024; 56:5986-6003. [PMID: 38195787 PMCID: PMC11335866 DOI: 10.3758/s13428-023-02329-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/21/2023] [Indexed: 01/11/2024]
Abstract
Stimuli predicting rewards are more likely to capture attention, even when they are not relevant to our current goals. Individual differences in value-modulated attentional capture (VMAC) have been associated with various psychopathological conditions in the scientific literature. However, the claim that this attentional bias can predict individual differences requires further exploration of the psychometric properties of the most common experimental paradigms. The current study replicated the VMAC effect in a large online sample (N = 182) and investigated the internal consistency, with a design that allowed us to measure the effect during learning (rewarded phase) and after acquisition, once feedback was omitted (unrewarded phase). Through the rewarded phase there was gradual increase of the VMAC effect, which did not decline significantly throughout the unrewarded phase. Furthermore, we conducted a reliability multiverse analysis for 288 different data preprocessing specifications across both phases. Specifications including more blocks in the analysis led to better reliability estimates in both phases, while specifications that removed more outliers also improved reliability, suggesting that specifications with more, but less noisy, trials led to better reliability estimates. Nevertheless, in most instances, especially those considering fewer blocks of trials, reliability estimates fell below the minimum recommended thresholds for research on individual differences. Given the present results, we encourage researchers working on VMAC to take into account reliability when designing studies aimed at capturing individual differences and provide recommendations to improve methodological practices.
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Affiliation(s)
- Francisco Garre-Frutos
- Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Campus of Cartuja, 18011, Granada, Spain.
- Department of Experimental Psychology, University of Granada, Granada, Spain.
| | - Miguel A Vadillo
- Department of Basic Psychology, Faculty of Psychology, Autonomous University of Madrid, Madrid, Spain
| | - Felisa González
- Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Campus of Cartuja, 18011, Granada, Spain
- Department of Experimental Psychology, University of Granada, Granada, Spain
| | - Juan Lupiáñez
- Mind, Brain and Behavior Research Center (CIMCYC), University of Granada, Campus of Cartuja, 18011, Granada, Spain
- Department of Experimental Psychology, University of Granada, Granada, Spain
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Bello-Lepe S, Mahmood S, Varley R, Zimmerer V. Speech pauses in speakers with and without aphasia: A usage-based approach. Cortex 2024; 178:287-298. [PMID: 39084164 DOI: 10.1016/j.cortex.2024.06.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2023] [Revised: 09/28/2023] [Accepted: 06/24/2024] [Indexed: 08/02/2024]
Abstract
Pauses in speech are indicators of cognitive effort during language production and have been examined to inform theories of lexical, grammatical and discourse processing in healthy speakers and individuals with aphasia (IWA). Studies of pauses have commonly focused on their location and duration in relation to grammatical properties such as word class or phrase complexity. However, recent studies of speech output in aphasia have revealed that utterances of IWA are characterised by stronger collocations, i.e., combinations of words that are often used together. We investigated the effects of collocation strength and lexical frequency on pause duration in comic strip narrations of IWA and non-brain-damaged (NBD) individuals with part of speech (PoS; content and function words) as covariate. Both groups showed a decrease in pause duration within more strongly collocated bigrams and before more frequent content words, with stronger effects in IWA. These results are consistent with frameworks which propose that strong collocations are more likely to be processed as holistic, perhaps even word-like, units. Usage-based approaches prove valuable in explaining patterns of preservation and impairment in aphasic language production.
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Affiliation(s)
- Sebastian Bello-Lepe
- University College London, Department of Language and Cognition, London, UK; Universidad de Valparaíso, Centro de Investigación del Desarrollo en Cognición y Lenguaje, Valparaiso, Chile
| | - Sabrina Mahmood
- University College London, Department of Language and Cognition, London, UK
| | - Rosemary Varley
- University College London, Department of Language and Cognition, London, UK
| | - Vitor Zimmerer
- University College London, Department of Language and Cognition, London, UK.
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38
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Huber BN, Fulton EK, Gray D. Meta-prospective memory accuracy in young adults with and without depressive symptoms. APPLIED NEUROPSYCHOLOGY. ADULT 2024; 31:754-765. [PMID: 35531892 DOI: 10.1080/23279095.2022.2068372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Prospective memory (PM) is the ability to remember an intention in the future. Individuals with depression are candidates for PM failures, resulting in detrimental consequences, such as forgetting to take a medication or implement therapeutic techniques; inaccurate assessments of one's PM abilities can exacerbate these issues. The current study examined if appraisals about one's prospective memory (meta-PM) performance differs between healthy and depressed adults. Data were gathered from 137 adults and included self-reported depression, PM beliefs, objective PM, and assessment of executive functions (EFs). Participants were separated into depressed/healthy categories based on a self-report measure. There was a non-significant correlation between self-reported PM and objective PM for both depressed (r = .06, p = .61) and healthy (r = .08, p = .52) groups, suggesting both groups had inaccurate meta-PM. There were non-significant differences in meta-PM between these groups (Fisher's Z = -0.09, p = .93), but exploratory gender analyses revealed women's meta-PM was significantly less accurate than men's. Women had higher reports of depression and PM complaints compared to men. This study lends evidence that depression is not necessarily related to worse meta-PM accuracy, despite depression's association with memory complaints, and that women are at greater risk for inaccurate meta-PM.
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Affiliation(s)
- Becca N Huber
- Department of Psychology, Idaho State University, Pocatello, ID, USA
| | - Erika K Fulton
- Department of Psychology, Idaho State University, Pocatello, ID, USA
| | - Daniel Gray
- Department of Psychology, Idaho State University, Pocatello, ID, USA
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39
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Bauer PJ, Dugan JA, Cronin-Golomb LM, Lee KA, Del Solar B, Hanft M, Miller AG. Development of self-derivation through memory integration and relations with world knowledge. Memory 2024; 32:981-995. [PMID: 38968421 PMCID: PMC11347116 DOI: 10.1080/09658211.2024.2373898] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 06/22/2024] [Indexed: 07/07/2024]
Abstract
Accumulating world knowledge is a major task of development and education. The productive process of self-derivation through memory integration seemingly is a valid model of the process. To test the model, we examined relations between generation and retention of new factual knowledge via self-derivation through integration and world knowledge as measured by standardised assessments. We also tested whether the productive process of self-derivation predicted world knowledge even when a measure of learning through direct instruction also was considered. Participants were 162 children ages 8-12 years (53% female; 15% Black, 6% Asian, 1% Arab, 66% White, 5% mixed race, 7% unreported; 1% Latinx). Age accounted for a maximum of 4% of variance in self-derivation and retention. In contrast, substantial individual variability related to general knowledge and content knowledge in several domains, explaining 20-40% variance. In each domain for which self-derivation performance was a unique predictor, it explained a nominally greater share of the variance than the measure of learning through direct instruction. The findings imply that individual variability in self-derivation has functional consequences for accumulation of semantic knowledge across the elementary-school years.
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Affiliation(s)
| | - Jessica A Dugan
- Department of Psychology, Emory University, Atlanta, GA, USA
| | | | - Katherine A Lee
- Department of Psychology, Emory University, Atlanta, GA, USA
| | | | - Melanie Hanft
- Department of Psychology, Emory University, Atlanta, GA, USA
| | - Alissa G Miller
- Department of Psychology, Emory University, Atlanta, GA, USA
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40
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Singh L, Rajendra SJ. Greater attention to socioeconomic status in developmental research can improve the external validity, generalizability, and replicability of developmental science. Dev Sci 2024; 27:e13521. [PMID: 38661538 DOI: 10.1111/desc.13521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Accepted: 04/05/2024] [Indexed: 04/26/2024]
Abstract
Psychological researchers have been criticized for making broad presumptions about human behavior based on limited sampling. In part, presumptive generalizability is reflected in the limited representation of sociodemographic variation in research reports. In this analysis, we examine time-trends in reporting of a key sociodemographic construct relevant to many aspects of child development-socioeconomic status (SES)-across six mainstream developmental journals (Infancy, Child Development, Developmental Science, Developmental Psychology, Infant and Child Development, and Infant Behavior & Development) between 2016 and 2022. Findings point to limited reporting of SES across developmental journals and across time. Reporting rates varied significantly by region and by topic of development. In terms of specific indicators of SES, there was consistent use of income and caregiver education as SES indicators. The epistemic costs of the lack of integration of socio-economic factors in developmental research are addressed. Pathways to greater integration of SES are proposed. RESEARCH HIGHLIGHTS: We analyzed reporting and representation of socioeconomic status in published studies on early child development. A large proportion of published studies did not report any socio-economic information. Suggestions for greater attention to socioeconomic status are proposed.
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Affiliation(s)
- Leher Singh
- Department of Psychology, National University of Singapore, Singapore, Singapore
| | - Sarah J Rajendra
- Department of Psychology, National University of Singapore, Singapore, Singapore
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41
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Burgoyne AP, Seeburger DT, Engle RW. Modality matters: Three auditory conflict tasks to measure individual differences in attention control. Behav Res Methods 2024; 56:5959-5985. [PMID: 38366119 DOI: 10.3758/s13428-023-02328-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/22/2023] [Indexed: 02/18/2024]
Abstract
Early work on selective attention used auditory-based tasks, such as dichotic listening, to shed light on capacity limitations and individual differences in these limitations. Today, there is great interest in individual differences in attentional abilities, but the field has shifted towards visual-modality tasks. Furthermore, most conflict-based tests of attention control lack reliability due to low signal-to-noise ratios and the use of difference scores. Critically, it is unclear to what extent attention control generalizes across sensory modalities, and without reliable auditory-based tests, an answer to this question will remain elusive. To this end, we developed three auditory-based tests of attention control that use an adaptive response deadline (DL) to account for speed-accuracy trade-offs: Auditory Simon DL, Auditory Flanker DL, and Auditory Stroop DL. In a large sample (N = 316), we investigated the psychometric properties of the three auditory conflict tasks, tested whether attention control is better modeled as a unitary factor or modality-specific factors, and estimated the extent to which unique variance in modality-specific factors contributed incrementally to the prediction of dichotic listening and multitasking performance. Our analyses indicated that the auditory conflict tasks have strong psychometric properties and demonstrate convergent validity with visual tests of attention control. Auditory and visual attention control factors were highly correlated (r = .81)-even after controlling for perceptual processing speed (r = .75). Modality-specific attention control factors accounted for unique variance in modality-matched criterion measures, but the majority of the explained variance was modality-general. The results suggest an interplay between modality-general attention control and modality-specific processing.
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McVeigh KS, Mehl MR, Polsinelli AJ, Moseley SA, Sbarra DA, Glisky EL, Grilli MD. Loneliness and social isolation are not associated with executive functioning in a cross-sectional study of cognitively healthy older adults. NEUROPSYCHOLOGY, DEVELOPMENT, AND COGNITION. SECTION B, AGING, NEUROPSYCHOLOGY AND COGNITION 2024; 31:777-794. [PMID: 37865921 DOI: 10.1080/13825585.2023.2270208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Accepted: 10/06/2023] [Indexed: 10/24/2023]
Abstract
The literature on the relationship between social interaction and executive functions (EF) in older age is mixed, perhaps stemming from differences in EF measures and the conceptualization/measurement of social interaction. We investigated the relationship between social interaction and EF in 102 cognitively unimpaired older adults (ages 65-90). Participants received an EF battery to measure working memory, inhibition, shifting, and global EF. We measured loneliness subjectively through survey and social isolation objectively through naturalistic observation. Loneliness was not significantly related to any EF measure (p-values = .13-.65), nor was social isolation (p-values = .11-.69). Bayes factors indicated moderate to extremely strong evidence (BF01 = 8.70 to BF01 = 119.49) in support of no relationship.. Overall, these findings suggest that, among cognitively healthy older adults, there may not be a robust cross-sectional relationship between EF and subjective loneliness or objective social isolation.
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Affiliation(s)
- Katelyn S McVeigh
- Human Memory Lab, Department of Psychology, University of Arizona, Tucson, AZ, USA
| | - Matthias R Mehl
- Naturalistic Observation of Social Interaction Laboratory, Department of Psychology, Tucson, AZ, USA
| | - Angelina J Polsinelli
- Department of Neurology, Indiana University School of Medicine, Indianapolis, IN, USA
- Indiana Alzheimer's Disease Research Center, Indiana University School of Medicine, Indianapolis, IN, USA
| | | | - David A Sbarra
- Laboratory for Social Connectedness and Health, Department of Psychology, University of Arizona, Tucson, AZ, USA
| | - Elizabeth L Glisky
- Aging and Cognition Laboratory, Department of Psychology, University of Arizona, Tucson, AZ, USA
- Evelyn F. McKnight Brain Institute, University of Arizona, Tucson, AZ, USA
| | - Matthew D Grilli
- Human Memory Lab, Department of Psychology, University of Arizona, Tucson, AZ, USA
- Evelyn F. McKnight Brain Institute, University of Arizona, Tucson, AZ, USA
- Department of Neurology, University of Arizona, Tucson, AZ, USA
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43
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Ferjan Ramírez N, Marjanovič Umek L, Fekonja U. Language environment and early language production in Slovenian infants: An exploratory study using daylong recordings. INFANCY 2024; 29:811-837. [PMID: 39044327 DOI: 10.1111/infa.12615] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2023] [Revised: 05/20/2024] [Accepted: 06/02/2024] [Indexed: 07/25/2024]
Abstract
Daylong recordings provide an ecologically valid option for analyzing language input, and have become a central method for studying child language development. However, the vast majority of this work has been conducted in North America. We harnessed a unique collection of daylong recordings from Slovenian infants (age: 16-30 months, N = 40, 18 girls), and focus our attention on manually annotated measures of parentese (infant-directed speech with a higher pitch, slower tempo, and exaggerated intonation), conversational turns, infant words, and word combinations. Measures from daylong recordings showed large variation, but were comparable to previous studies with North American samples. Infants heard almost twice as much speech and parentese from mothers compared to fathers, but there were no differences in language input to boys and girls. Positive associations were found between the social-interactional features of language input (parentese, turn-taking) and infants' concurrent language production. Measures of child speech from daylong recordings were positively correlated with measures obtained through the Slovenian MacArthur-Bates Communicative Development Inventory. These results support the notion that the social-interactional features of parental language input are the foundation of infants' language skills, even in an environment where infants spend much of their waking hours in childcare settings, as they do in Slovenia.
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Affiliation(s)
- Naja Ferjan Ramírez
- Department of Linguistics, University of Washington, Seattle, Washington, USA
| | | | - Urška Fekonja
- Department of Psychology, Faculty of Arts, University of Ljubljana, Ljubljana, Slovenia
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44
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Nunez MD, Fernandez K, Srinivasan R, Vandekerckhove J. A tutorial on fitting joint models of M/EEG and behavior to understand cognition. Behav Res Methods 2024; 56:6020-6050. [PMID: 38409458 PMCID: PMC11335833 DOI: 10.3758/s13428-023-02331-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/21/2023] [Indexed: 02/28/2024]
Abstract
We present motivation and practical steps necessary to find parameter estimates of joint models of behavior and neural electrophysiological data. This tutorial is written for researchers wishing to build joint models of human behavior and scalp and intracranial electroencephalographic (EEG) or magnetoencephalographic (MEG) data, and more specifically those researchers who seek to understand human cognition. Although these techniques could easily be applied to animal models, the focus of this tutorial is on human participants. Joint modeling of M/EEG and behavior requires some knowledge of existing computational and cognitive theories, M/EEG artifact correction, M/EEG analysis techniques, cognitive modeling, and programming for statistical modeling implementation. This paper seeks to give an introduction to these techniques as they apply to estimating parameters from neurocognitive models of M/EEG and human behavior, and to evaluate model results and compare models. Due to our research and knowledge on the subject matter, our examples in this paper will focus on testing specific hypotheses in human decision-making theory. However, most of the motivation and discussion of this paper applies across many modeling procedures and applications. We provide Python (and linked R) code examples in the tutorial and appendix. Readers are encouraged to try the exercises at the end of the document.
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Affiliation(s)
- Michael D Nunez
- Psychological Methods, University of Amsterdam, Amsterdam, The Netherlands.
| | - Kianté Fernandez
- Department of Psychology, University of California, Los Angeles, CA, USA
| | - Ramesh Srinivasan
- Department of Cognitive Sciences, University of California, Irvine, CA, USA
- Department of Biomedical Engineering, University of California, Irvine, CA, USA
- Institute of Mathematical Behavioral Sciences, University of California, Irvine, CA, USA
| | - Joachim Vandekerckhove
- Department of Cognitive Sciences, University of California, Irvine, CA, USA
- Institute of Mathematical Behavioral Sciences, University of California, Irvine, CA, USA
- Department of Statistics, University of California, Irvine, CA, USA
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45
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Cao Q, Feigenson L. Children's representation of coincidence. Cognition 2024; 250:105854. [PMID: 38941764 DOI: 10.1016/j.cognition.2024.105854] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Revised: 05/31/2024] [Accepted: 06/05/2024] [Indexed: 06/30/2024]
Abstract
People relish thinking about coincidences-we puzzle over their meanings and delight in conveying our experiences of them to others. But whereas some research has begun to explore how coincidences are represented by adults, little is known about the early development of these representations. Here we explored factors influencing coincidence representations in both adults and children. Across two experiments, participants read stories describing co-occurring events and then judged whether these constituted coincidences. In Experiment 1 we found that adults' coincidence judgments were highly sensitive to the presence or absence of plausible explanations: as expected, adults were more likely to judge co-occurrences as a coincidence when no explanation was available. Importantly, their coincidence judgments were also modulated by the number of events that co-occurred. Adults tended to reject scenarios involving too many co-occurring events as coincidences regardless of whether an explanation was present, suggesting that observing suspiciously many co-occurrences triggered them to infer their own underlying explanation (and thus blocking the events' interpretation as a coincidence). In Experiment 2 we found that 4- to 10-year-old children also represent coincidences, and identify them via the absence of plausible explanations. Older children, like adults, rejected suspiciously large numbers of co-occurring events as coincidental, whereas younger children did not exhibit this sensitivity. Overall, these results suggest that representation of coincidence is available from early in life, but undergoes developmental change during the early school-age years.
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Affiliation(s)
- Qiong Cao
- Department of Psychological and Brain Sciences, Johns Hopkins University, USA.
| | - Lisa Feigenson
- Department of Psychological and Brain Sciences, Johns Hopkins University, USA
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46
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Sacchi A, Sah J, Finlay M, Starmans C. Forever young: The end of history illusion in children. Cognition 2024; 250:105867. [PMID: 38954903 DOI: 10.1016/j.cognition.2024.105867] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2023] [Revised: 05/07/2024] [Accepted: 06/25/2024] [Indexed: 07/04/2024]
Abstract
The "end of history" illusion in adults (Quoidbach et al., 2013) is an asymmetrical pattern in which people accept that they've changed in the past but don't believe they will change in the future. We explore here whether the same psychological forces that cause the illusion in adults exist in the minds of children. Two studies with 4- to 11-year-olds (N = 256) suggest that they do, even in a within-subject design where the same child is asked questions about the past and the future. A third study (N = 83) finds that this illusion does not persist when children are asked about other people. These studies suggest that even young children believe that although they used to be different in the past, from this point on, they will remain forever young.
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Affiliation(s)
- Alexa Sacchi
- Psychology Department, University of Toronto, 100 St. George St., Toronto, Ontario, Canada
| | - Jessica Sah
- Psychology Department, University of Toronto, 100 St. George St., Toronto, Ontario, Canada
| | - Melissa Finlay
- Psychology Department, University of Toronto, 100 St. George St., Toronto, Ontario, Canada
| | - Christina Starmans
- Psychology Department, University of Toronto, 100 St. George St., Toronto, Ontario, Canada.
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47
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Farraj N, Reiner M. Applications of Alpha Neurofeedback Processes for Enhanced Mental Manipulation of Unfamiliar Molecular and Spatial Structures. Appl Psychophysiol Biofeedback 2024; 49:365-382. [PMID: 38722457 DOI: 10.1007/s10484-024-09640-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/23/2024] [Indexed: 08/09/2024]
Abstract
This study explores a novel approach to enhancing cognitive proficiency by targeting neural mechanisms that facilitate science and math learning, especially mental rotation. The study specifically examines the relationship between upper alpha intensity and mental rotation skills. Although prior neurofeedback research for increasing upper alpha highlights this correlation, mostly with familiar objects, novel chemistry and math learning prompts envisioning unfamiliar objects which question the persistence of this correlation. This study revisits the upper alpha and mental rotation relationship in the context of unfamiliar objects with a single neurofeedback session and examines the efficiency of manual and automatic neurofeedback protocols. Results will provide a basis for integrating neurofeedback protocols into learning applications for enhanced learning. Our study encompassed three cohorts: Group 1 experienced an automatic neurofeedback protocol, Group 2 received a manual neurofeedback protocol, and the control group had no neurofeedback intervention. The experimental phases involved EEG measurement of individual upper alpha (frequency of maximal power + 2 Hz) intensity, mental rotation tasks featuring geometric and unfamiliar molecular stimuli, one neurofeedback session for applicable groups, post-treatment upper alpha level assessments, and a mental rotation retest. The neurofeedback groups exhibited increased levels of upper alpha power, which was correlated with improved response time in mental rotation, regardless of stimulus type, compared to the control group. Both neurofeedback protocols achieved comparable results. This study advocates integrating neurofeedback into learning software for optimal learning experiences, highlighting a single session's efficacy and the substantial neurofeedback protocol's impact in enhancing upper alpha oscillations.
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Affiliation(s)
- Nehai Farraj
- Faculty of Education in Science and Technology, Technion Israel Institute of Technology, Haifa, Israel.
| | - Miriam Reiner
- Faculty of Education in Science and Technology, Technion Israel Institute of Technology, Haifa, Israel
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48
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Peykarjou S, Wissner J, Pauen S. Processing of visual stimuli following infant directed speech: Attention-guiding effects of unfamiliar speech. INFANCY 2024; 29:789-810. [PMID: 39056243 DOI: 10.1111/infa.12611] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Revised: 05/18/2024] [Accepted: 06/21/2024] [Indexed: 07/28/2024]
Abstract
This study investigates attention modulation as a function of infant directed (ID) versus adult directed (AD) speech in seven-month-old infants using electroencephalographic measures. In three experiments, infants were presented with either ID speech or AD speech as stimuli, followed by highly variable images of inanimate objects as targets. In Experiment 1 (N = 18), images were preceded by ID or AD speech with semantic content ("Look here"). Contrary to hypothesis, targets preceded by AD speech elicited increased amplitude of the Negative central (Nc) component compared to targets preceded by ID speech, indicating increased attention. Experiment 2 (N = 23) explored whether ID versus AD speech influences attention allocation also without semantic content. The same targets were either preceded by human voice sounds without semantic content ("Uh-Ah") following the prosody of either ID or AD speech register. No differences in attention allocation or object processing were observed. Experiment 3 (N = 18) contrasted ID speech with and without semantic content and found enhanced attention allocation following stimuli without semantic content, but increased object processing following stimuli with semantic content. Overall, the effects observed here are consistent with the idea that less familiar speech stimuli increase attention for subsequent objects. Semantic content of stimuli increased the depth of object processing in 7-month-olds.
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Affiliation(s)
- Stefanie Peykarjou
- Department of Psychology, Heidelberg University, Heidelberg, Germany
- Developmental and Pedagogical Psychology, Charlotte Fresenius Hochschule Wiesbaden, Wiesbaden, Germany
| | - Julia Wissner
- Department of Psychology, Heidelberg University, Heidelberg, Germany
| | - Sabina Pauen
- Department of Psychology, Heidelberg University, Heidelberg, Germany
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49
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Senkowski D, Engel AK. Multi-timescale neural dynamics for multisensory integration. Nat Rev Neurosci 2024; 25:625-642. [PMID: 39090214 DOI: 10.1038/s41583-024-00845-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/02/2024] [Indexed: 08/04/2024]
Abstract
Carrying out any everyday task, be it driving in traffic, conversing with friends or playing basketball, requires rapid selection, integration and segregation of stimuli from different sensory modalities. At present, even the most advanced artificial intelligence-based systems are unable to replicate the multisensory processes that the human brain routinely performs, but how neural circuits in the brain carry out these processes is still not well understood. In this Perspective, we discuss recent findings that shed fresh light on the oscillatory neural mechanisms that mediate multisensory integration (MI), including power modulations, phase resetting, phase-amplitude coupling and dynamic functional connectivity. We then consider studies that also suggest multi-timescale dynamics in intrinsic ongoing neural activity and during stimulus-driven bottom-up and cognitive top-down neural network processing in the context of MI. We propose a new concept of MI that emphasizes the critical role of neural dynamics at multiple timescales within and across brain networks, enabling the simultaneous integration, segregation, hierarchical structuring and selection of information in different time windows. To highlight predictions from our multi-timescale concept of MI, real-world scenarios in which multi-timescale processes may coordinate MI in a flexible and adaptive manner are considered.
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Affiliation(s)
- Daniel Senkowski
- Department of Psychiatry and Neurosciences, Charité - Universitätsmedizin Berlin, Berlin, Germany
| | - Andreas K Engel
- Department of Neurophysiology and Pathophysiology, University Medical Center Hamburg-Eppendorf, Hamburg, Germany.
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50
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Samoylov I, Arcara G, Buyanova I, Davydova E, Pereverzeva D, Sorokin A, Tyushkevich S, Mamokhina U, Danilina K, Dragoy O, Arutiunian V. Altered neural synchronization in response to 2 Hz amplitude-modulated tones in the auditory cortex of children with Autism Spectrum Disorder: An MEG study. Int J Psychophysiol 2024; 203:112405. [PMID: 39053734 DOI: 10.1016/j.ijpsycho.2024.112405] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2024] [Revised: 05/13/2024] [Accepted: 07/17/2024] [Indexed: 07/27/2024]
Abstract
OBJECTIVE Some studies have hypothesized that atypical neural synchronization at the delta frequency band in the auditory cortex is associated with phonological and language skills in children with Autism Spectrum Disorder (ASD), but it is still poorly understood. This study investigated this neural activity and addressed the relationships between auditory response and behavioral measures of children with ASD. METHODS We used magnetoencephalography and individual brain models to investigate 2 Hz Auditory Steady-State Response (ASSR) in 20 primary-school-aged children with ASD and 20 age-matched typically developing (TD) controls. RESULTS First, we found a between-group difference in the localization of the auditory response, so as the topology of 2 Hz ASSR was more superior and posterior in TD children when comparing to children with ASD. Second, the power of 2 Hz ASSR was reduced in the ASD group. Finally, we observed a significant association between the amplitude of neural response and language skills in children with ASD. CONCLUSIONS The study provided the evidence of reduced neural response in children with ASD and its relation to language skills. SIGNIFICANCE These findings may inform future interventions targeting auditory and language impairments in ASD population.
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Affiliation(s)
- Ilya Samoylov
- Center for Language and Brain, HSE University, Moscow, Russia.
| | | | - Irina Buyanova
- Center for Language and Brain, HSE University, Moscow, Russia; University of Otago, Dunedin, New Zealand
| | - Elizaveta Davydova
- Federal Resource Center for ASD, Moscow State University of Psychology and Education, Moscow, Russia; Chair of Differential Psychology and Psychophysiology, Moscow State University of Psychology and Education, Moscow, Russia
| | - Darya Pereverzeva
- Federal Resource Center for ASD, Moscow State University of Psychology and Education, Moscow, Russia
| | - Alexander Sorokin
- Federal Resource Center for ASD, Moscow State University of Psychology and Education, Moscow, Russia; Haskins Laboratories, New Haven, CT, USA
| | - Svetlana Tyushkevich
- Federal Resource Center for ASD, Moscow State University of Psychology and Education, Moscow, Russia
| | - Uliana Mamokhina
- Federal Resource Center for ASD, Moscow State University of Psychology and Education, Moscow, Russia
| | - Kamilla Danilina
- Federal Resource Center for ASD, Moscow State University of Psychology and Education, Moscow, Russia; Scientific Research and Practical Center for Pediatric Psychoneurology, Moscow, Russia
| | - Olga Dragoy
- Center for Language and Brain, HSE University, Moscow, Russia; Institute of Linguistics, Russian Academy of Sciences, Moscow, Russia
| | - Vardan Arutiunian
- Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, WA, USA
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