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Ahmed Z, Cunningham SJ, Rhodes S, Gow A, Macmillan K, Hutchison J, Ross J. The self-reference effect in attention deficit hyperactivity disorder. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2024; 42:348-358. [PMID: 38660978 DOI: 10.1111/bjdp.12489] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2023] [Accepted: 04/12/2024] [Indexed: 04/26/2024]
Abstract
The self-memory system depends on the prioritization and capture of self-relevant information, so may be disrupted by difficulties in attending to, encoding and retrieving self-relevant information. The current study compares memory for self-referenced and other-referenced items in children with ADHD and typically developing comparison groups matched for verbal and chronological age. Children aged 5-14 (N = 90) were presented with everyday objects alongside an own-face image (self-reference trials) or an unknown child's image (other-referenced trials). They were asked whether the child shown would like the object, before completing a surprise source memory test. In a second task, children performed, and watched another person perform, a series of actions before their memory for the actions was tested. A significant self-reference effect (SRE) was found in the typically developing children (i.e. both verbal and chronological age-matched comparison groups) for the first task, with significantly better memory for self-referenced than other-referenced objects. However, children with ADHD showed no SRE, suggesting a compromised ability to bind information with the cognitive self-concept. In the second task, all groups showed superior memory for actions carried out by the self, suggesting a preserved enactment effect in ADHD. Implications and applications for the self-memory system in ADHD are discussed.
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Affiliation(s)
| | | | | | | | - Kirsty Macmillan
- Abertay University, Dundee, UK
- Heriot-Watt University, Edinburgh, UK
| | - Jacqui Hutchison
- Abertay University, Dundee, UK
- University of Aberdeen, Aberdeen, UK
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2
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Bücken CA, Otgaar H, Mangiulli I, Ramakers N, Merckelbach H. Can false denials turn fact into fiction? The effect of false denials on memory for self-performed actions. PSYCHOLOGICAL RESEARCH 2023; 87:816-825. [PMID: 35751674 PMCID: PMC10017604 DOI: 10.1007/s00426-022-01695-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 06/03/2022] [Indexed: 11/24/2022]
Abstract
We examined the mnemonic effects of falsely denying a self-performed action. Specifically, participants (N = 30) performed, imagined, or received no instruction about 24 action statements (e.g., "cross your arms"). Next, their memory for whether they had performed, imagined, or did nothing (i.e., received no instructions) with these actions was tested. Subsequently, participants were instructed to repeatedly deny an action they had performed (false denial) and to repeatedly claim to have performed an action they had only imagined (false admission). In a final sorting memory task, 54% (n = 16) of participants erroneously indicated, after false admissions, that they had performed the imagined action. None of the participants indicated that they had only imagined an action after false denials, showing that it might be difficult to forget a performed action, even after repeatedly denying it. The current experiment sets the stage for future research to investigate why it seems to be difficult to forget performed actions.
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Affiliation(s)
- Charlotte A Bücken
- Leuven Institute of Criminology, Faculty of Law and Criminology, Catholic University of Leuven, Leuven, Belgium. .,Forensic Psychology Section, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands.
| | - Henry Otgaar
- Leuven Institute of Criminology, Faculty of Law and Criminology, Catholic University of Leuven, Leuven, Belgium.,Forensic Psychology Section, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Ivan Mangiulli
- Leuven Institute of Criminology, Faculty of Law and Criminology, Catholic University of Leuven, Leuven, Belgium.,Forensic Psychology Section, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Niki Ramakers
- Forensic Psychology Section, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
| | - Harald Merckelbach
- Forensic Psychology Section, Faculty of Psychology and Neuroscience, Maastricht University, Maastricht, The Netherlands
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3
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Villatte J, Taconnat L, Bidet-Ildei C, Toussaint L. The role of implicit motor simulation on action verb memory. PSYCHOLOGICAL RESEARCH 2023; 87:441-451. [PMID: 35316393 DOI: 10.1007/s00426-022-01671-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2021] [Accepted: 03/01/2022] [Indexed: 11/26/2022]
Abstract
Observation is known to improve memory for action. Previous findings linked such an effect with an easier relation processing of action components following observation compared to mere sentence reading. However, action observation also elicits implicit motor simulation, that is a processing of one's movement through the observer own motor system. We aimed to assess whether encoding of implicit motor simulation can also explain why observation is better than reading for action memory. To prevent influence of item relation processing, two studies about isolated action verbs learning were designed. In Experiment 1, action verbs were encoded with short videos of point-light human movements or with written definitions. Subsequent free recall indicated better memory for the verbs within the video clip condition. Experiment 2 compared two encoding conditions based on point-light human movement videos. Half of the verbs were learned with their normal corresponding movement (biological kinematic). For the other half of the verbs, the velocity of point-light movements was modified to create abnormal nonbiological kinematic actions. We observed better free recall for the verbs learned with biological kinematics. Taken together, those results suggest that action observation is beneficial because it allows the encoding of motor-related information (implicit motor simulation). Semantic resonance between linguistic and motor representations of action could also contribute to memory improvement. Contrary to previous studies, our results cannot be explained by an improvement of items relation processing. However, it suggests that the basic level of action verb memory is sensorimotor perception, such as implicit motor simulation.
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Affiliation(s)
- Jérémy Villatte
- Département de Psychologie, Centre National de la Recherche Scientifique, Centre de Recherches sur la Cognition et l'Apprentissage (UMR 7295), Université de Poitiers, Bâtiment A5, 5 rue Théodore Lefebvre TSA 21110, 86073, Poitiers cedex 9, France.
| | - Laurence Taconnat
- Département de Psychologie, Centre National de la Recherche Scientifique, Centre de Recherches sur la Cognition et l'Apprentissage (UMR, 7295), Université de Tours, Tours, France
| | - Christel Bidet-Ildei
- Département des Sciences du Sport, Centre National de la Recherche Scientifique, Centre de Recherches sur la Cognition et l'Apprentissage (UMR 7295), Université de Poitiers, Poitiers, France
| | - Lucette Toussaint
- Département des Sciences du Sport, Centre National de la Recherche Scientifique, Centre de Recherches sur la Cognition et l'Apprentissage (UMR 7295), Université de Poitiers, Poitiers, France
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Leisman G. On the Application of Developmental Cognitive Neuroscience in Educational Environments. Brain Sci 2022; 12:1501. [PMID: 36358427 PMCID: PMC9688360 DOI: 10.3390/brainsci12111501] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 10/25/2022] [Accepted: 11/01/2022] [Indexed: 09/29/2023] Open
Abstract
The paper overviews components of neurologic processing efficiencies to develop innovative methodologies and thinking to school-based applications and changes in educational leadership based on sound findings in the cognitive neurosciences applied to schools and learners. Systems science can allow us to better manage classroom-based learning and instruction on the basis of relatively easily evaluated efficiencies or inefficiencies and optimization instead of simply examining achievement. "Medicalizing" the learning process with concepts such as "learning disability" or employing grading methods such as pass-fail does little to aid in understanding the processes that learners employ to acquire, integrate, remember, and apply information learned. The paper endeavors to overview and provided reference to tools that can be employed that allow a better focus on nervous system-based strategic approaches to classroom learning.
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Affiliation(s)
- Gerry Leisman
- Movement and Cognition Laboratory, Department of Physical Therapy, University of Haifa, Haifa 3498838, Israel; or
- Department of Neurology, Universidad de Ciencias Médicas de la Habana, Havana 11300, Cuba
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Amico G, Schaefer S. Negative Effects of Embodiment in a Visuo-Spatial Working Memory Task in Children, Young Adults, and Older Adults. Front Psychol 2021; 12:688174. [PMID: 34589020 PMCID: PMC8473613 DOI: 10.3389/fpsyg.2021.688174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2021] [Accepted: 08/16/2021] [Indexed: 11/18/2022] Open
Abstract
Studies examining the effect of embodied cognition have shown that linking one's body movements to a cognitive task can enhance performance. The current study investigated whether concurrent walking while encoding or recalling spatial information improves working memory performance, and whether 10-year-old children, young adults, or older adults (M age = 72 years) are affected differently by embodiment. The goal of the Spatial Memory Task was to encode and recall sequences of increasing length by reproducing positions of target fields in the correct order. The nine targets were positioned in a random configuration on a large square carpet (2.5 m × 2.5 m). During encoding and recall, participants either did not move, or they walked into the target fields. In a within-subjects design, all possible combinations of encoding and recall conditions were tested in counterbalanced order. Contrary to our predictions, moving particularly impaired encoding, but also recall. These negative effects were present in all age groups, but older adults' memory was hampered even more strongly by walking during encoding and recall. Our results indicate that embodiment may not help people to memorize spatial information, but can create a dual-task situation instead.
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Affiliation(s)
- Gianluca Amico
- Department of Sport Sciences, Saarland University, Saarbrücken, Germany
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Zhang X, Wang L. Integrative representation of semantic and motor information underlies the enactment effect in memory for actions. Memory 2020; 28:1078-1088. [PMID: 32892704 DOI: 10.1080/09658211.2020.1815789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
The present study adopted the retrieval-induced forgetting (RIF) effect to determine whether semantic representation might favour the enactment effect, in which noun-verb phrases are remembered better by enacting during learning (subject-performed tasks, SPTs) than by studying verbally (verbal tasks, VTs). Experiment 1 controlled the semantic category to investigate the RIF effect in SPT vs. VT conditions. The RIF effect was similar irrespective of the mode of encoding (SPT vs.VT), indicating that semantic representation was not the main factor for favouring the enactment effect. Furthermore, Experiment 2 added motor physical properties to simultaneously control the semantic category and one category by motor features. The results of Experiment 2 showed stronger cooperative representation of semantic and motor information under the VT condition, indicating that the processing of action memory may be conceptual.
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Affiliation(s)
- Xinyuan Zhang
- School of Psychology, Northeast Normal University, Changchun, China.,Jilin Provincial Experimental Teaching Demonstration Center of Psychology, Northeast Normal University, Changchun, China
| | - Lijuan Wang
- School of Psychology, Northeast Normal University, Changchun, China.,Jilin Provincial Experimental Teaching Demonstration Center of Psychology, Northeast Normal University, Changchun, China
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Zhang X, Zuber S. The Effects of Language and Semantic Repetition on the Enactment Effect of Action Memory. Front Psychol 2020; 11:515. [PMID: 32265806 PMCID: PMC7098989 DOI: 10.3389/fpsyg.2020.00515] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2019] [Accepted: 03/04/2020] [Indexed: 11/13/2022] Open
Abstract
Humans exhibit enhanced memory performance when information is encoded by physically enacting it, as opposed to passively reading or hearing the same information; an effect referred to as "enactment effect." The present study explored the effects of language (native vs. non-native) and semantic repetition (repeated vs. non-repeated) on the enactment effect in action memory. Forty-eight subjects learned action phrases either by enacting or by reading the items. Results showed (i) better memory for enacted phrases, (ii) better memory for non-native repeated phrases that were only read, (iii) no difference in memory between repeated and non-repeated phrases that were enacted, and (iv) that semantic repetition affected memory of phrases that were read but not of those that were enacted. Partly in line with the multimodal theory, findings support that enacting action phrases can enhance item-specific processing and that this is insensitive to cognitive strategies like semantic repetition.
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Affiliation(s)
- Xinyuan Zhang
- School of Psychology, Northeast Normal University, Changchun, China
- Jilin Provincial Experimental Teaching Demonstration Centre of Psychology, Northeast Normal University, Changchun, China
| | - Sascha Zuber
- Department of Psychology, University of Geneva, Geneva, Switzerland
- Center for the Interdisciplinary Study of Gerontology and Vulnerability, University of Geneva, Geneva, Switzerland
- Swiss National Centre of Competence in Research LIVES – Overcoming Vulnerability: Life Course Perspectives, Geneva, Switzerland
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Mills GN, Garbarino JT, Raskin SA. Assessing prospective memory in children using the Memory for Intentions Screening Test for Youth (MISTY). Clin Neuropsychol 2020; 35:643-659. [PMID: 31933412 DOI: 10.1080/13854046.2019.1711198] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
OBJECTIVE Prospective memory (PM) is defined as the ability to remember to complete an intention in the future. The first aim of this study was to address the need for clinically useful measures of PM in children, by assessing the psychometric properties of a new measure of PM in children and adolescents, the Memory for Intentions Screening Test for Youth (MISTY). The second aim was to assess the relationship between prospective memory and age, particularly the relationships between age and the impact of different PM task demands. The third aim was to examine children's performance on different aspects of PM, such as time-based versus event-based cues. METHOD One-hundred twenty-four children between the ages of 4 and 15 were given the MISTY. RESULTS Analyses revealed good internal consistency among the eight individual MISTY trials and among the six MISTY subscales which included two different cue types (event-based and time-based), two different time delays (2 minutes and 10 minutes), and two different response types (action and verbal). Results also revealed good split-half and inter-rater reliability. Findings highlighted significant correlations between age and the MISTY total score and all subscales, consistent with PM lifespan research. On the MISTY, children overall performed better on event-based cues than on time-based cues, and on shorter time delays than longer ones; there was no effect of response type (i.e. action vs. verbal response). CONCLUSIONS The MISTY is a promising instrument with sound psychometric properties that could be useful in both clinical and research settings. Additionally, this study highlights the age-related process of PM development in children.
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Affiliation(s)
- Ginger N Mills
- Department of Psychology, University of Hartford, West Hartford, CT, USA
| | - Julianne T Garbarino
- Department of Hearing and Speech Sciences, University of Maryland, College Park, MD, USA
| | - Sarah A Raskin
- Department of Psychology and Neuroscience Program, Trinity College, Hartford, CT, USA
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Shamay-Tsoory SG, Mendelsohn A. Real-Life Neuroscience: An Ecological Approach to Brain and Behavior Research. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2019; 14:841-859. [DOI: 10.1177/1745691619856350] [Citation(s) in RCA: 82] [Impact Index Per Article: 16.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Owing to advances in neuroimaging technology, the past couple of decades have witnessed a surge of research on brain mechanisms that underlie human cognition. Despite the immense development in cognitive neuroscience, the vast majority of neuroimaging experiments examine isolated agents carrying out artificial tasks in sensory and socially deprived environments. Thus, the understanding of the mechanisms of various domains in cognitive neuroscience, including social cognition and episodic memory, is sorely lacking. Here we focus on social and memory research as representatives of cognitive functions and propose that mainstream, lab-based experimental designs in these fields suffer from two fundamental limitations, pertaining to person-dependent and situation-dependent factors. The person-dependent factor addresses the issue of limiting the active role of the participants in lab-based paradigms that may interfere with their sense of agency and embodiment. The situation-dependent factor addresses the issue of the artificial decontextualized environment in most available paradigms. Building on recent findings showing that real-life as opposed to controlled experimental paradigms involve different mechanisms, we argue that adopting a real-life approach may radically change our understanding of brain and behavior. Therefore, we advocate in favor of a paradigm shift toward a nonreductionist approach, exploiting portable technology in semicontrolled environments, to explore behavior in real life.
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Affiliation(s)
- Simone G. Shamay-Tsoory
- Department of Psychology, University of Haifa
- The Integrated Brain and Behavior Research
Center (IBBR), University of Haifa
| | - Avi Mendelsohn
- The Integrated Brain and Behavior Research
Center (IBBR), University of Haifa
- Department of Neurobiology, University of Haifa
- Institute of Information Processing and Decision Making, University of Haifa
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10
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De Lucia N, Milan G, Conson M, Grossi D, Trojano L. Enactment effect in patients with Alzheimer's disease. J Clin Exp Neuropsychol 2019; 41:965-973. [PMID: 31311416 DOI: 10.1080/13803395.2019.1642306] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Introduction: Subjects can improve their performance on memory for action phrases if, during the encoding condition, they self-perform actions associated with verbs (subject-performed condition), or if they perceive the actions carried out by experimenter (experimenter-performed condition), with respect to a verbal task condition in which they only read or listen to the stimuli. This facilitation is labeled "Enactment effect" (EE), and is thought to be associated with episodic integration processes binding actions and nouns together in a coherent representation. Only recently, studies addressed EE in AD individuals reporting significant improvements on memory tasks in the subject-performed encoding condition. However, no studies tried to explore the cognitive mechanisms supporting EE in AD individuals. Method: Performance on recognition and cued recall tasks for action phrases were assessed in a sample of 32 mild-to-moderate AD individuals and 30 healthy adults, in verbal, subject-performed and experimenter-performed encoding conditions. Moreover, a cognitive assessment was completed to explore the possible correlates of EE in our participants. Results: Results showed that both subject-performed and experimenter-performed encoding conditions produced similar advantages over the verbal condition, in both memory tasks in both groups. Moreover, these memory advantages were strongly associated to executive processes, in both AD and healthy adults. Conclusions: The present study confirmed that EE is spared in mild to moderate AD. Our findings supported the role of episodic integration processes and suggested a contribution of executive processes in EE.
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Affiliation(s)
- Natascia De Lucia
- Department of Neurosciences, Reproductive and Odontostomatological Sciences, "Federico II" University , Naples , Italy
| | - Graziella Milan
- Geriatric and Dementia Center "Frullone" ASL NA1 , Naples , Italy
| | - Massimiliano Conson
- Department of Psychology, University of Campania Luigi Vanvitelli , Caserta , Italy
| | - Dario Grossi
- Department of Psychology, University of Campania Luigi Vanvitelli , Caserta , Italy
| | - Luigi Trojano
- Department of Psychology, University of Campania Luigi Vanvitelli , Caserta , Italy
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Hainselin M, Aubry A, Bourdin B. Improving Teenagers' Divergent Thinking With Improvisational Theater. Front Psychol 2018; 9:1759. [PMID: 30319485 PMCID: PMC6167459 DOI: 10.3389/fpsyg.2018.01759] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2017] [Accepted: 08/30/2018] [Indexed: 12/02/2022] Open
Abstract
Improvisational theater (improv) is supposed to have an impact on cognitive processes (divergent thinking, flexibility, language, memory, problem solving, and co-construction), academic performance, and everyday life in many ways. However, little research studied on the psychological impact of improv, with some results highlighting a divergent thinking enhancement in children and adults, but not with teenagers, one of the most important age groups to practice improv. Therefore, this study aims to assess divergent thinking for middle school students before and after an 11-weeks session compared to a control group with a sport practice. The Alternative Uses Task (AUT) was used before and after the session for both groups to evaluate divergent thinking. The improv group had better performance in originality, flexibility and gave less prototypical items after the improv sessions compared to before, while the control group performance was similar before and after. Our results suggest that improv helps teenagers’ divergent thinking to improve, not only with experimental games in the lab context but also after ecological sessions. We urge scientists to study in depth psychological impacts of improvisational theater and applied improvisation, for a better understanding of improv and as a model to study embodied cognition.
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Affiliation(s)
- Mathieu Hainselin
- CRP-CPO, EA 7273, Université de Picardie Jules Verne, Amiens, France
| | - Alexandre Aubry
- CRP-CPO, EA 7273, Université de Picardie Jules Verne, Amiens, France
| | - Béatrice Bourdin
- CRP-CPO, EA 7273, Université de Picardie Jules Verne, Amiens, France
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13
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Schaefer S. Embodiment Helps Children Solve a Spatial Working Memory Task: Interactions with Age and Gender. JOURNAL OF COGNITIVE ENHANCEMENT 2018. [DOI: 10.1007/s41465-018-0081-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
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Weinstein Y, Madan CR, Sumeracki MA. Teaching the science of learning. COGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS 2018; 3:2. [PMID: 29399621 PMCID: PMC5780548 DOI: 10.1186/s41235-017-0087-y] [Citation(s) in RCA: 69] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2016] [Accepted: 12/02/2017] [Indexed: 11/10/2022]
Abstract
The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.
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Affiliation(s)
- Yana Weinstein
- 1Department of Psychology, University of Massachusetts Lowell, Lowell, MA USA
| | - Christopher R Madan
- 2Department of Psychology, Boston College, Chestnut Hill, MA USA.,3School of Psychology, University of Nottingham, Nottingham, UK
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Lacot E, Blondelle G, Hainselin M. Aiguiser l’esprit critique des étudiants en psychologie : gardons l’esprit sportif. PRAT PSYCHOL 2017. [DOI: 10.1016/j.prps.2017.05.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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