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Sixtus E, Krause F, Lindemann O, Fischer MH. A sensorimotor perspective on numerical cognition. Trends Cogn Sci 2023; 27:367-378. [PMID: 36764902 DOI: 10.1016/j.tics.2023.01.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2021] [Revised: 01/10/2023] [Accepted: 01/10/2023] [Indexed: 02/11/2023]
Abstract
Numbers are present in every part of modern society and the human capacity to use numbers is unparalleled in other species. Understanding the mental and neural representations supporting this capacity is of central interest to cognitive psychology, neuroscience, and education. Embodied numerical cognition theory suggests that beyond the seemingly abstract symbols used to refer to numbers, their underlying meaning is deeply grounded in sensorimotor experiences, and that our specific understanding of numerical information is shaped by actions related to our fingers, egocentric space, and experiences with magnitudes in everyday life. We propose a sensorimotor perspective on numerical cognition in which number comprehension and numerical proficiency emerge from grounding three distinct numerical core concepts: magnitude, ordinality, and cardinality.
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Affiliation(s)
- Elena Sixtus
- Empirical Childhood Research, University of Potsdam, Potsdam, Germany.
| | - Florian Krause
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Nijmegen, The Netherlands.
| | - Oliver Lindemann
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, The Netherlands
| | - Martin H Fischer
- Department of Psychology, University of Potsdam, Potsdam, Germany
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Marchetti R, Pinto S, Spieser L, Vaugoyeau M, Cavalli E, El Ahmadi A, Assaiante C, Colé P. Phoneme Representation and Articulatory Impairment: Insights from Adults with Comorbid Motor Coordination Disorder and Dyslexia. Brain Sci 2023; 13:210. [PMID: 36831753 PMCID: PMC9954044 DOI: 10.3390/brainsci13020210] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Revised: 01/19/2023] [Accepted: 01/25/2023] [Indexed: 01/28/2023] Open
Abstract
Phonemic processing skills are impaired both in children and adults with dyslexia. Since phoneme representation development is based on articulatory gestures, it is likely that these gestures influence oral reading-related skills as assessed through phonemic awareness tasks. In our study, fifty-two young dyslexic adults, with and without motor impairment, and fifty-nine skilled readers performed reading, phonemic awareness, and articulatory tasks. The two dyslexic groups exhibited slower articulatory rates than skilled readers and the comorbid dyslexic group presenting with an additional difficulty in respiratory control (reduced speech proportion and increased pause duration). Two versions of the phoneme awareness task (PAT) with pseudoword strings were administered: a classical version under time pressure and a delayed version in which access to phonemic representations and articulatory programs was facilitated. The two groups with dyslexia were outperformed by the control group in both versions. Although the two groups with dyslexia performed equally well on the classical PAT, the comorbid group performed significantly less efficiently on the delayed PAT, suggesting an additional contribution of articulatory impairment in the task for this group. Overall, our results suggest that impaired phoneme representations in dyslexia may be explained, at least partially, by articulatory deficits affecting access to them.
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Affiliation(s)
- Rebecca Marchetti
- Laboratoire de Neurosciences Cognitives (LNC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13007 Marseille, France
- Laboratoire de Psychologie Cognitive (LPC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
| | - Serge Pinto
- Laboratoire Parole et Langage (LPL), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13100 Aix-en-Provence, France
| | - Laure Spieser
- Laboratoire de Neurosciences Cognitives (LNC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13007 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
| | - Marianne Vaugoyeau
- Laboratoire de Neurosciences Cognitives (LNC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13007 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
| | - Eddy Cavalli
- Laboratoire d’Etude des Mécanismes Cognitifs (EA3082), University Lumière Lyon 2, 69007 Lyon, France
| | - Abdessadek El Ahmadi
- Laboratoire de Neurosciences Cognitives (LNC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13007 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
| | - Christine Assaiante
- Laboratoire de Neurosciences Cognitives (LNC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13007 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
| | - Pascale Colé
- Laboratoire de Psychologie Cognitive (LPC), French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
- Federation de Recherche 3C, French National Centre for Scientific Research (CNRS), Aix-Marseille University, 13003 Marseille, France
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Del Rio-Bermudez C, Blumberg MS. Sleep as a window on the sensorimotor foundations of the developing hippocampus. Hippocampus 2022; 32:89-97. [PMID: 33945190 PMCID: PMC9118132 DOI: 10.1002/hipo.23334] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Revised: 03/21/2021] [Indexed: 02/03/2023]
Abstract
The hippocampal formation plays established roles in learning, memory, and related cognitive functions. Recent findings also suggest that the hippocampus integrates sensory feedback from self-generated movements to modulate ongoing motor responses in a changing environment. Such findings support the view of Bland and Oddie (Behavioural Brain Research, 2001, 127, 119-136) that the hippocampus is a site of sensorimotor integration. In further support of this view, we review neurophysiological evidence in developing rats that hippocampal function is built on a sensorimotor foundation and that this foundation is especially evident early in development. Moreover, at those ages when the hippocampus is first establishing functional connectivity with distant sensory and motor structures, that connectivity is preferentially expressed during periods of active (or REM) sleep. These findings reinforce the notion that sleep, as the predominant state of early infancy, provides a critical context for sensorimotor development, including development of the hippocampus and its associated network.
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Affiliation(s)
| | - Mark S Blumberg
- Department of Psychological and Brain Sciences, University of Iowa, Iowa City, Iowa, USA.,Iowa Neuroscience Institute, University of Iowa, Iowa City, Iowa, USA
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Keric V, Sebanz N. Task Construal Influences Estimations of the Environment. Front Hum Neurosci 2021; 15:625193. [PMID: 34177487 PMCID: PMC8223064 DOI: 10.3389/fnhum.2021.625193] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Accepted: 05/11/2021] [Indexed: 11/13/2022] Open
Abstract
People's characteristics can affect their perception of the physical environment, and the judgments and estimates they make about their surroundings. Estimates of the environment change based on observers' metabolic state, physical properties, and the potential effort they would need to exert for a certain action. The functional role of such scaling is to provide agents with information on possible actions and their energetic costs. Combining actions with costs facilitates both higher-level planning (e.g., choosing an optimal running speed on a marathon) as well as planning on lower levels of an action hierarchy, such as determining the best movement trajectories for energy-efficient action. Recently, some of the findings on reported effects of effort on perception have been challenged as arising from task demands-participants guessing the purpose of the experimental manipulation and adjusting their estimates as a result. Arguably however, the failed replications used overly distracting cover stories which may have introduced task demands of their own, and masked other effects. The current study tested the generality of effects of potential effort on height and distance perception, employing effective yet not distracting cover stories. Four experiments attempted to identify conditions under which anticipated effort may systematically change perceptual estimates. Experiment 1 found that height estimates were not influenced by the effort required to place objects of different weights onto surfaces of varying heights. Experiments 2, 3 used two different effort manipulations (walking vs. hopping; and carrying an empty vs. a heavy backpack, respectively) and found that these did not influence estimates of distance (to be) traveled. Experiment 4 also used backpack weight to manipulate effort but critically, unlike Exp. 1-3 it did not employ a cover story and participants did not traverse distances after giving estimates. In contrast with the first three experiments, distances in the final experiment were estimated as longer when participants were encumbered by a backpack. Combined, these results suggest that the measured effects on the estimation of distance were due to how participants construed the task rather than being of a perceptual nature.
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Affiliation(s)
- Vjeran Keric
- Department of Cognitive Science, Central European University, Budapest, Hungary
| | - Natalie Sebanz
- Department of Cognitive Science, Central European University, Budapest, Hungary
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Sewell JL, Santhosh L, O'Sullivan PS. How do attending physicians describe cognitive overload among their workplace learners? MEDICAL EDUCATION 2020; 54:1129-1136. [PMID: 32628785 DOI: 10.1111/medu.14289] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/05/2020] [Revised: 05/22/2020] [Accepted: 06/29/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES Cognitive load theory (CLT) focuses on the limited bandwidth of working memory. Core to CLT is the concept of cognitive overload, which occurs when working memory demands exceed working memory capacity, and learning and performance suffer. Within health professions education (HPE), workplace learning settings are very complex, placing learners at high risk of cognitive overload. Although continuous monitoring of physiologic parameters can indicate states of high cognitive load, how to practically identify cognitively overloaded learners within everyday workplace settings is not well understood. We sought to characterise how attending physicians described their perceiving of cognitive overload among learners in two different workplace settings: the gastrointestinal endoscopy suite and the intensive care unit. METHODS We performed a secondary qualitative analysis of transcripts of interviews with workplace teachers that had been carried out during two previous studies. These studies had addressed different objectives but both were informed by CLT. Each included questions that prompted participants to reflect on how they perceived cognitive overload to manifest among learners in the workplace. To investigate the phenomenon of cognitive overload, we developed a new codebook and performed content analysis. RESULTS We analysed 42 interview transcripts (22 endoscopists, 12 hospitalists, eight intensivists). Participants described four behaviours they had witnessed among learners they thought were cognitively overloaded: poor performance on workplace tasks; non-verbal physical manifestations (including posture, eye and body movements and autonomic functions); verbal utterances (words and sounds), and interpersonal interactions with team members. Endoscopists often described individually oriented examples, whereas intensivists and hospitalists tended to frame examples within an interpersonal context. CONCLUSIONS We identified four overarching ways in which HPE workplace teachers perceived learners as appearing to be cognitively overloaded. Workplace teachers and learners should be mindful of and watch for these signs, which may signal states of cognitive overload. Earlier recognition of cognitive overload may facilitate timely action to reduce cognitive overload and promote learning.
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Affiliation(s)
- Justin L Sewell
- Division of Gastroenterology, Department of Medicine, Zuckerberg San Francisco General Hospital, University of California San Francisco, San Francisco, California, USA
| | - Lekshmi Santhosh
- Division of Pulmonary and Critical Care Medicine, Department of Medicine, University of California San Francisco, San Francisco, California, USA
| | - Patricia S O'Sullivan
- Department of Medicine, University of California San Francisco, San Francisco, California, USA
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Sewell JL, Bowen JL, Cate OT, O'Sullivan PS, Shah B, Boscardin CK. Learning Challenges, Teaching Strategies, and Cognitive Load: Insights From the Experience of Seasoned Endoscopy Teachers. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:794-802. [PMID: 31425188 DOI: 10.1097/acm.0000000000002946] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
PURPOSE Learners of medical procedures must develop, refine, and apply schemas for both cognitive and psychomotor constructs, which may strain working memory capacity. Procedures with limitations in visual and tactile information may add risk of cognitive overload. The authors sought to elucidate how experienced procedural teachers perceived learners' challenges and their own teaching strategies in the exemplar setting of gastrointestinal endoscopy. METHOD The authors interviewed 22 experienced endoscopy teachers in the United States, Canada, and the Netherlands between May 2016 and March 2019 and performed thematic analysis using template analysis method. Interviews addressed learner challenges and teaching strategies from the teacher participants' perspectives. Cognitive load theory informed data interpretation and analysis. RESULTS Participants described taking steps to "diagnose" trainee ability and identify struggling trainees. They described learning challenges related to trainees (performance over mastery goal orientation, low self-efficacy, lack of awareness), tasks (psychomotor challenges, mental model development, tactile understanding), teachers (teacher-trainee relationship, inadequate teaching, teaching variability), and settings (internal/external distractions, systems issues). Participants described employing strategies that could match intrinsic load to learners' levels (teaching along developmental continuum, motor instruction, technical assistance/takeover), minimize extraneous load (optimize environment, systems solutions, emotional support, define expectations), and optimize germane load (promote mastery, teach schemas, stop and focus). CONCLUSIONS Participants provided insight into possible challenges while learning complex medical procedures with limitations in sensory channels, as well as teaching strategies that may address these challenges at individual and systems levels. Using cognitive load theory, the authors provide recommendations for procedural teachers.
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Affiliation(s)
- Justin L Sewell
- J.L. Sewell is associate professor, Division of Gastroenterology, Department of Medicine, Zuckerberg San Francisco General Hospital, University of California, San Francisco, San Francisco, California; ORCID: http://orcid.org/0000-0003-4049-2874. J.L. Bowen is professor, Department of Medical Education and Clinical Sciences, and associate dean for curriculum, Elson S. Floyd College of Medicine, Washington State University, Spokane, Washington. O. ten Cate is professor, Medical Education, University Medical Center Utrecht, Utrecht, The Netherlands, and adjunct professor, Department of Medicine University of California, San Francisco, San Francisco, California; ORCID: http://orcid.org/0000-0002-6379-8780. P.S. O'Sullivan is professor, Department of Medicine, and director of research and development in medical education, Center for Faculty Educators, University of California, San Francisco, San Francisco, California; ORCID: http://orcid.org/0000-0002-8706-4095. B. Shah is associate professor, Division of Gastroenterology, Department of Medicine, Department of Geriatrics and Palliative Medicine, Department of Medical Education, Icahn School of Medicine at Mount Sinai, New York, New York. C.K. Boscardin is associate professor, Department of Medicine, University of California, San Francisco, San Francisco, California
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Gorlin EI, Teachman BA. It matters what and why we forget: Comment on Fawcett and Hulbert. JOURNAL OF APPLIED RESEARCH IN MEMORY AND COGNITION 2020. [DOI: 10.1016/j.jarmac.2019.12.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Marmeleira J, Duarte Santos G. Do Not Neglect the Body and Action: The Emergence of Embodiment Approaches to Understanding Human Development. Percept Mot Skills 2019; 126:410-445. [PMID: 30841786 DOI: 10.1177/0031512519834389] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
It is becoming clear that to truly understand what it is to be human, focusing scientific efforts on the mind alone is insufficient. We are embodied minds, living and acting in a world full of meaningful things. In this article, we discuss how science has been informed by important research insights into the close relationship between the body, the mind, and the world. These interactions can be translated into embodied perspectives of human development. We provide evidence that perception, cognition, emotion, human relations, and behavior are grounded in our bodies from the beginning of our lives. From this perspective, the body cannot be assumed to be simply an effector for cognition or an instrument for collecting information for the brain. This comprehensive review and debate of embodied-related literature is accompanied by the identification of theoretical challenges and practical applications that will shape research for years to come.
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Affiliation(s)
- José Marmeleira
- 1 Department of Sport and Health, School of Sciences and Technology, University of Évora, Portugal
- 2 Comprehensive Health Research Centre, University of Évora, Portugal
- 3 Research Centre in Sports Sciences, Health Sciences and Human Development (CIDESD), Portugal
| | - Graça Duarte Santos
- 4 Department of Psychology, School of Social Sciences, University of Évora, Portugal
- 5 Research Center in Education and Psychology, University of Évora, Portugal
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Bechtold L, Bellebaum C, Egan S, Tettamanti M, Ghio M. The role of experience for abstract concepts: Expertise modulates the electrophysiological correlates of mathematical word processing. BRAIN AND LANGUAGE 2019; 188:1-10. [PMID: 30428400 DOI: 10.1016/j.bandl.2018.10.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2018] [Revised: 09/25/2018] [Accepted: 10/19/2018] [Indexed: 06/09/2023]
Abstract
Embodied theories assign experience a crucial role in shaping conceptual representations. Supporting evidence comes mostly from studies on concrete concepts, where e.g., motor expertise facilitated action concept processing. This study examined experience-dependent effects on abstract concept processing. We asked participants with high and low mathematical expertise to perform a lexical decision task on mathematical and nonmathematical abstract words, while acquiring event-related potentials. Analyses revealed an interaction of expertise and word type on the amplitude of a fronto-central N400 and a centro-parietal late positive component (LPC). For mathematical words, we found a trend for a lower N400 and a significantly higher LPC amplitude in experts compared to nonexperts. No differences between groups were found for nonmathematical words. The results suggest that expertise affects the processing stages of semantic integration and memory retrieval specifically for expertise-related concepts. This study supports the generalization of experience-dependent conceptual processing mechanisms to the abstract domain.
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Affiliation(s)
- Laura Bechtold
- Institute for Experimental Psychology, Heinrich Heine University, Düsseldorf, Germany.
| | - Christian Bellebaum
- Institute for Experimental Psychology, Heinrich Heine University, Düsseldorf, Germany
| | - Sophie Egan
- Institute for Experimental Psychology, Heinrich Heine University, Düsseldorf, Germany
| | - Marco Tettamanti
- Division of Neuroscience, IRCCS San Raffaele Scientific Institute, Milano, Italy
| | - Marta Ghio
- Institute for Experimental Psychology, Heinrich Heine University, Düsseldorf, Germany
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