Higher judgements of learning for emotional words: processing fluency or memory beliefs?

Previous research has shown that emotionally-valenced words are given higher judgements of learning (JOLs) than are neutral words. The current study examined potential explanations for this emotional salience effect on JOLs. Experiment 1 replicated the basic emotionality/JOL effect. In Experiments 2A and 2B, we used pre-study JOLs and assessed memory beliefs qualitatively, finding that, on average, participants believed that positive and negative words were more memorable than neutral words. Experiment 3 utilised a lexical decision task, resulting in lower reaction times (RTs) for positive words than for neutral words, but equivalent RTs for negative and neutral words, suggesting that processing fluency may partially account for higher JOLs for positive words, but not for negative words. Finally, we conducted a series of moderation analyses in Experiment 4 which assessed the relative contributions of fluency and beliefs to JOLs by measuring both factors in the same participants, showing that RTs made no significant contribution to JOLs for either positive or negative words. Our findings suggest that although positive words may be more fluently processed than neutral words, memory beliefs are the primary factor underlying higher JOLs for both positive and negative words.

Louder = Larger = Clearer

Abstract. Past research found robust metamemory illusions about the effects of font type, word-pair identity, volume, and font size on memory that are assumed to share a common cause, such as fluency. The current study simultaneously assessed all four metamemory illusions from vignettes alongside items assessing the belief that fluency benefits memory and that more is generally better. The typical metamemory illusions replicated in all samples. Confirmatory factor and structural equation modeling confirmed that at least the perceptual metamemory illusions (font type, volume, font size) can be explained by one latent factor, which was, however, not related to latent factors capturing the belief that fluency benefits memory or that more is better.

How do task characteristics affect learning and performance? The roles of simultaneous, interactive, and continuous tasks

Why are some tasks more difficult to learn than others? Hoffman et al. (Accelerated expertise: training for high proficiency in a complex world. Psychology Press, New York, 2014) hypothesized that certain task characteristics-termed "dimensions of difficulty"-hindered learning and performance. Previously, we tested two dimensions: consistent vs. variably mapped and static vs. dynamic. Here, we test three more dimensions of difficulty: sequential vs. simultaneous, discrete vs. continuous, and separable vs. interactive. In each study, we manipulate a single task feature (dimension of difficulty) while holding all others constant. Tasks with continuous (rather than discrete) features slowed participants' performance but did not impair learning. Learning and performance were unimpaired in tasks with interactive (rather than largely separable) processes. By contrast, we found strong evidence that simultaneous tasks (i.e., those that demand multitasking) inhibit learning, slow performance, and increase task errors. Importantly, this occurred in the absence of perceptual and mechanical bottlenecks present in most other studies of multitasking. We also are the first to examine simultaneity on learning a new task while controlling for other dimensions of difficulty. We discuss the potential impact of these results on current theory and application to real-world domains.

The Role of Task Understanding on Younger and Older Adults' Performance

Objectives

Age-related performance decrements have been linked to inferior strategic choices. Strategy selection models argue that accurate task representations are necessary for choosing appropriate strategies. But no studies to date have compared task representations in younger and older adults. Metacognition research suggests age-related deficits in updating and utilizing strategy knowledge, but other research suggests age-related sparing when information can be consolidated into a coherent mental model.

Method

Study 1 validated the use of concept mapping as a tool for measuring task representation accuracy. Study 2 measured task representations before and after a complex strategic task to test for age-related decrements in task representation formation and updating.

Results

Task representation accuracy and task performance were equivalent across age groups. Better task representations were related to better performance. However, task representation scores remained fairly stable over the task with minimal evidence of updating.

Discussion

Our findings mirror those in the mental model literature suggesting age-related sparing of strategy use when information can be integrated into a coherent mental model. Future research should manipulate the presence of a unifying context to better evaluate this hypothesis.

How do task characteristics affect learning and performance? The roles of variably mapped and dynamic tasks

For well over a century, scientists have investigated individual differences in performance. The majority of studies have focused on either differences in practice, or differences in cognitive resources. However, the predictive ability of either practice or cognitive resources varies considerably across tasks. We are the first to examine task characteristics' impact on learning and performance in a complex task while controlling for other task characteristics. In 2 experiments we test key theoretical task characteristic thought to moderate the relationship between practice, cognitive resources, and performance. We devised a task where each of several key task characteristics can be manipulated independently. Participants played 5 rounds of a game similar to the popular tower defense videogame Plants vs. Zombies where both cognitive load and game characteristics were manipulated. In Experiment 1, participants either played a consistently mapped version-the stimuli and the associated meaning of their properties were constant across the 5 rounds-or played a variably mapped version-the stimuli and the associated meaning of their properties changed every few minutes. In Experiment 2, participants either played a static version-that is, turn taking with no time pressure-or played a dynamic version-that is, the stimuli moved regardless of participants' response rates. In Experiment 1, participants' accuracy and efficiency were substantially hindered in the variably mapped conditions. In Experiment 2, learning and performance accuracy were hindered in the dynamic conditions, especially when under cognitive load. Our results suggest that task characteristics impact the relative importance of cognitive resources and practice on predicting learning and performance. (PsycINFO Database Record

Does the acquisition of spatial skill involve a shift from algorithm to memory retrieval?

Performance on verbal and mathematical tasks is enhanced when participants shift from using algorithms to retrieving information directly from memory (Siegler, 1988a). However, it is unknown whether a shift to retrieval is involved in dynamic spatial skill acquisition. For example, do athletes mentally extrapolate the trajectory of the ball, or do they retrieve the future location from memory? To examine this question, 2 experiments were conducted using a task paradigm similar to the game Pong-a ball was launched from 1 side of the screen and participants attempted to position a paddle to intercept the ball. In Experiment 1, participants responded to a limited number of repeated trajectories. During the learning phase, the response deadline was near the paddle. During the difficult phase, the response deadline was closer to the launch point. During the critical phase, novel trajectories were introduced at the difficult response deadline. If participants are using a retrieval strategy by the critical phase, performance should be significantly worse on the novel trajectories, whereas if they are using an algorithmic strategy, performance on the novel trials should be similar to performance on the repeated trajectories. In Experiment 2, half the participants followed an experimental paradigm similar to Experiment 1 and half experienced all novel trajectories throughout the task. Our results were consistent with a shift from algorithmic processing to retrieval-participants performed significantly better on repeated trajectories relative to novel trajectories. Furthermore, retrieval strategies enhance performance above and beyond what is gained by practicing the algorithm alone. (PsycINFO Database Record

Older Adults' Use of Retrieval Strategies in Everyday Life

BACKGROUND

Despite declines in cognitive abilities, older adults often perform comparable to younger adults in everyday tasks [J Am Geriatr Soc 1999;47:172-183]. Older adults may compensate for cognitive declines by using more efficient strategies. People often improve their efficiency by switching from an algorithmic strategy where information is computed or looked-up, to a strategy where the information is retrieved directly from memory [J Exp Psychol Gen 1988;117:258-275]. However, older adults are reluctant to shift from algorithmic strategies to retrieval strategies in the laboratory, and this reluctance to use retrieval is driven by both bottom-up (slower learning) and top-down influences (memory confidence, motivation to be quick/accurate) [Psychol Aging 2004;19:452-466; Mem Cognit 2004;32:298-310].

OBJECTIVE

We investigated whether bottom-up and top-down factors influence younger and older adults' decisions to use retrieval-based or algorithmic strategies in everyday life.

METHODS

In two studies, participants completed a daily diary for 5 (study 1) or 7 (study 2) days. Participants were asked if and how they completed daily activities within several everyday task domains. They also indicated for how long and how often they completed the specific activity (bottom-up factors), as well as how confident they were in using their memory and how motivated they were to perform the specific activity quickly and accurately (top-down influences).

RESULTS

Both studies provided evidence for bottom-up and top-down influences. Additionally, study 2 found that top-down factors (memory confidence and motivation to be quick) were more important for older compared to younger adults.

CONCLUSION

These results indicate that strategy choices influence older adults' cognitive efficiency in everyday as well as laboratory learning.

Validating older adults' reports of less mind-wandering: An examination of eye movements and dispositional influences

The Control Failures × Concerns theory perspective proposes that mind-wandering occurs, in part, because of failures to inhibit distracting thoughts from entering consciousness (McVay & Kane, 2012). Despite older adults (OAs) exhibiting poorer inhibition, they report less mind-wandering than do young adults (YAs). Proposed explanations include (a) that OAs' thought reports are less valid due to an unawareness of, or reluctance to report, task-unrelated thoughts (TUTs) and (b) that dispositional factors protect OAs from mind-wandering. The primary goal of the current study was to test the validity of thought reports via eye-tracking. A secondary goal was to examine whether OAs' greater mindfulness (Splevins, Smith, & Simpson, 2009) or more positive mood (Carstensen, Isaacowitz, & Charles, 1999) protects them from TUTs. We found that eye movement patterns predicted OAs' TUT reports and YAs' task-related interference (TRI, or thoughts about one's performance) reports. Additionally, poor comprehension was associated with more TUTs in both age groups and more TRI in YAs. These results support the validity of OAs' thought reports. Concerning the second aim of the study, OAs' greater tendency to observe their surroundings (a facet of mindfulness) was related to increased TRI, and OAs' more positive mood and greater motivation partially mediated age differences in TUTs. OAs' reduced TUT reports appear to be genuine and potentially related to dispositional factors.

Switching of ferroelectric polarization in epitaxial BaTiO₃ films on silicon without a conducting bottom electrode

Epitaxial growth of SrTiO₃ on silicon by molecular beam epitaxy has opened up the route to the integration of functional complex oxides on a silicon platform. Chief among them is ferroelectric functionality using perovskite oxides such as BaTiO₃. However, it has remained a challenge to achieve ferroelectricity in epitaxial BaTiO₃ films with a polarization pointing perpendicular to the silicon substrate without a conducting bottom electrode. Here, we demonstrate ferroelectricity in such stacks. Synchrotron X-ray diffraction and high-resolution scanning transmission electron microscopy reveal the presence of crystalline domains with the long axis of the tetragonal structure oriented perpendicular to the substrate. Using piezoforce microscopy, polar domains can be written and read and are reversibly switched with a phase change of 180°. Open, saturated hysteresis loops are recorded. Thus, ferroelectric switching of 8- to 40-nm-thick BaTiO₃ films in metal-ferroelectric-semiconductor structures is realized, and field-effect devices using this epitaxial oxide stack can be envisaged.

Age differences in strategy shift: retrieval avoidance or general shift reluctance?

Previous studies of metacognitive age differences in skill acquisition strategies have relied exclusively on tasks with a processing shift from an algorithm to retrieval strategy. Older adults' demonstrated reluctance to shift strategies in such tasks could reflect either a specific aversion to a memory retrieval strategy or a general, inertial resistance to strategy change. Haider and Frensch's (1999) alphabet verification task (AVT) affords a non-retrieval-based strategy shift. Participants verify the continuation of alphabet strings such as D E F G [4] L, with the bracketed digit indicating a number of letters to be skipped. When all deviations are restricted to the letter-digit-letter portion, participants can speed their responses by selectively attending to only that part of the stimulus. We adapted the AVT to include conditions that promoted shift to a retrieval strategy, a selective attention strategy, or both strategies. Item-level strategy reports were validated by eye movement data. Older adults shifted more slowly to the retrieval strategy but more quickly to the selective attention strategy than young adults, indicating a retrieval-strategy avoidance. Strategy confidence and perceived strategy difficulty correlated with shift to the two strategies in both age groups. Perceived speed of responses with each strategy specifically correlated with older adults' strategy choices, suggesting that some older adults avoid retrieval because they do not appreciate its efficiency benefits.

The LionHeart LVD-2000: a completely implanted left ventricular assist device for chronic circulatory support

Management of patients with end-stage cardiac disease remains a vexing problem. Limitations in medical management and a fixed supply of donor organs for cardiac transplant have a continued impact on this growing population of patients. Mechanical circulatory support has proved very successful as a means of bridging patients to cardiac transplant when all medical options have been exhausted. The development of a chronic system of circulatory support has been underway at the Pennsylvania State University for nearly 30 years. These efforts have been recently merged with the industrial partnership with Arrow International toward the development of the LionHeart LVD-2000 (Arrow International, Reading, PA) completely implanted left ventricular support system. We present an overview of the system, details of implantation, a review of preclinical studies, and a synopsis of the first European implants. Early results have demonstrated the system to be safe, effective, and reliable. Transcutaneous energy transmission and the compliance chamber have been validated.

ncl-1 is required for the regulation of cell size and ribosomal RNA synthesis in Caenorhabditis elegans

Regulation of ribosome synthesis is an essential aspect of growth control. Thus far, little is known about the factors that control and coordinate these processes. We show here that the Caenorhabditis elegans gene ncl-1 encodes a zinc finger protein and may be a repressor of RNA polymerase I and III transcription and an inhibitor of cell growth. Loss of function mutations in ncl-1, previously shown to result in enlarged nucleoli, result in increased rates of rRNA and 5S RNA transcription and enlarged cells. Furthermore, ncl-1 adult worms are larger, have more protein, and have twice as much rRNA as wild-type worms. Localization studies show that the level of NCL-1 protein is independently regulated in different cells of the embryo. In wild-type embryos, cells with the largest nucleoli have the lowest level of NCL-1 protein. Based on these results we propose that ncl-1 is a repressor of ribosome synthesis and cell growth.

Structure and function of the small subunit of TFIIF (RAP30) from Drosophila melanogaster

To study the mechanism of basal transcription by RNA polymerase II, a cDNA encoding the Drosophila homologue of the small subunit of TFIIF (also referred to as TFIIF30, RAP30, factor 5b, and gamma) was isolated. The Drosophila TFIIF30 gene is located at region 86C on the right arm of the third chromosome. The protein encoded by the cDNA, termed dTFIIF30, was synthesized in Escherichia coli and purified to greater than 95% homogeneity. In reconstituted transcription reactions with purified basal factors, the specific activity of dTFIIF30 was identical to that of its human homologue. Moreover, a carboxyl-terminal fragment, designated dF30(119-276), which contains the carboxyl-terminal 158 amino acid residues of dTFIIF30, was found to possess approximately 50% of the transcriptional activity as full-length dTFIIF30. The interaction of dTFIIF30 with the large subunit of TFIIF (also referred to as TFIIF74, RAP74, factor 5a, and beta) was investigated by glycerol gradient sedimentation analyses. In these experiments, dTFIIF30, but not dF30(119-276), assembled into a stable heteromeric complex with TFIIF74. These results, combined with those of previous work on TFIIF, support a model for TFIIF30 function in which the carboxylterminal region constitutes a functional domain that can interact with RNA polymerase II to mediate basal transcription, whereas the amino terminus comprises a domain that interacts with TFIIF74.

Illness with fatalities in premature infants: association with an intravenous vitamin E preparation, E-Ferol

Three clusters of an unusual syndrome in premature infants were investigated in three intensive care nurseries in 1984. A retrospective cohort study of 68 infants weighing less than or equal to 1,250 g at birth and surviving at least 72 hours revealed that in 13 infants ascites developed and in four at least two of the following abnormal laboratory values were found within a seven-day period: serum direct bilirubin greater than or equal to 2 mg/dL, blood urea nitrogen greater than or equal to 40 mg/dL or serum creatinine greater than or equal to 2 mg/dL, and platelet count less than or equal to 60,000/microL. All cases occurred after the introduction and use of intravenous E-Ferol, a vitamin E preparation that was new on the market when the clusters were reported. All 17 case infants but only 23 of 51 (45%) noncase infants received E-Ferol (P less than .0001). Case and noncase infants were similar with respect to other complications and to receipt of medications and parenteral nutrition. A dose-response relationship was found; cases occurred in infants receiving E-Ferol dosages of greater than 20 U/kg/d. Case infants who had higher daily doses of E-Ferol had a shorter latency. No new cases were reported after use of E-Ferol was stopped. Results of these investigations led to a nationwide recall of intravenous E-Ferol.

Vasculopathic hepatotoxicity associated with E-Ferol syndrome in low-birth-weight infants

A fatal syndrome characterized by progressive clinical deterioration with unexplained thrombocytopenia, renal dysfunction, cholestasis, and ascites developed in certain infants throughout the United States who had received E-Ferol, an intravenous vitamin E supplement. We reviewed the clinical course of all 36 infants from one (index) nursery who had received E-Ferol, which contains 25 units per milliliter of dl-alpha-tocopheryl acetate solubilized with 9% polysorbate 80 and 1% polysorbate 20. The syndrome was recognized in eight of the 36 infants; affected infants had a lower birth weight (less than 1,200 g) and had received a higher total dose of E-Ferol for longer periods than the unaffected cases. We reviewed autopsy-derived tissue from 20 infants (six from the index nursery and 14 from three other collaborating nurseries) who had received the intravenous vitamin E preparation in a reported dose of 25 to 137 units/kg/day for six to 45 days between October 1983 and March 1984. The hepatic histology in the affected cases indicated a progressive injury characterized initially by Kupffer cell exfoliation, central lobular accumulation of cellular debris, and centrally accentuated panlobular congestion. Prolonged exposure to E-Ferol was associated with progressive intralobular cholestasis, inflammation of hepatic venules, and extensive sinusoidal veno-occlusion by fibrosis. We propose that vasculocentric hepatotoxicity is the basis for the observed clinical syndrome that represents the cumulative effect of one or more of the constituents of E-Ferol.

Primary shunt hyperbilirubinemia with secondary iron overload: a case report

A patient with familial primary shunt hyperbilirubinemia is described. Splenomegaly, arthritis, and iron overload were striking features of the illness.

Toy safety in hospitals--or beware of parents bearing gifts

Toys are an indispensable component of play therapy for hospitalized children. They can also be dangerous and may result in catastrophic accidents. Extreme care should be exercised in the purchase of "safe toys" for all infants and children in and out of the hospital. The guidelines of the Bureau of Product Safety of the Federal Drug Administration (FDA) dealing with toy safely can be very helpful for child card professionals as well as parents who purchase toys. An explanation of the additional environmental hazards of toys in hospital settings should be an important part of the total in-service training of all personnel who care for infants and children in hospitals. In addition, it might be well for the Division of Product Safety of the FDA to consider criteria for toy safety in hospitals as a separate category in future Bulletins dealing with this problem.

Eighty-one PNA's later. A professional appraisal

A survey made of the activities and attitudes of nurses who have completed the Cincinnati Pediatric Nurse Associate Program showed, among other findings: most of the nurses are employed in public health settings; 80 per cent feel that there is excellent or good acceptance of their expanded role by physicians with whom they work; 75 per cent feel that there is ex cellent or good acceptance of their expanded role by nurse colleagues; 100 per cent feel that there is excellent or good acceptance of their expanded role by patients and families; 69 per cent feel that disease prevention, parent education, and screening assessment are the types of services most characteristic of their expanded role; 83 per cent feel that their ac tivities and accountability involve physicians; the role that PNA's like best by an overwhelming majority is the opportunity to provide counseling and anticipatory guidance; 60 per cent of the PNA's felt that parent education regarding mental and physical health and child rearing was the greatest unmet need of children in our present health care delivery system.