Getting a grip on cognitive flexibility

Parallel model-based and model-free reinforcement learning for card sorting performance

The Wisconsin Card Sorting Test (WCST) is considered a gold standard for the assessment of cognitive flexibility. On the WCST, repeating a sorting category following negative feedback is typically treated as indicating reduced cognitive flexibility. Therefore such responses are referred to as 'perseveration' errors. Recent research suggests that the propensity for perseveration errors is modulated by response demands: They occur less frequently when their commitment repeats the previously executed response. Here, we propose parallel reinforcement-learning models of card sorting performance, which assume that card sorting performance can be conceptualized as resulting from model-free reinforcement learning at the level of responses that occurs in parallel with model-based reinforcement learning at the categorical level. We compared parallel reinforcement-learning models with purely model-based reinforcement learning, and with the state-of-the-art attentional-updating model. We analyzed data from 375 participants who completed a computerized WCST. Parallel reinforcement-learning models showed best predictive accuracies for the majority of participants. Only parallel reinforcement-learning models accounted for the modulation of perseveration propensity by response demands. In conclusion, parallel reinforcement-learning models provide a new theoretical perspective on card sorting and it offers a suitable framework for discerning individual differences in latent processes that subserve behavioral flexibility.

An Episodic Model of Task Switching Effects: Erasing the Homunculus from Memory

The Parallel Episodic Processing (PEP) model is a neural network for simulating human performance in speeded response time tasks. It learns with an exemplar-based memory store and it is capable of modelling findings from various subdomains of cognition. In this paper, we show how the PEP model can be designed to follow instructions (e.g., task rules and goals). The extended PEP model is then used to simulate a number of key findings from the task switching domain. These include the switch cost, task-rule congruency effects, response repetition asymmetries, cue repetition benefits, and the full pattern of means from a recent feature integration decomposition of cued task switching (Schmidt & Liefooghe, 2016). We demonstrate that the PEP model fits the participant data well, that the model does not possess the flexibility to match any pattern of results, and that a number of competing task switching models fail to account for key observations that the PEP model produces naturally. Given the parsimony and unique explanatory power of the episodic account presented here, our results suggest that feature-integration biases have a far greater power in explaining task-switching performance than previously assumed.

Cognitive, Affective, and Feedback-Based Flexibility - Disentangling Shared and Different Aspects of Three Facets of Psychological Flexibility

Cognitive flexibility - the ability to adjust one ´s behavior to changing environmental demands - is crucial for controlled behavior. However, the term 'cognitive flexibility' is used heterogeneously, and associations between cognitive flexibility and other facets of flexible behavior have only rarely been studied systematically. To resolve some of these conceptual uncertainties, we directly compared cognitive flexibility (cue-instructed switching between two affectively neutral tasks), affective flexibility (switching between a neutral and an affective task using emotional stimuli), and feedback-based flexibility (non-cued, feedback-dependent switching between two neutral tasks). Three experimental paradigms were established that share as many procedural features (in terms of stimuli and/or task rules) as possible and administered in a pre-registered study plan (N = 100). Correlation analyses revealed significant associations between the efficiency of cognitive and affective task switching (response time switch costs). Feedback-based flexibility (measured as mean number of errors after rule reversals) did not correlate with task switching efficiency in the other paradigms, but selectively with the effectiveness of affective switching (error rate costs when switching from neutral to emotion task). While preregistered confirmatory factor analysis (CFA) provided no clear evidence for a shared factor underlying the efficiency of switching in all three domains of flexibility, an exploratory CFA suggested commonalities regarding switching effectiveness (accuracy-based switch costs). We propose shared mechanisms controlling the efficiency of cue-dependent task switching across domains, while the relationship to feedback-based flexibility may depend on mechanisms controlling switching effectiveness. Our results call for a more stringent conceptual differentiation between different variants of psychological flexibility.

An Integrated Review of Recent Research on the Relationships Between Religious Belief, Political Ideology, Authoritarianism, and Prejudice

Religious ideology and extremism have had an increasing influence on political agendas in the United States and much of the developed world in the past 60 years, with right-wing ideology becoming more prevalent this decade. This article serves as a review of studies investigating the correlations between political ideology, religiosity, right-wing authoritarianism, ingroups/outgroups, and prejudice in an attempt to describe and understand the well-established links between these dimensions. We discuss several group-level theories including Terror Management Theory, Social Identity Theory, Realistic Group Conflict Theory among others to frame the intercorrelations of these constructs in an effort to better understand the underlying mechanisms that drive individuals to embody religious and political beliefs. We then discuss individual-level cognitive and psychological differences such as intelligence, cognitive flexibility, and specific biological and neurological limitations of brain function that may influence people to adopt certain religious and political beliefs. Through a more comprehensive understanding of the underlying mechanisms of religious and political extremism, we may be better equipped to assuage the fear and denigration that is associated with many of these beliefs.

The developing predictive brain: How implicit temporal expectancy induced by local and global prediction shapes action preparation across development

Human behavior is continuously shaped not just as a function of explicitly responding to external world events but also by internal biases implicitly driven by the capacity to extract statistics from complex sensory patterns. Two possible sources of predictability engaged to generate and update temporal expectancy are the implicit extraction of either local or global statistical contingencies in the events' temporal structure. In the context of action preparation the local prediction has been reported to be stable from the age of 6. However, there is no evidence about how the ability to extract and use global statistical patterns to establish temporal expectancy changes across development. Here we used a new, child-friendly reaction time task purposely designed to investigate how local (within-trial expectancy bias) and global (between-block expectancy bias) prediction interplay to generate temporal expectancy and consequently shape action preparation in young (5- to 6-year-old), middle-aged (7- to 8-year-old) and old (9- to 10-year-old) typically developing children. We found that while local temporal prediction showed stable developmental trajectories, the ability to use a global rule to action preparation in terms of both accuracy and speed becomes stable after the age of seven. These findings are discussed by adopting a neuroconstructivist-inspired theoretical account, according to which the developmental constraints on learning from hierarchically nested levels of sensory complexity may constitute a necessary prerequisite for mastering complex domains.

Memories of control: One-shot episodic learning of item-specific stimulus-control associations

The repeated pairing of a particular stimulus with a specific cognitive control process, such as task switching, can bind the two together in memory, resulting in the formation of stimulus-control associations. These bindings are thought to guide the context-sensitive application of cognitive control, but it is not presently known whether such stimulus-control associations are only acquired through slow, incremental learning or could also be mediated by episodic memories of a single experience, so-called one-shot learning. Here, we tested this episodic control-binding hypothesis by probing whether a single co-occurrence of a stimulus and the control process of task switching would lead to significant performance benefits (reduced task switch cost) when that stimulus later re-occurred under the same as opposed to different control demands. Across three experiments, we demonstrate that item-specific stimulus-control associations can be formed based on a single exposure, providing the first strong evidence for episodic memory guidance of cognitive control.

Representational Organization of Novel Task Sets during Proactive Encoding

Recent multivariate analyses of brain data have boosted our understanding of the organizational principles that shape neural coding. However, most of this progress has focused on perceptual visual regions (Connolly et al., 2012), whereas far less is known about the organization of more abstract, action-oriented representations. In this study, we focused on humans' remarkable ability to turn novel instructions into actions. While previous research shows that instruction encoding is tightly linked to proactive activations in frontoparietal brain regions, little is known about the structure that orchestrates such anticipatory representation. We collected fMRI data while participants (both males and females) followed novel complex verbal rules that varied across control-related variables (integrating within/across stimuli dimensions, response complexity, target category) and reward expectations. Using representational similarity analysis (Kriegeskorte et al., 2008), we explored where in the brain these variables explained the organization of novel task encoding, and whether motivation modulated these representational spaces. Instruction representations in the lateral PFC were structured by the three control-related variables, whereas intraparietal sulcus encoded response complexity and the fusiform gyrus and precuneus organized its activity according to the relevant stimulus category. Reward exerted a general effect, increasing the representational similarity among different instructions, which was robustly correlated with behavioral improvements. Overall, our results highlight the flexibility of proactive task encoding, governed by distinct representational organizations in specific brain regions. They also stress the variability of motivation-control interactions, which appear to be highly dependent on task attributes, such as complexity or novelty.SIGNIFICANCE STATEMENT In comparison with other primates, humans display a remarkable success in novel task contexts thanks to our ability to transform instructions into effective actions. This skill is associated with proactive task-set reconfigurations in frontoparietal cortices. It remains yet unknown, however, how the brain encodes in anticipation the flexible, rich repertoire of novel tasks that we can achieve. Here we explored cognitive control and motivation-related variables that might orchestrate the representational space for novel instructions. Our results showed that different dimensions become relevant for task prospective encoding, depending on the brain region, and that the lateral PFC simultaneously organized task representations following different control-related variables. Motivation exerted a general modulation upon this process, diminishing rather than increasing distances among instruction representations.

Reward Boosts Neural Coding of Task Rules to Optimize Cognitive Flexibility

Cognitive flexibility is critical for intelligent behavior. However, its execution is effortful and often suboptimal. Recent work indicates that flexible behavior can be improved by the prospect of reward, which suggests that rewards optimize flexible control processes. Here we investigated how different reward prospects influence neural encoding of task rule information to optimize cognitive flexibility. We applied representational similarity analysis to human electroencephalograms, recorded while female and male participants performed a rule-guided decision-making task. During the task, the prospect of reward varied from trial to trial. Participants made faster, more accurate judgements on high-reward trials. Critically, high reward boosted neural coding of the active task rule, and the extent of this increase was associated with improvements in task performance. Additionally, the effect of high reward on task rule coding was most pronounced on switch trials, where rules were updated relative to the previous trial. These results suggest that reward prospect can promote cognitive performance by strengthening neural coding of task rule information, helping to improve cognitive flexibility during complex behavior.

SIGNIFICANCE STATEMENT The importance of motivation is evident in the ubiquity with which reward prospect guides adaptive behavior and the striking number of neurological conditions associated with motivational impairments. In this study, we investigated how dynamic changes in motivation, as manipulated through reward, shape neural coding for task rules during a flexible decision-making task. The results of this work suggest that motivation to obtain reward modulates the encoding of task rules needed for flexible behavior. The extent to which reward increased task rule coding also tracked improvements in behavioral performance under high-reward conditions. These findings help to inform how motivation shapes neural processing in the healthy human brain.

Executive functions are cognitive gadgets

Many psychologists and neuroscientists still see executive functions as independent, domain-general, supervisory functions that are often dissociated from more "low-level" associative learning. Here, we suggest that executive functions very much build on associative learning, and argue that executive functions might be better understood as culture-sensitive cognitive gadgets, rather than as ready-made cognitive instincts.

Measuring Adaptive Control in Conflict Tasks

The past two decades have witnessed an explosion of interest in the cognitive and neural mechanisms of adaptive control processes that operate in selective attention tasks. This has spawned not only a large empirical literature and several theories but also the recurring identification of potential confounds and corresponding adjustments in task design to create confound-minimized metrics of adaptive control. The resulting complexity of this literature can be difficult to navigate for new researchers entering the field, leading to suboptimal study designs. To remediate this problem, we present here a consensus view among opposing theorists that specifies how researchers can measure four hallmark indices of adaptive control (the congruency sequence effect, and list-wide, context-specific, and item-specific proportion congruency effects) while minimizing easy-to-overlook confounds.

The Relationship Between Executive Functions and Academic Performance in Primary Education: Review and Meta-Analysis

The purpose of this study was to research the relationship between executive functions and academic performance in primary education (6–12 years). Based on 21 samples (n = 7,947), a meta-analysis of random effects demonstrated a moderately significant weighted effect size (r = 0.365) and was found to be a good predictor of academic performance. For the subjects of language and mathematics, the results of the random effects model were similar and slightly higher for mathematics (r = 0.350; r = 0.365). Thus, the theory that executive functions have greater influence on mathematical performance is supported, especially in aspects such as coding, organization, and the immediate retrieval of information. Regarding the different executive function components (working memory, inhibition, cognitive flexibility, and planning), working memory had the highest presence (k = 14, n = 3,740) and predictive weight for performance, with an effect size of r = 0.370 for random effects, with a moderate level of significance. The moderating effect of variables such as gender and age were also analyzed. After performing a meta-regression, gender resulted in a value of R² = 0.49; the age variable was not significant. This result is especially important since age has traditionally been considered to be the moderating variable of executive functions. The review reveals a good predictive power of executive functions in the primary education stage, and it is even higher at the early ages, indicating its great significance in describing future performance. The study also revealed the competencies and specific aspects of the executive functions that affect the way in which its components intervene in the academic area, demonstrating the mediating effect of variables such as physical fitness, motor skills, and memory processes.

Affective distraction along the flexibility-stability continuum

This study explored whether conditions that promote flexibility in task processing enhance the detrimental impact of irrelevant negative stimulation on performance. We approached this flexibility from a transient and a sustained perspective, by manipulating whether participants repeated or switched between two tasks in consecutive trials and whether they performed the tasks in separate blocks or randomly mixed. Participants categorised either a letter or the colour of a bar, which were presented close to an irrelevant negative or neutral picture. Performance was worse in the presence of negative rather than neutral pictures. Repeating or switching tasks transiently did not modulate this detrimental impact of affective distraction in three experiments (n_Exp1 = 32, n_Exp2 = 32, n_Exp3 = 64). Attentional capture by negative content did decline in single compared to mixed task contexts, but only when these sustained task contexts also differed in the frequency of affective stimulation. When affective stimulation was the same in mixed and single task contexts, this modulation vanished. Overall, these results suggest that the influence of task-irrelevant negative stimulation on performance is surprisingly independent of cognitive states that favour either flexible or stable processing of task-relevant information.

Cortical and subcortical contributions to context-control learning

"Cognitive control" describes our ability to strategically bias information processing in line with internal goals. Traditionally, research has focused on delineating the sources of top-down biasing, implicating the lateral prefrontal cortex. The past two decades, however, have seen increasing interest in the regulation of control, that is, how learning processes guide the context-sensitive application of top-down biasing. Here, we review and synthesize recent research into the cognitive and neural mechanisms of this type of "context-control learning". We first discuss a fast-growing cognitive psychology literature documenting how specific cognitive control states can become associated with, and subsequently triggered by, contextual cues. We then review neuroimaging studies that speak to the neural substrates of contextual adjustments in control, with a particular focus on recent work that explicitly modeled context-control learning processes. We conclude that these studies suggest an important subcortical extension of the traditional frontal control network, as they indicate a key role for the caudate nucleus in forming associations between contextual cues and appropriate control settings.

The affective twitches of task switches: Task switch cues are evaluated as negative

Task switching refers to the demanding cognitive control process that allows us to flexibly switch between different task contexts. It is a seminal observation that task switching comes with a performance cost (i.e., switch cost), but recent theories suggest that task switching could also carry an affective cost. In two experiments, we investigated the affective evaluation of task switching by having participants perform a task-switching paradigm followed by an affective priming procedure. Crucially, the transition cues of the task-switching paradigm, indicating task alternations or task repetitions, were used as primes in the affective priming procedure to assess their affective connotation. We found that task alternation primes were evaluated as more negative than task repetition primes. These findings show that task switching is affectively tagged, and suggest a potential role for emotion regulation processes in cognitive control.