ERP Evidence for Ultra-Fast Semantic Processing in the Picture-Word Interference Paradigm

We used the event-related potential (ERP) approach combined with a subtraction technique to explore the timecourse of activation of semantic and phonological representations in the picture–word interference paradigm. Subjects were exposed to to-be-named pictures superimposed on to-be-ignored semantically related, phonologically related, or unrelated words, and distinct ERP waveforms were generated time-locked to these different classes of stimuli. Difference ERP waveforms were generated in the semantic condition and in the phonological condition by subtracting ERP activity associated with unrelated picture–word stimuli from ERP activity associated with related picture–word stimuli. We measured both latency and amplitude of these difference ERP waveforms in a pre-articulatory time-window. The behavioral results showed standard interference effects in the semantic condition, and facilitatory effects in the phonological condition. The ERP results indicated a bimodal distribution of semantic effects, characterized by the extremely rapid onset (at about 100 ms) of a primary component followed by a later, distinct, component. Phonological effects in ERPs were characterized by components with later onsets and distinct scalp topography of ERP sources relative to semantic ERP components. Regression analyses revealed a covariation between semantic and phonological behavioral effect sizes and ERP component amplitudes, and no covariation between the behavioral effects and ERP component latency. The early effect of semantic distractors is thought to reflect very fast access to semantic representations from picture stimuli modulating on-going orthographic processing of distractor words.

Statistical learning and dyslexia: a systematic review

The existing literature on developmental dyslexia (hereafter: dyslexia) often focuses on isolating cognitive skills which differ across dyslexic and control participants. Among potential correlates, previous research has studied group differences between dyslexic and control participants in performance on statistical learning tasks. A statistical learning deficit has been proposed to be a potential cause and/or a marker effect for early detection of dyslexia. It is therefore of practical importance to evaluate the evidence for a group difference. From a theoretical perspective, such a group difference would provide information about the causal chain from statistical learning to reading acquisition. We provide a systematic review of the literature on such a group difference. We conclude that there is insufficient high-quality data to draw conclusions about the presence or absence of an effect.

Neighborhood effects in reading aloud: new findings and new challenges for computational models

A word from a dense neighborhood is often read aloud faster than a word from a sparse neighborhood. This advantage is usually attributed to orthography, but orthographic and phonological neighbors are typically confounded. Two experiments investigated the effect of neighborhood density on reading aloud when phonological density was varied while orthographic density was held constant, and vice versa. A phonological neighborhood effect was observed, but not an orthographic one. These results are inconsistent with the predominant role ascribed to orthographic neighbors in accounts of visual word recognition and reading aloud. Consistent with this interpretation, 6 different computational models of reading aloud failed to simulate this pattern of results. The results of the present experiments thus provide a new understanding of some of the processes underlying reading aloud, and new challenges for computational models.

Colors, colored overlays, and reading skills

In this article, we are concerned with the role of colors in reading written texts. It has been argued that colored overlays applied above written texts positively influence both reading fluency and reading speed. These effects would be particularly evident for those individuals affected by the so called Meares-Irlen syndrome, i.e., who experience eyestrain and/or visual distortions – e.g., color, shape, or movement illusions – while reading. This condition would interest the 12–14% of the general population and up to the 46% of the dyslexic population. Thus, colored overlays have been largely employed as a remedy for some aspects of the difficulties in reading experienced by dyslexic individuals, as fluency and speed. Despite the wide use of colored overlays, how they exert their effects has not been made clear yet. Also, according to some researchers, the results supporting the efficacy of colored overlays as a tool for helping readers are at least controversial. Furthermore, the very nature of the Meares-Irlen syndrome has been questioned. Here we provide a concise, critical review of the literature.

Registered Replication Report on Fischer, Castel, Dodd, and Pratt (2003)

The attentional spatial-numerical association of response codes (Att-SNARC) effect (Fischer, Castel, Dodd, & Pratt, 2003)—the finding that participants are quicker to detect left-side targets when the targets are preceded by small numbers and quicker to detect right-side targets when they are preceded by large numbers—has been used as evidence for embodied number representations and to support strong claims about the link between number and space (e.g., a mental number line). We attempted to replicate Experiment 2 of Fischer et al. by collecting data from 1,105 participants at 17 labs. Across all 1,105 participants and four interstimulus-interval conditions, the proportion of times the effect we observed was positive (i.e., directionally consistent with the original effect) was .50. Further, the effects we observed both within and across labs were minuscule and incompatible with those observed by Fischer et al. Given this, we conclude that we failed to replicate the effect reported by Fischer et al. In addition, our analysis of several participant-level moderators (finger-counting habits, reading and writing direction, handedness, and mathematics fluency and mathematics anxiety) revealed no substantial moderating effects. Our results indicate that the Att-SNARC effect cannot be used as evidence to support strong claims about the link between number and space.

Measuring inconsistencies can lead you forward: Imageability and the x-ception theory

According to the traditional view, both imageability and concreteness ratings reflect the way word meanings rely on information mediated by the senses. As a consequence, the two measures should and do correlate. The link between these two indexes was already hypothesized and demonstrated by Paivio et al. (1968) in a seminal article, where they introduced the idea of imageability ratings for the first time. However, in this first study, they also noted a contrasting pattern in the ratings for imageability and concreteness with some words that refer to affective attitudes or emotional states receiving high imageability but low concreteness ratings. Recent studies confirm this inconsistency (e.g., Altarriba and Bauer, 2004) leading to the claim that emotion words form a particular class of terms different from both concrete and abstract words. Here we use the MRC psycholinguistic database to show that the there are other classes of terms for which imageability and concreteness are uncorrelated. We show that the common feature of these word classes is that they directly or indirectly refer to proprioceptive, interoceptive, or affective states, i.e., to internal, body-related, sensory experiences. Thus, imageability and concreteness can no longer be considered interchangeable constructs; rather, imageability is a different, and perhaps more interesting, measure: it not only reflects the ease with which memories of external events come to mind, as previously hypothesized, but also reflects the ease with which memories of internal events come to mind.

What Phonological Facilitation Tells about Semantic Interference: A Dual-Task Study

Despite increasing interest in the topic, the extent to which linguistic processing demands attentional resources remains poorly understood. We report an empirical re-examination of claims about lexical processing made on the basis of the picture–word interference task when merged in a dual-task psychological refractory period (PRP) paradigm. Two experiments were conducted in which participants were presented with a tone followed, at varying stimulus onset asynchronies (SOAs), by a picture–word stimulus. In Experiment 1, the phonological relatedness between pictures and words was manipulated. Begin- and end-related words decreased picture naming latencies relative to unrelated words. This effect was additive with SOA effects. In Experiment 2, both the semantic and the phonological relatedness between pictures and words were manipulated. Replicating Experiment 1, effects arising from the phonological manipulation were additive with SOA effects on picture naming latencies. In contrast, effects arising from the semantic manipulation were under additive with SOA effects on picture naming latencies, that is, semantic interference decreased as SOA was decreased. Such contrastive pattern suggests that semantic and phonological effects on picture naming latencies are characterized by distinguishable sources, the former prior to the PRP bottleneck and the latter at the PRP bottleneck or after. The present findings are discussed in relation to current models of language production.

Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy

In this work we propose the use of Entropy to measure variability in pronunciations in pseudowords reading aloud: pseudowords where participants give many different pronunciations receive higher Entropy values. Monolingual adults, monolingual children, and bilingual children proficient in different European languages varying in orthographic depth were tested. We predicted that Entropy values will increase with increasing orthographic depth. Moreover, higher Entropy was expected for younger than older children, as reading experience improves the knowledge of grapheme-phoneme correspondences (GPCs). We also tested if interference from a second language would lead to higher Entropy. Results show that orthographic depth affects Entropy, but only when the items are not strictly matched across languages. We also found that Entropy decreases across age, suggesting that GPC knowledge becomes refined throughout grades 2-4. We found no differences between bilingual and monolingual children. Our results indicate that item characteristics play a fundamental role in pseudoword pronunciation variability, that reading experience is associated with reduced variability in responses, and that in bilinguals' knowledge of a second orthography does not seem to interfere with pseudoword reading aloud.

Event-related potential evidence for two functionally dissociable sources of semantic effects in the attentional blink

Three target words (T1, T2, and T3) were embedded in a rapid serial visual presentation (RSVP) stream of non-word distractors, and participants were required to report the targets at the end of each RSVP stream. T2 and T3 were semantically related words in half of the RSVP streams, and semantically unrelated words in the other half of the RSVP streams. Using an identical design, a recent study reported distinct reflections of the T2–T3 semantic relationship on the P2 and N400 components of event-related potentials (ERPs) time-locked to T3, suggesting an early, automatic, source of P2 semantic effects and a late, controlled, source of N400 semantic effects. Here, P2 and N400 semantic effects were examined by manipulating list-wide context. Relative to participants performing in a semantically unbiased context, participants over-exposed to filler RSVP streams always including semantically related T2/T3 words reported a dilution of T3-locked P2 semantic effects and a magnification of T3-locked N400 semantic effects. Opposite effects on P2 and N400 ERP components of list-wide semantic context are discussed in relation to recent proposals on the representational status of RSVP targets at processing stages prior to consolidation in visual short-term memory.

Zeading and reazing: which is faster? The position of the diverging letter in a pseudoword determines reading time

We present evidence that (a) at least some components of the reading process are serial and (b) pseudoword reading is affected by lexical knowledge, even in a transparent orthographic system like Italian. Pseudowords deriving from five-letter words by changing either the first or the fourth letter were presented for reading aloud. Results showed an effect of the position of the diverging letter: Early diverging pseudowords were read more slowly than late diverging pseudowords. The dual-route cascaded (DRC) model (Coltheart, Rastle, Perry, Langdon, & Ziegler, 2001) successfully simulated the behavioural data.

The role of the sound of objects in object identification: evidence from picture naming

In the present work we were concerned with the role of sound representations in object recognition. In order to address this issue we made use of a picture naming task in which target pictures might be accompanied by a white-noise burst. White-noise was thought to interfere with the representation of the sound possibly associated with the depicted object. We reasoned that if such a representation is critical for the recognition of objects strongly associated with certain sounds, white-noise interference should affect the naming of pictures representing objects with typical sounds leaving the naming of object without typical sounds unaffected. The results were congruent with the predictions and consistent with a view of the semantic representations of objects as collection of related representations, modal in nature, and mandatorily accessed.

Advanced driver assistance systems: Using multimodal redundant warnings to enhance road safety

This study investigated whether multimodal redundant warnings presented by advanced assistance systems reduce brake response times. Warnings presented by assistance systems are designed to assist drivers by informing them that evasive driving maneuvers are needed in order to avoid a potential accident. If these warnings are poorly designed, they may distract drivers, slow their responses, and reduce road safety. In two experiments, participants drove a simulated vehicle equipped with a forward collision avoidance system. Auditory, vibrotactile, and multimodal warnings were presented when the time to collision was shorter than five seconds. The effects of these warnings were investigated with participants performing a concurrent cell phone conversation (Exp. 1) or driving in high-density traffic (Exp. 2). Braking times and subjective workload were measured. Multimodal redundant warnings elicited faster braking reaction times. These warnings were found to be effective even when talking on a cell phone (Exp. 1) or driving in dense traffic (Exp. 2). Multimodal warnings produced higher ratings of urgency, but ratings of frustration did not increase compared to other warnings. Findings obtained in these two experiments are important given that faster braking responses may reduce the potential for a collision.

The development of lexical representations: evidence from the position of the diverging letter effect

In this article, the position of the diverging letter effect has been used to investigate the interactions between lexical and sublexical information during reading acquisition. The position of the diverging letter effect refers to the fact that nonwords derived from words by changing a letter are read more quickly when the diverging letter is toward the end of the string than when it is at the beginning. The position of the diverging letter effect has been explained as a result of the interaction between sublexical procedures, which operate serially, and lexical procedures, which operate in parallel, on the letter string. We demonstrated that the literacy level of the reader determines whether facilitation or interference effects for late diverging nonwords are observed. The oldest children showed the same effect as that shown by the adults. The youngest children showed a reversed pattern; late diverging nonwords were read more slowly and less accurately than early diverging nonwords. We propose that this pattern is due to the combination of (a) the readiness with which lexical information (which increases as literacy increases) is activated and (b) the refining of the mechanism that balances the contributions of the lexical and sublexical procedures.

Axiom, Anguish, and Amazement: How Autistic Traits Modulate Emotional Mental Imagery

Individuals differ in their ability to feel their own and others’ internal states, with those that have more autistic and less empathic traits clustering at the clinical end of the spectrum. However, when we consider semantic competence, this group could compensate with a higher capacity to imagine the meaning of words referring to emotions. This is indeed what we found when we asked people with different levels of autistic and empathic traits to rate the degree of imageability of various kinds of words. But this was not the whole story. Individuals with marked autistic traits demonstrated outstanding ability to imagine theoretical concepts, i.e., concepts that are commonly grasped linguistically through their definitions. This distinctive characteristic was so pronounced that, using tree-based predictive models, it was possible to accurately predict participants’ inclination to manifest autistic traits, as well as their adherence to autistic profiles – including whether they fell above or below the diagnostic threshold – from their imageability ratings. We speculate that this quasi-perceptual ability to imagine theoretical concepts represents a specific cognitive pattern that, while hindering social interaction, may favor problem solving in abstract, non-socially related tasks. This would allow people with marked autistic traits to make use of perceptual, possibly visuo-spatial, information for “higher” cognitive processing.

Does Perceptual Simulation Explain Spatial Effects in Word Categorization?

In three experiments we investigated the origin of the effects of the compatibility between the typical location of entities denoted by written words (e.g., “up” for eagle and “down” for carpet) and either the actual position of the words on the screen (e.g., upper vs. lower part of the screen), or the response position (e.g., upper- vs. lower- key presses) in binary categorization tasks. Contrary to predictions of the perceptual simulation account (Barsalou, 1999), conceptual spatial compatibility effects observed in the present study (faster RTs when the typical position of the stimulus referent in the real word was compatible with either the stimulus or response physical position) seem to be independent of whether there was an overlap between simulated processes possibly triggered by the presented stimulus and sensory-motor processes actually required by the task. Rather, they appear to depend critically on whether the involved stimulus and/or response dimensions had binary, variable (vs. fixed) values. Notably, no stimulus–stimulus compatibility effect was observed in Experiment 3, when the stimulus physical position was presented in a blocked design (i.e., it was kept constant within each block of trials). In contrast, in all three experiments, a compatibility effect between response position and another (non-spatial) conceptual dimension of the stimulus (i.e., its semantic category) was observed (i.e., an effect analogous to the MARC [linguistic markedness of response codes] effect, which is usually observed in the number domain; Nuerk et al., 2004). This pattern of results is fully accounted for by the polarity principle, according to which these effects originate from the alignment of the polarities of either different stimulus dimensions or stimulus and response dimensions.

A cross-cultural study of the effect of parental bonding on the perception and response to criticism in Singapore, Italy and USA

Parents play a primary and crucial role in emotional socialisation processes in children where individuals learn the expression, understanding and regulation of emotions. Parenting practices and dimensions of the parent-child relationship have been associated with social and emotional processes in children. As criticism involves negative emotional reactions and emotion regulation, the parent-child relationship is likely to influence an individual's perception and response to criticism. Hence, the present study investigated the relationship of parental bonding and the perception and response to criticism in three different countries-Singapore, Italy and USA. Adult participants (n = 444) completed the Parental Bonding Inventory (PBI) and measures of criticism. Parental care, overprotection and country were found to be significant predictors of a tendency to perceive criticism as destructive. Higher levels of parental care predicted a lower tendency to perceive criticism as destructive while higher levels of parental overprotection predicted a higher tendency to perceive criticism as destructive. US American participants were found to have a significantly higher tendency to perceive criticism as destructive compared to Italian and Singaporean participants. The findings align with past research on the role of the parent-child relationship in the socio-emotional development of children as well as providing insight into a specific aspect in social interaction; perception and response to criticism, being affected. Future studies can look to investigate this relationship further in different countries in light of cultural variation in parenting styles and emotion experience, expression and regulation.

Distinguishing Target From Distractor in Stroop, Picture-Word, and Word-Word Interference Tasks

Lexical selection-both during reading aloud and speech production-involves selecting an intended word, while ignoring irrelevant lexical activation. This process has been studied by the use of interference tasks. Examples are the Stroop task, where participants ignore the written color word and name the color of the ink, picture-word interference tasks, where participants name a picture while ignoring a super-imposed written word, or word-word interference (WWI) tasks, where two words are presented and the participants need to respond to only one, based on an pre-determined visual feature (e.g., color, position). Here, we focus on the WWI task: it is theoretically impossible for existing models to explain how the cognitive system can respond to one stimulus and block the other, when they are presented by the same modality (i.e., they are both words). We describe a solution that can explain performance on the WWI task: drawing on the literature on visual attention, we propose that the system creates an object file for each perceived object, which is continuously updated with increasingly complete information about the stimulus, such as the task-relevant visual feature. Such a model can account for performance on all three tasks.

Precision teaching to improve drivers' lane maintenance

INTRODUCTION

This study investigates the effect of precision teaching signals on lane maintenance.

METHODS

In experiment 1, the control group drove a simulator with no signals. In experiment 2, drivers were presented with auditory signals depending on their position within or outside the lane. In experiment 3, visual signals were presented in addition to auditory signals to examine the effect of redundancy on drivers' lane maintenance.

RESULTS

Results showed an improvement in lane maintenance in experiment 2. Cross-experiment analysis indicated this effect not to be the result of learning. Data from experiment 3 also showed that presenting redundant signals did not further reduce lane variability or help drivers maintain a more central position within the lane.

CONCLUSIONS

Taken together, data suggest precision teaching be effective as an educational tool to improve lane maintenance. Practical Applications: Our study shows the potential for precision teaching to serve as a valuable tool in driver training.