Reducing failures of working memory with performance feedback

Entering into a self-regulated learning mode prevents detrimental effects of feedback removal on memory

Incentives can decrease performance by undermining intrinsic motivation. How such an interplay of external reinforcers and internal self-regulation influences memory processes, however, is less known. Here, we investigated their interaction on memory performance while learning the meaning of new-words from their context. Specifically, participants inferred congruent meanings of new-words from semantic context (congruent trials) or lack of congruence (incongruent trials), while receiving external feedback in the first or second half of trials only. Removing feedback during learning of congruent word meanings lowered subsequent recognition rates a day later, whereas recognition remained high in the group, which received feedback only in the second half. In contrast, feedback did not substantially alter recognition rates for learning that new-words had no congruent meanings. Our findings suggest that external reinforcers can selectively impair memories if internal self-regulated processes are not already established, but whether they do so depends on what is being learned (specific word-meanings vs. unspecific incongruence). This highlights the relevance of self-regulated learning in education to support stable memory formation.

Executive Functions in Social Context: Implications for Conceptualizing, Measuring, and Supporting Developmental Trajectories

Success in life is linked to executive functions, a collection of cognitive processes that support goal-directed behaviors. Executive functions is an umbrella term related to cognitive control, self-control, and more. Variations in executive functioning predict concurrent success in schooling, relationships, and behavior, as well as important life outcomes years later. Such findings may suggest that certain individuals are destined for good executive functioning and success. However, environmental influences on executive function and development have long been recognized. Recent research in this tradition demonstrates the power of social contextual influences on children's engagement of executive functions. Such findings suggest new interpretations of why individuals differ in executive functioning and associated life outcomes, including across cultures and socioeconomic statuses. These findings raise fundamental questions about how best to conceptualize, measure, and support executive functioning across diverse contexts. Future research addressing real-world dynamics and computational mechanisms will elucidate how executive functioning emerges in the world.

Δ9-Tetrahydrocannabinol (THC) impairs visual working memory performance: a randomized crossover trial

With the increasing prevalence of legal cannabis use and availability, there is an urgent need to identify cognitive impairments related to its use. It is widely believed that cannabis, or its main psychoactive component Δ9-tetrahydrocannabinol (THC), impairs working memory, i.e., the ability to temporarily hold information in mind. However, our review of the literature yielded surprisingly little empirical support for an effect of THC or cannabis on working memory. We thus conducted a study with three main goals: (1) quantify the effect of THC on visual working memory in a well-powered sample, (2) test the potential role of cognitive effects (mind wandering and metacognition) in disrupting working memory, and (3) demonstrate how insufficient sample size and task duration reduce the likelihood of detecting a drug effect. We conducted two double-blind, randomized crossover experiments in which healthy adults (N = 23, 23) performed a reliable and validated visual working memory task (the "Discrete Whole Report task", 90 trials) after administration of THC (7.5 and/or 15 mg oral) or placebo. We also assessed self-reported "mind wandering" (Exp 1) and metacognitive accuracy about ongoing task performance (Exp 2). THC impaired working memory performance (d = 0.65), increased mind wandering (Exp 1), and decreased metacognitive accuracy about task performance (Exp 2). Thus, our findings indicate that THC does impair visual working memory, and that this impairment may be related to both increased mind wandering and decreased monitoring of task performance. Finally, we used a down-sampling procedure to illustrate the effects of task length and sample size on power to detect the acute effect of THC on working memory.

Pupillometry tracks fluctuations in working memory performance

In 3 experiments, we examined fluctuations in working memory (WM) performance and associated changes in pretrial and task-evoked pupil diameter. Additionally, we examined whether particularly poor trials were accompanied by self-reports of off-task attentional states. The results demonstrated that task-evoked pupillary responses can be used to measure moment-to-moment fluctuations in the success of WM maintenance during delay intervals. Further, when individuals reported being in an off-task attentional state, their WM performance suffered. Additionally, when probed directly after a particularly poor trial, participants reported being in an off-task attentional state more often than at random intervals throughout the task. So behavioral, subjective, and physiological data converged when people experienced WM failures. Although pretrial pupil diameter did not consistently differentiate between successful and unsuccessful trials, variability in pretrial pupil diameter accounted for a significant portion of variance in WM task performance. This effect persisted after controlling for mean task-evoked pupillary response and variability in task-evoked pupillary responses. Thus, one of the major reasons people varied in the consistency with which they utilized their WM system was variability in arousal. Such variability in arousal is potentially due to variation in the functioning of the locus coeruleus-norepinephrine (LC-NE) neuromodulatory system, and thus may underlie individual differences in WM capacity and attention control.

Neural Evidence for the Contribution of Active Suppression During Working Memory Filtering

In order to efficiently process incoming visual information, selective attention acts as a filter that enhances relevant and suppresses irrelevant information. In this study, we used an event-related potential (ERP) approach with systematic lateralization to investigate enhancement and suppression during encoding of information into visual working memory (WM) separately. We used a change detection task in which observers had to memorize some items while ignoring other items. We found that the to-be-ignored items elicited a PD component in the ERP, suggesting that irrelevant information is actively suppressed from WM. The PD amplitude increased with distractor load and decreased with the ability to group distractors according to Gestalt principles. This suggests that the PD can be used as an indicator of how efficiently items can be suppressed from entering WM. Furthermore, while lateral memory-targets elicited a "traditional" CDA (starting ~300 ms), lateral memory-distractors elicited a sustained positivity contralateral to memory-distractors (CDAp, starting ~400 ms). In sum the results suggest that inhibition of irrelevant information is an important factor for efficient WM and is reflected in spontaneous (PD) and sustained suppression (CDAp).

Improvements to visual working memory performance with practice and feedback

Visual working memory capacity is estimated to be around 3-4 items, but on some trials participants fail to correctly report even a single item from the memory array. Such failures of working memory performance are surprisingly common, and participants have poor self-awareness of them. Previous work has shown that behavioral feedback can reduce the frequency of working memory failures, but the benefits of feedback disappeared immediately after it was taken away. Here, we tested whether extended practice with or without trial-by-trial feedback would lead to persistent improvements in working memory performance. Participants were assigned to one of four groups: (1) Working memory practice with feedback (2) Working memory practice without feedback (3) Crossword puzzle active control (4) No-contact control. Consistent with previous work, simple practice with a visual working memory task robustly improved working memory performance across practice sessions. However, we found only partial support for the efficacy of feedback in improving working memory performance. Practicing with feedback improved working memory performance relative to a no-feedback group for some practice sessions. However, the feedback benefits did not persist across all training sessions and did not transfer to a final test session without the feedback. Thus, the benefits of performance feedback did not persist over time. Further, we found only stimulus-specific transfer of visual working memory practice benefits. We also found that participants' metaknowledge improved with practice, but that receiving feedback about task accuracy actually slightly harmed the accuracy of concurrent metaknowledge ratings. Finally, we discuss important design considerations for future work in this area (e.g. power, expectations, and "spacing effects"). For example, we found that achieved statistical power to detect a between-groups effect declined with practice. This finding has potentially critical implications for any study using a 1-session study to calculate power for a planned multi-session study.

A Usability Study of a Serious Game in Cognitive Rehabilitation: A Compensatory Navigation Training in Acquired Brain Injury Patients

Acquired brain injury patients often report navigation impairments. A cognitive rehabilitation therapy has been designed in the form of a serious game. The aim of the serious game is to aid patients in the development of compensatory navigation strategies by providing exercises in 3D virtual environments on their home computers. The objective of this study was to assess the usability of three critical gaming attributes: movement control in 3D virtual environments, instruction modality and feedback timing. Thirty acquired brain injury patients performed three tasks in which objective measures of usability were obtained. Mouse controlled movement was compared to keyboard controlled movement in a navigation task. Text-based instructions were compared to video-based instructions in a knowledge acquisition task. The effect of feedback timing on performance and motivation was examined in a navigation training game. Subjective usability ratings of all design options were assessed using questionnaires. Results showed that mouse controlled interaction in 3D environments is more effective than keyboard controlled interaction. Patients clearly preferred video-based instructions over text-based instructions, even though video-based instructions were not more effective in context of knowledge acquisition and comprehension. No effect of feedback timing was found on performance and motivation in games designed to train navigation abilities. Overall appreciation of the serious game was positive. The results provide valuable insights in the design choices that facilitate the transfer of skills from serious games to real-life situations.

Confident failures: Lapses of working memory reveal a metacognitive blind spot

Working memory performance fluctuates dramatically from trial to trial. On many trials, performance is no better than chance. Here, we assessed participants' awareness of working memory failures. We used a whole-report visual working memory task to quantify both trial-by-trial performance and trial-by-trial subjective ratings of inattention to the task. In Experiment 1 (N = 41), participants were probed for task-unrelated thoughts immediately following 20% of trials. In Experiment 2 (N = 30), participants gave a rating of their attentional state following 25% of trials. Finally, in Experiments 3a (N = 44) and 3b (N = 34), participants reported confidence of every response using a simple mouse-click judgment. Attention-state ratings and off-task thoughts predicted the number of items correctly identified on each trial, replicating previous findings that subjective measures of attention state predict working memory performance. However, participants correctly identified failures on only around 28% of failure trials. Across experiments, participants' metacognitive judgments reliably predicted variation in working memory performance but consistently and severely underestimated the extent of failures. Further, individual differences in metacognitive accuracy correlated with overall working memory performance, suggesting that metacognitive monitoring may be key to working memory success.

Recent theoretical, neural, and clinical advances in sustained attention research

Models of attention often distinguish among attention subtypes, with classic models separating orienting, switching, and sustaining functions. Compared with other forms of attention, the neurophysiological basis of sustaining attention has received far less notice, yet it is known that momentary failures of sustained attention can have far-ranging negative effects in healthy individuals, and lasting sustained attention deficits are pervasive in clinical populations. In recent years, however, there has been increased interest in characterizing moment-to-moment fluctuations in sustained attention, in addition to the overall vigilance decrement, and understanding how these neurocognitive systems change over the life span and across various clinical populations. The use of novel neuroimaging paradigms and statistical approaches has allowed for better characterization of the neural networks supporting sustained attention and has highlighted dynamic interactions within and across multiple distributed networks that predict behavioral performance. These advances have also provided potential biomarkers to identify individuals with sustained attention deficits. These findings have led to new theoretical models explaining why sustaining focused attention is a challenge for individuals and form the basis for the next generation of sustained attention research, which seeks to accurately diagnose and develop theoretically driven treatments for sustained attention deficits that affect a variety of clinical populations.