The Effects of Simultaneous Aerobic Exercise and Video Game Training on Executive Functions and Brain Connectivity in Older Adults

OBJECTIVE

The study was designed to examine the effects of simultaneous combination of aerobic exercise and video game training on executive functions (EFs) and brain functional connectivity in older adults.

DESIGN

A four-armed, quasi-experimental study.

SETTING AND PARTICIPANTS

Community-dwelling adults aged 55 years and older.

METHODS

A total of 97 older adults were divided into one of four groups: aerobic exercise (AE), video game (VG), combined intervention (CI), and passive control (PC). Participants in intervention groups received 32 sessions of training over a 4-month period at a frequency of twice a week. EFs was evaluated using a composite score derived from a battery of neuropsychological tests. The Montreal Cognitive Assessment (MoCA) was employed to evaluate overall cognitive function, while the 6-Minute Walking Test (6MWT) was utilized to gauge physical function. Additionally, the functional connectivity (FC) of the frontal-parietal networks (FPN) was examined as a neural indicator of cognitive processing and connectivity changes.

RESULTS

In terms of EFs, both VG and CI groups demonstrated improvement following the intervention. This improvement was particularly pronounced in the CI group, with a large effect size (Hedge's g = 0.83), while the VG group showed a medium effect size (Hedge's g = 0.56). A significant increase in MoCA scores was also observed in both the VG and CI groups, whereas a significant increase in 6MWT scores was observed in the AE and CI groups. Although there were no group-level changes observed in FC of the FPN, we found that changes in FC was behaviorally relevant as increased FC was associated with greater improvement in EFs.

CONCLUSION

The study offers preliminary evidence that both video game training and combined intervention could enhance EFs in older adults. Simultaneous combined intervention may hold greater potential for facilitating EFs gains. The initial evidence for correlated changes in brain connectivity and EFs provides new insights into understanding the neural basis underlying the training gains.

Procedural learning is associated with microstructure of basal ganglia-cerebellar circuitry in children

In adults, individual differences in procedural learning (PL) are associated with white matter organization within the basal ganglia-cerebellar circuit. However, no research has examined whether this circuitry is related to individual differences in PL during childhood. Here, 28 children (Mage = 10.00 ± 2.31, 10 female) completed the serial reaction time (SRT) task to measure PL, and underwent structural magnetic resonance imaging (MRI). Fixel-Based Analysis was performed to extract specific measures of white matter fiber density (FD) and fiber cross-section (FC) from the superior cerebellar peduncles (SCP) and the striatal premotor tracts (STPMT), which underlie the fronto-basal ganglia-cerebellar system. These fixel metrics were correlated with the 'rebound effect' from the SRT task - a measure of PL proficiency which compares reaction times associated with generating a sequence, to random trials. While no significant associations were observed at the fixel level, a significant positive association was observed between average FD in the right SCP and the rebound effect, with a similar trend observed in the left SCP. No significant effects were detected in the STPMT. Our results indicate that, like in adults, microstructure of the basal ganglia-cerebellar circuit may explain individual differences in childhood PL.

Proprioceptive intervention improves reading performance in developmental dyslexia: An eye-tracking study

Developmental dyslexia is characterized by difficulties in learning to read, affecting cognition and causing failure at school. Interventions for children with developmental dyslexia have focused on improving linguistic capabilities (phonics, orthographic and morphological instructions), but developmental dyslexia is accompanied by a wide variety of sensorimotor impairments. The goal of this study was to examine the effects of a proprioceptive intervention on reading performance and eye movement in children with developmental dyslexia. Nineteen children diagnosed with developmental dyslexia were randomly assigned to a regular Speech Therapy (ST) or to a Proprioceptive and Speech Intervention (PSI), in which they received both the usual speech therapy and a proprioceptive intervention aimed to correct their sensorimotor impairments (prism glasses, oral neurostimulation, insoles and breathing instructions). Silent reading performance and eye movements were measured pre- and post-intervention (after nine months). In the PSI group, reading performance improved and eye movements were smoother and faster, reaching values similar to those of children with typical reading performance. The recognition of written words also improved, indicating better lexical access. These results show that PSI might constitute a valuable tool for reading improvement children with developmental dyslexia.

Inference to the best neuroscientific explanation

Neuroscientists routinely use reverse inference (RI) to draw conclusions about cognitive processes from neural activation data. However, despite its widespread use, the methodological status of RI is a matter of ongoing controversy, with some critics arguing that it should be rejected wholesale on the grounds that it instantiates a deductively invalid argument form. In response to these critiques, some have proposed to conceive of RI as a form of abduction or inference to the best explanation (IBE). We side with this response but at the same time argue that a defense of RI requires more than identifying it as a form of IBE. In this paper, we give an analysis of what determines the quality of an RI conceived as an IBE and on that basis argue that whether an RI is warranted needs to be decided on a case-by-case basis. Support for our argument will come from a detailed methodological discussion of RI in cognitive neuroscience in light of what the recent literature on IBE has identified as the main quality indicators for IBEs.

Sequential Decision Making in Beach Volleyball-A Mixed-Method Approach

Which opponent player to sequentially serve to in beach volleyball is crucial given the advantage of the attacking team. The sequential choice theory was tested in three studies by analyzing allocation strategies based on the hot hand belief. Study 1 showed strong belief in the hot hand of national coaches. In Study 2, we analyzed Tokyo Olympics data to explore how base rates and sequential selection rates varied in an elite sample. When base rates of players differed by 0.25, low-performing players were frequently selected. In an experiment with elite athletes, Study 3A demonstrated accurate base-rate-difference recognition but low base-rate-change recognition. Study 3B found that the hot hand is believed to be important but is not often detected. We conclude that players and coaches follow predictions of the sequential choice theory and believe in the hot hand, but do not have a shared understanding of how to use it.

Extreme weight conditions impact on the relationship between risky decision-making and interoception

Anorexia nervosa (AN) and obesity (OB) lie on the two ends of the broad spectrum of extreme weight conditions (EWC). Both disorders entail the constant risk to one's body integrity. Importantly, risk-taking is supported by internal signals, the perception of which is typically distorted in EWC. In this study, we sought to characterize in EWC: (i) risky decision-making by contrasting situations in which people process bodies or neutral objects and (ii) the relationship between interoceptive ability and risky decision-making. In a between-subject design, participants with AN restricting type, participants with class 2 OB, and two groups of matched healthy controls (HC) (total N = 160) were administered either the Balloon Analogue Risk Task (BART) or a modified version of it by using a body-related stimulus as a cue in the place of the balloon. Moreover, we collected a measure of interoceptive sensibility and a measure of interoceptive accuracy. Results showed that, when analysing the global population as a continuum based on the BMI, the risk propensity decreased as a function of increased BMI, only for the task involving a body-related stimulus. Moreover, while HC risk propensity toward a body-related stimulus correlated with interoceptive sensibility, such correlation was absent in participants with AN. Individuals with OB, on the opposite pole, showed mixed interaction between interoception and risky decision-making in both tasks. These findings add one more tile to understanding these complex pathologies in the EWC spectrum, opening up future differential rehabilitation scenarios.

The Role of Language in the Social and Academic Functioning of Children With ADHD

OBJECTIVE

To provide an in-depth examination of whether pragmatic, expressive, receptive, and narrative language are associated with the social and academic functioning of children with ADHD.

METHOD

Children with ADHD (n = 46) and neurotypical comparison (NC) children (n = 40) aged 7 to 11 years completed tasks measuring expressive, receptive, and narrative language, while parents rated pragmatic language and social- and academic functioning.

RESULTS

Children with ADHD differed significantly from NC children on pragmatic language, expressive language, receptive language, and narrative coherence. An examination of indirect effects revealed that a significant proportion of the association between ADHD and social functioning was shared with pragmatic language, while a significant proportion of the association between ADHD and academic difficulties was shared with pragmatic language as well as with expressive language.

CONCLUSION

This preliminary study supports the clinical relevance of language in relation to the academic- and social functioning of children with ADHD.

Context, transparency and culture in motor resonance phenomena: Causal evidence of the motor cortex

A connection between language and movement information in metaphorical and literal expressions activates the motor system. Despite numerous studies exploring distinctions between idioms and metaphors, a notable research gap remains in the specific effect of idioms with different transparency levels concerning motor resonance. Our primary focus was analysing the functional role of the primary motor cortex (M1) in processing hand motor verbs both in literal expressions and in two idiomatic contexts, i.e., opaque and transparent idioms. Additionally, we explored a potential language and cultural effect by comparing Turkish and Spanish speakers. An overt priming task with self-paced reading was used to judge the relatedness of a primer and a target sentence. We implemented a repetitive transcranial magnetic stimulation (TMS) protocol using continuous theta-burst stimulation (cTBS) compared to sham stimulation over the M1 in both Turkish and Spanish native speakers prior to the experimental task. Our findings reveal that the performance of Turkish and Spanish participants in processing hand motor actions was facilitated after the application of cTBS over the left M1. Moreover, brain stimulation specifically facilitated the processing of only transparent-but not opaque-idioms in both Spanish and Turkish participants. Our study reports distinct motor resonance results between different types of idioms with a parallel cross-cultural effect.

Noun imageability and the processing of sensory-based information

The aim of this study was to test whether the availability of internal imagery elicited by words is related to ratings of word imageability. Participants are presented with target words and, after a delay allowing for processing of the word, answer questions regarding the size or weight of the word referents. Target words differ with respect to imageability. Results show faster responses to questions for high imageability words than for low imageability words. The type of question (size/weight) modulates reaction times suggesting a dominance of the visual domain over the physical-experience domain in concept representation. Results hold across two different languages (Czech/German). These findings provide further insights into the representations underlying word meaning and the role of word imageability in language acquisition and processing.

Imagining the future improves saving in preschoolers

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.

Children's confidence on mathematical equivalence and fraction problems

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.

A computational account of conflict processing during mental imagery

Previous studies examining conflict processing within the context of a color-word Stroop task have focused on both stimulus and response conflicts. However, it has been unclear whether conflict can emerge independently of stimulus conflict. In this study, a novel arrow-gaze mental-rotation Stroop task was introduced to explore the interplay between conflict processing and mental rotation. A modelling approach was utilized to provide a process-level account of the findings. The results of our Stroop task indicate that conflict can emerge from mental rotation in the absence of stimulus conflict. The strength of this imagery conflict effect decreases and even reverses as mental rotation angles increase. Additionally, it was observed that participants responded more quickly and with greater accuracy to small rather than large face orientations. A comparison of three conflict diffusion models-the diffusion model for conflict tasks (DMC), the dual-stage two-phase model (DSTP), and the shrinking spotlight model (SSP)-yielded consistent support for the DSTP over the DMC and SSP in the majority of instances. The DSTP account of the experimental results revealed an increased nondecision time with increasing mental rotation, a reduction in interference from incompatible stimuli, and an improved drift rate in response selection phase, which suggests enhanced cognitive control. The findings from the model-based analysis provide evidence for a novel interaction between cognitive control and mental rotation.

Simultaneous simulations of pure, surface and phonological acquired dyslexia within a full computational model of the primary systems hypothesis

According to the primary systems hypothesis, reading requires interactions of visual-orthographic, phonological and semantic systems. Damage to each primary system generates very different types of acquired dyslexia. Variants of the connectionist 'triangle' models of reading have been developed to investigate individual acquired dyslexia. However, only a few studies have investigated multiple acquired alexia within one framework. Importantly, there are no studies that simultaneously simulate both central dyslexia (e.g. surface and phonological dyslexia) and peripheral dyslexia (e.g. pure alexia). That is largely due to the lack of a visual component in the traditional reading models. To verify the predictions made by the primary systems hypothesis, we developed a connectionist 'deep' multi-layer triangle model of reading including visual, orthographic, phonological and semantic processing layers. We investigated whether damage to the model could produce the general behavioural patterns of impaired performance observed in patients with the corresponding reading deficits. Crucially, damage to the visual-orthographic, phonological or semantic components of the model resulted in the expected reading impairments associated with pure alexia, phonological dyslexia and surface dyslexia, respectively. The simulation results demonstrated for the first time that neurologically-impaired reading including both central and peripheral dyslexia could be addressed within a single triangle model of reading. The findings are consistent with the predictions made by the primary systems hypothesis.

Written language achievement in children and adolescents with neurofibromatosis type 1 and Plexiform Neurofibromas

Neurofibromatosis type 1 (NF1) is associated with below average writing achievement. However, little is known about specific aspects of written language impacted by NF1, changes in writing over time, and associations between cognitive aspects of the NF1 phenotype and writing. At three timepoints over six years, children with NF1 and plexiform neurofibromas (PNs) completed Woodcock-Johnson tests of writing mechanics (Spelling, Punctuation & Capitalization, handwriting), written expression of ideas (Writing Samples), writing speed (Writing Fluency), and tests of general cognitive ability, executive function, memory, and attention. Children (N = 76, mean age = 12.8 ± 3.4 years) completed at least one baseline writing subtest. Overall writing scores were in the Average range (M = 93.4, SD = 17.4), but lower than population norms (p = 0.002). Scores were highest on Writing Samples (M = 95.2, SD = 17.3), and lowest for Punctuation & Capitalization (M = 87.9, SD = 18.8, p = 0.034). Writing scores were mostly stable over time. Nonverbal reasoning was related to some tests of writing mechanics and written expression of ideas. Short-term memory and inattention explained additional variance in Writing Samples and Spelling. Poor handwriting was associated with writing content beyond the impact of cognitive factors. Children with NF1 and PNs may benefit from early screening and writing support. Interventions should address the contribution of both cognitive and handwriting difficulties in written language.

Looking for immediate and downstream evidence of lexical prediction in eye movements during reading

Previous investigations of whether readers make predictions about the full identity of upcoming words have focused on the extent to which there are processing consequences when readers encounter linguistic input that is incompatible with their expectations. To date, eye-movement studies have revealed inconsistent evidence of the processing costs that would be expected to accompany lexical prediction. This study investigated whether readers' lexical predictions were observable during or downstream from their initial point of activation. Three experiments assessed readers' eye movements to predictable and unpredictable words, and then to subsequent downstream words, which probed the lingering activation of previously expected words. The results showed novel evidence of processing costs for unexpected input but only when supported by a plausible linguistic environment, suggesting that readers could strategically modulate their predictive processing. However, there was limited evidence that their lexical predictions affected downstream processing. The implications of these findings for understanding the role of prediction in language processing are discussed.

Improving working memory by electrical stimulation and cross-frequency coupling

Working memory (WM) is essential for the temporary storage and processing of information required for complex cognitive tasks and relies on neuronal theta and gamma oscillations. Given the limited capacity of WM, researchers have investigated various methods to improve it, including transcranial alternating current stimulation (tACS), which modulates brain activity at specific frequencies. One particularly promising approach is theta-gamma peak-coupled-tACS (TGCp-tACS), which simulates the natural interaction between theta and gamma oscillations that occurs during cognitive control in the brain. The aim of this study was to improve WM in healthy young adults with TGCp-tACS, focusing on both behavioral and neurophysiological outcomes. Thirty-one participants completed five WM tasks under both sham and verum stimulation conditions. Electroencephalography (EEG) recordings before and after stimulation showed that TGCp-tACS increased power spectral density (PSD) in the high-gamma region at the stimulation site, while PSD decreased in the theta and delta regions throughout the cortex. From a behavioral perspective, although no significant changes were observed in most tasks, there was a significant improvement in accuracy in the 14-item Sternberg task, indicating an improvement in phonological WM. In conclusion, TGCp-tACS has the potential to promote and improve the phonological component of WM. To fully realize the cognitive benefits, further research is needed to refine the stimulation parameters and account for individual differences, such as baseline cognitive status and hormonal factors.

Uncovering Hidden Framings in Dark Triad Self-Ratings: What Frames-of-Reference Do People Use When Responding to Generic Dark Triad Items?

In typical Dark Triad (DT) questionnaires, generic items oftentimes refer to "others" or "people" in general. Hence, respondents have to mentally aggregate their behavior across several kinds of "others" (e.g., work colleagues, family members, and friends). It remains unknown if individuals consider different kinds of interaction partners equally or if their self-reports contain "hidden" interaction partner-specific tendencies. To shed light on this issue, we assessed generic and contextualized DT items (referring to family, friends, work, and strangers; N = 814 from the general population). The correlated trait-correlated (method - 1) model was used to investigate preregistered research questions. On average, generic DT items showed the strongest association with work-contextualized DT items and the weakest association with family-contextualized DT items. However, the associations varied considerably across DT items and traits. In sum, our results suggest that hidden framings exist in some DT items, which may impact their ability to predict relevant criteria due to contextual (a)symmetries. The generalizability of the findings to other DT instruments, items, and participant groups should be examined in future research.

Association Between Depressive Symptoms, Cognitive Status, and the Dual-Task Performance Index in Older Adults: A Cross-Sectional Study

The Performance Index (P-Index) is a measure for evaluating mobility-related dual-task performance in older adults. The identification of specific clinicodemographic factors predictive of P-Index scores, however, remains unclear. This cross-sectional study analyzed data from 120 community-dwelling older adults (average age 71.3 ± 11.23 years) to explore clinicodemographic variables that influence P-Index scores during the instrumented timed up and go test. Unadjusted analyses suggested several factors, including age, gender, body mass index, Mini-Mental Status Examination scores, functional reach test performance, history of falls, ethnicity, Geriatric Depression Scale scores, alcohol consumption, and educational levels, as potential predictors of P-Index. However, adjusted multinomial multiple regression analysis revealed Geriatric Depression Scale and Mini-Mental Status Examination scores as the exclusive independent predictors of P-Index classifications, segmented into high, intermediate, or low (percentiles ≤ 25, 26-74, or ≥ 75, respectively). A significant association was observed between the manifestation of depressive symptoms, lower Mini-Mental Status Examination scores, and reduced cognitive-motor performance. The findings implicate depressive symptoms and low cognitive performance as substantial impediments to optimal dual-task mobility within this cohort. Further studies are warranted to examine the efficacy of cognitive stimulation and antidepressant therapy, in augmenting mobility-related dual-task performance among older adults.

Using network science to provide insights into the structure of event knowledge

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.

Feeling the future of eyewitness research

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.

Counterfactual simulation in causal cognition

How do people make causal judgments and assign responsibility? In this review article, I argue that counterfactual simulations are key. To simulate counterfactuals, we need three ingredients: a generative mental model of the world, the ability to perform interventions on that model, and the capacity to simulate the consequences of these interventions. The counterfactual simulation model (CSM) uses these ingredients to capture people's intuitive understanding of the physical and social world. In the physical domain, the CSM predicts people's causal judgments about dynamic collision events, complex situations that involve multiple causes, omissions as causes, and causes that sustain physical stability. In the social domain, the CSM predicts responsibility judgments in helping and hindering scenarios.

The Tweedledum and Tweedledee of dynamic decisions: Discriminating between diffusion decision and accumulator models

Theories of dynamic decision-making are typically built on evidence accumulation, which is modeled using racing accumulators or diffusion models that track a shifting balance of support over time. However, these two types of models are only two special cases of a more general evidence accumulation process where options correspond to directions in an accumulation space. Using this generalized evidence accumulation approach as a starting point, I identify four ways to discriminate between absolute-evidence and relative-evidence models. First, an experimenter can look at the information that decision-makers considered to identify whether there is a filtering of near-zero evidence samples, which is characteristic of a relative-evidence decision rule (e.g., diffusion decision model). Second, an experimenter can disentangle different components of drift rates by manipulating the discriminability of the two response options relative to the stimulus to delineate the balance of evidence from the total amount of evidence. Third, a modeler can use machine learning to classify a set of data according to its generative model. Finally, machine learning can also be used to directly estimate the geometric relationships between choice options. I illustrate these different approaches by applying them to data from an orientation-discrimination task, showing converging conclusions across all four methods in favor of accumulator-based representations of evidence during choice. These tools can clearly delineate absolute-evidence and relative-evidence models, and should be useful for comparing many other types of decision theories.

On humans' (explicit) intuitions about the meaning of novel words

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.

Early language processing efficiency and pre-literacy outcomes in children born full term and preterm

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.

Impacts of number lines and circle visual displays on caregivers' fraction understanding

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.

Exploring relative strengths in people with Down syndrome: Spatial thinking and its role in mathematics

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.

Estimating the proportions and latencies of reaction time outliers: A pooling method and case study of lexical decision tasks

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.

A comparative evaluation of measures to assess randomness in human-generated sequences

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.

Reading skill profiles of dysfluent readers in grades 2 and 3

Text reading fluency (TRF) is a common reading intervention target in second and third grade. TRF requires the integration of several skills that result in several pathways to dysfluent reading. However, when applying the drill-down approach to intervention targeting, practitioners are guided to consider students' rate and accuracy when reading connected text after ruling out decoding difficulties. A question remains whether students' reading rate and accuracy alone is sensitive to differences in the underlying skills that promote TRF. We used latent profile analysis to investigate whether different profiles of component reading skills could be identified among second- (n = 127) and third-grade (n = 170) students who were referred for an intervention targeting TRF. Most students were identified as white (56%) and students were predominately English speakers (87%). At the beginning of the intervention, we measured participants' skills in listening comprehension, reading comprehension, reading vocabulary, word reading efficiency, and decoding efficiency. Four profiles emerged in both grades with similar patterns in terms of the component skills influencing TRF. Students in two of the profiles demonstrated relative strengths in word reading or reading comprehension with their other skills near the sample average. A third profile approximated the sample average across all component skills whereas the fourth profile was below the sample average in all measured skills. However, some of the empirically derived profiles did not differ in terms of students' average reading rate. For example, the average words read correct per minute did not significantly differ between students with relative strengths in comprehension and students with relative strengths with word reading. Our results suggest that differences in students' text reading rate and accuracy may not always capture potentially relevant differences in the skills that influence TRF.

Writing in two different scripts promotes fine motor control

Biscriptuality is the ability to write in two different scripts. Achieving handwriting expertise in a single script demands years of intensive practice, and these demands are even stronger when two scripts must be mastered. Biscriptuality could thus impact the cognitive and motor skills underlying graphomotor control. Here, we aimed at establishing that biscriptuality enhances graphomotor control, and at testing whether biscriptuals have better fine motor skills and working memory performance compared to Latin monoscriptuals. We found that biscriptuals perform better than monoscriptuals on graphomotor tasks, and on 3 types of fine motor control tasks indexing dexterity, motor timing under spatial constraints, and spontaneous motor tempo; the two groups did not significantly differ in their working memory performance. These results demonstrate that writing expertise widely impacts the organization of the motor system.

Presentation of multiple task instructional sets impacts auditory Stroop performance during dual task locomotion

The auditory Stroop is a modification of the classic Stroop paradigm commonly used in dual-task research when the motor task requires the visual system. Despite its use, there are gaps in our understanding of this tool. For example, in visual/auditory Stroop paradigms, neutral cues irrelevant to the required response, which theoretically cause less interference/facilitation, are used to elucidate effects of visual/auditory demands on neural processes. Specifically, in auditory Stroop paradigms the use and choice of neutral cue words is inconsistent. To address these gaps, we instrumented participants with kinematic markers and a digital microphone and asked them to respond to auditory Stroop cues and neutral cue words consisting of either one or two syllables, while simultaneously performing an unobstructed locomotor task. Two blocks of trials were collected. In one block, participants had prior knowledge that either an auditory Stroop or a neutral word stimulus would be presented (Known); a second block presented both types of cognitive cues in a random order to participants (Mixed). We observed main effects of cognitive task (neutral, incongruent, congruent) and instructional set (Known, Mixed) on response times, but not on center of mass velocity. Also, more time was required to verbally respond to an incongruent compared to congruent or neutral task across all conditions, and neutral task words with one syllable resulted in longer response times compared to two syllable neutral words. We recommend that researchers include neutral cues when using the auditory Stroop test and to carefully consider their neutral word choice.

Transfer of strategic task components across unique tasks that share some common structures

Flexible, adaptive behaviour depends on the application of prior learning to novel contexts (transfer). Transfer can take many forms, but the focus of the present study was on "task schemas"-learning strategies that guide the earliest stages of engaging in a novel task. The central aim was to examine the architecture of task schemas and determine whether strategic task components can expedite learning novel tasks that share some structural components with the training tasks. Groups of participants across two experiments were exposed to different training regimes centred around multiple unique tasks that shared some/all/none of the structural task components (the kinds of stimuli, classifications, and/or responses) but none of the surface features (the specific stimuli, classifications, and/or responses) with the test task (a dot-pattern classification task). Initial test performance was improved (to a degree) in all groups relative to a control group whose training did not include any of the structural components relevant to the test task. The strongest evidence of transfer was found in the motoric, perceptual + categorization, and full schema training groups. This observation indicates that training with some (or all) strategic task components expedited learning of a novel task that shared those components. That is, task schemas were found to be componential and were able to expedite learning a novel task where similar (learning) strategies could be applied to specific elements of the test task.

Suppressing the Maintenance of Information in Working Memory Alters Long-term Memory Traces

The sensory recruitment hypothesis conceptualizes information in working memory as being activated representations of information in long-term memory. Accordingly, changes made to an item in working memory would be expected to influence its subsequent retention. Here, we tested the hypothesis that suppressing information from working memory, which can reduce short-term access to that information, may also alter its long-term neural representation. We obtained fMRI data (n = 25; 13 female / 12 male participants) while participants completed a working memory removal task with scene images as stimuli, followed by a final surprise recognition test of the examined items. We applied a multivariate pattern analysis to the data to quantify the engagement of suppression on each trial, to track the contents of working memory during suppression, and to assess representational changes afterward. Our analysis confirms previous reports that suppression of information in working memory involves focused attention to target and remove unwanted information. Furthermore, our findings provide new evidence that even a single dose of suppression of an item in working memory can (if engaged with sufficient strength) produce lasting changes in its neural representation, particularly weakening the unique, item-specific features, which leads to forgetting. Our study sheds light on the underlying mechanisms that contribute to the suppression of unwanted thoughts and highlights the dynamic interplay between working memory and long-term memory.

Semantic-to-autobiographical memory priming: the role of stimulus processing

It is now well established that semantic processing can cause the activation of memories in the autobiographical memory system. Studies have shown that semantic processing of words, sounds, objects, or pictures primes autobiographical memories on voluntary and involuntary autobiographical memory tasks (the Crovitz cue-word task and the vigilance task). Known as semantic-to-autobiographical memory priming, our goal in the current study was to demonstrate that this form of priming occurs under different forms of processing (i.e., shallow versus deep), and that some forms of processing (e.g., visual mental imagery) may enhance priming in this domain. In Experiment 1, equivalent semantic-to-autobiographical priming was obtained on the vigilance task following shallow (e-counting) and deep (meaning judgements) word processing. In Experiment 2, word meaning judgements were compared to visual imagery of word meanings, and visual imagery led to more semantic-to-autobiographical priming on the vigilance task than meaning judgements. The results of these experiments support the idea that semantic-to-autobiographical priming occurs under a wide range of processing conditions, supporting a ubiquity claim, with some conditions producing more priming than others, and they further support the idea that this form of may play an important role in the production of involuntary memories in everyday life.

Linking the neural signature of response time variability to Alzheimer's disease pathology and cognitive functioning

Promising evidence has suggested potential links between mind-wandering and Alzheimer's disease (AD). Yet, older adults with diagnosable neurocognitive disorders show reduced meta-awareness, thus questioning the validity of probe-assessed mind-wandering in older adults. In prior work, we employed response time variability as an objective, albeit indirect, marker of mind-wandering to identify patterns of functional connectivity that predicted mind-wandering. In the current study, we evaluated the association of this connectome-based, mind-wandering model with cerebral spinal fluid (CSF) p-tau/Aβ 42 ratio in 289 older adults from the Alzheimer's Disease NeuroImaging Initiative (ADNI). Moreover, we examined if this model was similarly associated with individual differences in composite measures of global cognition, episodic memory, and executive functioning. Edges from the high response time variability model were significantly associated with CSF p-tau/Aβ ratio. Furthermore, connectivity strength within edges associated with high response time variability was negatively associated with global cognition and episodic memory functioning. This study provides the first empirical support for a link between an objective neuromarker of mind-wandering and AD pathophysiology. Given the observed association between mind-wandering and cognitive functioning in older adults, interventions targeted at reducing mind-wandering, particularly before the onset of AD pathogenesis, may make a significant contribution to the prevention of AD-related cognitive decline.

Is frontal EEG gamma power a neural correlate of language in toddlerhood? An examination of late talking and expressive language ability

Few studies have examined neural correlates of late talking in toddlers, which could aid in understanding etiology and improving diagnosis of developmental language disorder (DLD). Greater frontal gamma activity has been linked to better language skills, but findings vary by risk for developmental disorders, and this has not been investigated in late talkers. This study examined whether frontal gamma power (30-50 Hz), from baseline-state electroencephalography (EEG), was related to DLD risk (categorical late talking status) and a continuous measure of expressive language in n = 124 toddlers. Frontal gamma power was significantly associated with late talker status when controlling for demographic factors and concurrent receptive language (β = 1.96, McFadden's Pseudo R2 = 0.21). Demographic factors and receptive language did not significantly moderate the association between frontal gamma power and late talker status. A continuous measure of expressive language ability was not significantly associated with gamma (r = -0.07). Findings suggest that frontal gamma power may be useful in discriminating between groups of children that differ in DLD risk, but not for expressive language along a continuous spectrum of ability.

Building integrated number sense in adults and children: Comparing fractions-only training with cross-notation number line training

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.

Speaker Demographics Modulate Listeners' Neural Correlates of Spoken Word Processing

In language comprehension, listeners expect a speaker to be consistent in their word choice for labeling the same object. For instance, if a speaker previously refers to a piece of furniture as a "couch," in subsequent references, listeners would expect the speaker to repeat this label instead of switching to an alternative label such as "sofa." Moreover, it has been found that speakers' demographic backgrounds, often inferred from their voice, influence how listeners process their language. The question in focus, therefore, is whether speaker demographics influence how listeners expect the speaker to repeat or switch labels. In this study, we used ERPs to investigate whether listeners expect a child speaker to be less likely to switch labels compared to an adult speaker, given the common belief that children are less flexible in language use. In the experiment, we used 80 pictures with alternative labels in Mandarin Chinese (e.g., yi1sheng1 vs. dai4fu, "doctor"). Each picture was presented twice over two experimental phases: In the establishment phase, participants listened to an adult or a child naming a picture with one of the labels and decided whether the label matched the picture they saw; in the test phase, participants listened to the same speaker naming the same picture by either repeating the original label or switching to an alternative label and, again, decided whether the label matched the picture they saw. ERP results in the test phase revealed that, compared to repeated labels, switched labels elicited an N400 effect (300-600 msec after label onset) and a P600 effect (600-1000 msec after label onset). Critically, the N400 effect was larger when listeners were exposed to the child speaker than to the adult speaker, suggesting that listeners found a switched label harder to comprehend when it was produced by a child speaker than an adult speaker. Our study shows that the perceived speaker demographic backgrounds influence listeners' neural responses to spoken words, particularly in relation to their expectations regarding the speaker's label switching behavior. This finding contributes to a broader understanding of the relationship between social cognition and language processing.

Theoretical concepts as goal-derived concepts

In this paper, I will focus on the nature of theoretical concepts, i.e., the psychological entities related to theoretical terms in science. I will first argue that the standard picture of theoretical concepts in twentieth-century philosophy of science understood them as representation-oriented common taxonomic concepts. However, I will show how, in light of recent pragmatist approaches to scientific laws and theories, several important theoretical concepts in science do not seem to fit such picture. I will then argue that these theoretical concepts should be understood instead as goal-derived concepts, since their construction and use exhibit the typical characteristics that cognitive scientists assign to goal-derived concepts. I will furthermore argue that the existence of theoretical concepts that are goal-derived concepts represents yet another example of the central role that human goals play in science.

The Benefits of Acute Exercise for Children's Cognition Are Associated with Trait Anxiety

INTRODUCTION

Children's anxiety is associated with decreased cognitive performance. One well-established behavioral intervention to transiently improve cognitive performance in children is acute aerobic exercise (AAE). Thus far, however, it is unclear whether the benefits of AAE on cognition vary based on individual differences in children's anxiety level. Therefore, we investigated whether trait anxiety levels mediate the effects of AAE on cognitive outcomes in preadolescent children.

METHODS

Ninety-five preadolescent children (9 to 11 yr, 41 females) underwent two experimental interventions in a random, crossover, and counterbalanced design: an exercise protocol (20 min of walking at 65% to 75% of HRpeak) and a nonexercise control (seated rest). Behavioral indices of cognitive performance (accuracy, reaction times, response time (RT) variability) were assessed before and after each intervention using a modified flanker task. The effects of each intervention on cognitive performance were calculated as pre- to postintervention differences (effect scores). These scores were first correlated with children's personal characteristics: anxiety (STAIC), sex, age, body mass index, intelligence quotient, and aerobic fitness. Significant correlations guided subsequent hierarchical regression models, which specifically tested for associations between the effects scores and anxiety levels while controlling for remaining relevant covariates.

RESULTS

Regression analysis revealed that anxiety was a significant predictor of the effects that AAE and rest had on cognitive performance. Specifically, higher anxiety scores were associated with greater exercise-induced cognitive benefits (increased accuracy, decreased RT variability; all P < 0.05) and greater rest-induced cognitive impairments (decreased accuracy, increased RT variability; all P < 0.01).

CONCLUSIONS

These findings suggest that children reporting higher trait anxiety might experience greater cognitive benefits from a single bout of AAE.

Ordered spatial configuration protects representations of dissimilar items and reduces the similarity effect in visual working memory

Although similarity could improve visual working memory (VWM) performance, it remains unclear how the spatial configuration of visual information influences the similarity effect in VWM. We explored this question by manipulating the orderliness of spatial configuration (ordered vs. scrambled) in the simultaneous (Experiment 1) and sequential (Experiment 2) change detection tasks. The results showed that similarity improved VWM performance when memory items were presented simultaneously and sequentially. For the simultaneous memory array containing similar and dissimilar items, the performance of the ordered spatial configuration was better than that of the scrambled spatial configuration when probing dissimilar items, while no such difference was found when probing similar items. Further, the similarity effect value in the scrambled spatial configuration was higher than that in the ordered spatial configuration. For the sequential memory array containing similar and dissimilar items, spatial configuration did not affect the similarity effect in VWM. Taken together, these findings suggest that spatial configuration could modulate the similarity effect when memory items are presented simultaneously, in which the ordered spatial configuration protects representations of dissimilar items and reduces the similarity effect in VWM. Our study provides additional evidence for the role of spatial configuration in the similarity effect in VWM, and supports the hierarchical model.

Visual softness perception can be manipulated through exploratory procedures

Both visual and haptic softness perception have recently been shown to have multiple dimensions, such as deformability, granularity, fluidity, surface softness, and roughness. During haptic exploration, people adjust their hand motions (exploratory procedures, EPs) based on the material qualities of the object and the particular information they intend to acquire. Some of these EPs are also shown to be associated with perceived softness dimensions, for example, stroking a silk blouse or applying pressure to a pillow. Here, we aimed to investigate whether we can manipulate observers' judgments about softness attributes through exposure to videos of others performing various EPs on everyday soft materials. In two experiments, participants watched two videos of the same material: one with a corresponding EP and the other without correspondence; then, they judged these materials based on 12 softness-related adjectives (semantic differentiation method). The results of the second experiment suggested that when the EP is congruent with the dimension from which the material is chosen, the ratings for the adjectives from the same dimension are higher than the incongruent EP. This study provides evidence that participants can assess material properties from optic and mechanical cues without needing haptic signals. Additionally, our findings indicate that manipulating the hand motion can selectively facilitate material-related judgments.

Temporal asymmetries in inferring unobserved past and future events

Unlike temporally symmetric inferences about simple sequences, inferences about our own lives are asymmetric: we are better able to infer the past than the future, since we remember our past but not our future. Here we explore whether there are asymmetries in inferences about the unobserved pasts and futures of other people's lives. In two experiments (analyses of the replication experiment were pre-registered), our participants view segments of two character-driven television dramas and write out what they think happens just before or after each just-watched segment. Participants are better at inferring unseen past (versus future) events. This asymmetry is driven by participants' reliance on characters' conversational references in the narrative, which tend to favor the past. This tendency is also replicated in a large-scale analysis of conversational references in natural conversations. Our work reveals a temporal asymmetry in how observations of other people's behaviors can inform inferences about the past and future.

Auditory associative word learning in adults: The effects of musical experience and stimulus ordering

Evidence for sequential associative word learning in the auditory domain has been identified in infants, while adults have shown difficulties. To better understand which factors may facilitate adult auditory associative word learning, we assessed the role of auditory expertise as a learner-related property and stimulus order as a stimulus-related manipulation in the association of auditory objects and novel labels. We tested in the first experiment auditorily-trained musicians versus athletes (high-level control group) and in the second experiment stimulus ordering, contrasting object-label versus label-object presentation. Learning was evaluated from Event-Related Potentials (ERPs) during training and subsequent testing phases using a cluster-based permutation approach, as well as accuracy-judgement responses during test. Results revealed for musicians a late positive component in the ERP during testing, but neither an N400 (400-800 ms) nor behavioral effects were found at test, while athletes did not show any effect of learning. Moreover, the object-label-ordering group only exhibited emerging association effects during training, while the label-object-ordering group showed a trend-level late ERP effect (800-1200 ms) during test as well as above chance accuracy-judgement scores. Thus, our results suggest the learner-related property of auditory expertise and stimulus-related manipulation of stimulus ordering modulate auditory associative word learning in adults.

Psychometric properties of the Children's Time Awareness Questionnaire (CTAQ): A study on the validity of a Dutch 20-item questionnaire measuring time awareness in children

This study investigates the validity of Children's Time Awareness Questionnaire (CTAQ), a 20-item task for assessing children's time awareness. The CTAQ was administered to a group of typically developing children (n = 107) and children with any developmental problems reported by parents (non-typically developing children, n = 28), aged 4-8 years old. We found some support for a one-factor structure (EFA), yet the explained variance is relatively low (21%). Our proposed structure of two additional subscales, i.e., "time words" and "time estimation," was not supported by (confirmatory and exploratory) factor analyses. In contrast, exploratory factor analyses (EFA) indicated a six-factor structure, which needs further investigation. We found low, yet non-significant correlations between CTAQ scales and caregiver reports on children's time awareness, planning and impulsivity, and no significant correlations between CTAQ scales and scores on cognitive performance tasks. As expected, we found that older children have higher CTAQ scores than younger children. Non typically developing children had lower scores on CTAQ scales, compared to typically developing children. The CTAQ has sufficient internal consistency. The CTAQ has potential to measure time awareness, future research is indicated to further develop the CTAQ and enhance clinical applicability.

Complex trade-offs in a dual-target visual search task are indexed by lateralised ERP components

In everyday tasks, the choices we make incorporate complex trade-offs between conflicting factors that affect how we will achieve our goals. Previous experimental research has used dual-target visual search to determine how people flexibly adjust their behaviour and make choices that optimise their decisions. In this experiment, we leveraged a visual search task that incorporates complex trade-offs, and electroencephalography (EEG), to understand how neural mechanisms of selective attention contribute to choice behaviour in these tasks. On each trial, participants could choose to respond to the gap location on either of two possible targets. Each target was colour coded such that colour indicated which of the two had the easier gap discrimination. Orthogonally, we manipulated the set size of coloured distractors to modulate how efficiently each target could be found. As a result, optimised task performance required participants to trade-off conflicts between the ease of finding a target given the current set size, and the ease of making its associated gap discrimination. Our results confirm that participants are able to flexibly adjust their behaviour, and trade-off these two factors to maintain their response speed and accuracy. Additionally, the N2pc and SPCN components elicited by search displays could reliably predict the choice that participants would ultimately make on a given trial. These results suggest that initial attentional processes may help to determine the choice participants make, highlighting the central role that attention may play in optimising performance on complex tasks.

The relationship between the use of Touch Screen Devices and interference suppression in children aged 5-11

OBJECTIVE

To investigate the relation between the use of Touch Screen Devices (TSDs), such as smartphones and tablets, and interference suppression as assessed by the Bivalent Shape Task (BST) in 5-11-year-old children.

METHODS

Thirty-eight children from a Dutch primary school were included. Interference suppression was measured in the incongruent level of the BST. TSD use was measured by a standardized interview. The dataset was analyzed using multilevel analysis because of its nested structure.

RESULTS

Children with moderate to high TSD use showed a longer reaction time (RT) as age progresses in the incongruent level (T = 2.40, p = .017), compared to children with no to low TSD use. Furthermore, an interaction between TSD use, age, gender, and the incongruent level demonstrated an increased RT in boys with moderate to high TSD use compared to boys with no to low TSD use as age increases (T = -2.23, p = .026).

CONCLUSION

The RT in response of interfering stimuli seems to be negatively influenced by TSD use as age progresses in children aged 5-11. Moreover, a gender-specific effect could be observed. Given the potential impact of these findings, more research would be helpful to further explore causal mechanisms.

Sensitive periods in language development: Do children outperform adults on auditory word-form segmentation?

Children are more successful language learners than adults, yet the nature and cause of this phenomenon are still not well understood. Auditory statistical learning from speech has been a prominent focus of research in the field of language development because it is regarded as a fundamental learning mechanism underlying word segmentation in early language acquisition. However, a handful of studies that investigated developmental trajectories for auditory statistical learning found no clear child advantages. The degree to which the learning task measures explicit rather than implicit mechanisms might obscure a potential advantage for younger learners, as suggested by recent findings. In the present study, we compared children aged 7-12 years and young adults on an adapted version of the task that disentangles explicit and implicit contributions to learning. They were exposed to a continuous stream of speech sounds comprising four repeating trisyllabic pseudowords. Learning of the hidden words was tested (a) online through a target-detection task and (b) offline via a forced-choice word recognition test that included a memory judgement procedure. Both measures revealed comparable learning abilities. However, children's performance on the recognition task showed evidence for both explicit and implicit word knowledge while adults appeared primarily sensitive to explicit memory. Since implicit memory is more stable in time than explicit memory, we suggest that future work should focus more on developmental differences in the nature of the memory that is formed, rather than the strength of learning, when trying to understand child advantages in language acquisition.

Disability terminology: the use of "disability," "disorder," and "illness" in academic writing

PURPOSE

The ways in which words are used to describe and discuss people with disabilities has long been an area of social concern. Previous research has demonstrated that language can overtly and subtly influence cognitions and perceptions of individuals, but there is less research on how language relates to perceptions of individuals with disabilities.

MATERIALS AND METHODS

A content analysis of 236 peer-reviewed articles was performed to explore differences in the frequency of the use of "disability," "disorder," and "illness" in academic articles related to eight common conditions: deafness, blindness, multiple sclerosis, quadriplegia, anxiety, depression, schizophrenia, and addiction.

RESULTS

Results indicated that there were differences in how disability language was used by academic writers. Specifically, "disability" appeared in the writing more frequently in articles related to physical disabilities, "disorder" appeared most frequently in articles related to anxiety and depression, and "illness" appeared most frequently in articles related to schizophrenia.

CONCLUSIONS

This observed difference in frequency use could reflect differences in the context and meaning of the use of these conditions. Suggestions for future research are discussed.

The irrepressible influence of vocal stereotypes on trust

There is a reciprocal relationship between trust and vocal communication in human interactions. On one hand, a predisposition towards trust is necessary for communication to be meaningful and effective. On the other hand, we use vocal cues to signal our own trustworthiness and to infer it from the speech of others. Research on trustworthiness attributions to vocal characteristics is scarce and contradictory, however, being typically based on explicit judgements which may not predict actual trust-oriented behaviour. We use a game theory paradigm to examine the influence of speaker accent and prosody on trusting behaviour towards a simulated game partner, who responds either trustworthily or untrustworthily in an investment game. We found that speaking in a non-regional standard accent increases trust, as does relatively slow articulation rate. The effect of accent persists over time, despite the accumulation of clear evidence regarding the speaker's level of trustworthiness in a negotiated interaction. Accents perceived as positive for trust can maintain this benefit even in the face of behavioural evidence of untrustworthiness.