Choice vs. Preference: The Effects of Choice and No Choice of Preferred and Non Preferred Spelling Tasks on the Academic Behavior of Students with Disabilities

The effects of choice and no choice of preferred and non preferred instructional activities on the academic behavior of 3 students with disabilities were investigated. Participant preferences for spelling tasks were assessed and an ABCDEF design was used to examine choice and preference within 6 experimental conditions: a) choice of preferred tasks, b) choice of non preferred tasks, c) no choice of preferred tasks, d) no choice of non preferred tasks, e) no choice of preferred tasks (yoked-control), and f) no choice of non preferred tasks (yoked-control). Results indicate that all 3 participants had higher levels of task engagement when working with preferred tasks, regardless of a choice or no choice format. The findings from this investigation contribute to the growing body of research that focuses on developing interventions that are responsive to individual student preferences.     

Choice Between Two Discrimination Tasks in Chimpanzees (Pan troglodytes)

The purpose of the present study was to investigate the effects of cognitive effort on a chimpanzee's choice between discrimination tasks. The tasks were of the matching-to-sample type. In Experiment 1, the chimpanzee was required to choose between a task providing a high reinforcement rate with high cognitive effort and a task providing a low reinforcement rate with low cognitive effort. Her choice depended on the reinforcement rate more than the cognitive effort. Experiments 2, 3, and 4 examined whether the kind of cognitive effort influenced the chimpanzee's choice. Experiment 2 manipulated the sample-choice relationship, so-called symmetry in the matching-to-sample tasks. Experiment 3 manipulated the number of comparison stimuli. Experiment 4 manipulated the delay interval between the sample and the comparison stimuli. In Experiments 2 and 3, the effects of the cognitive effort were confounded with those of the reinforcement rates. However, in one condition of Experiment 4, the chimpanzee preferred the simultaneous task to the delayed task, despite the lack of a significant difference in reinforcement rates between the two tasks. The present study demonstrated that the chimpanzee's choice of discrimination task depended on the cognitive effort involved, in addition to the reinforcement rate.     

Comparing rapid assessments of delay discounting with real and hypothetical rewards in children

Recent advances in assessment methodology have resulted in a highly efficient procedure for obtaining delay discounting rates for adults: a 5‐trial adjusting delay task (ADT‐5) examining intertemporal choice for hypothetical rewards. The low participant burden of this task makes it potentially useful for children, with whom delay discounting research is relatively limited. However, it is unknown whether results from this task match choice for real rewards. The present study assessed delay discounting for real and hypothetical monetary rewards using a modified ADT‐5 with 9 children admitted to a psychiatric day treatment program. Participants completed up to 3 tasks with each reward type in alternating order. No difference in discounting rate, via log(k), was observed between the first task of each reward type. This finding was replicated across subsequent tasks for the subset of participants (n = 6) who completed all 6 tasks. However, delay discounting of real and hypothetical rewards was not found to be statistically equivalent. These results suggest that a modified ADT‐5 using hypothetical rewards may be a viable option for assessing delay discounting in children with psychiatric diagnoses, but additional research is needed to explicitly examine whether hypothetical and real rewards are discounted equivalently in this population.     

Is word perception in a second language more vulnerable than in one's native language? Evidence from brain potentials in a dual task setting

We assessed the effect of additional tasks on language perception in second-language and native speakers. The N400 component of the event-related potential was recorded to spoken nouns that had to be judged for synonymity with a preceding word, while additional choice responses were required to visual stimuli. In both participant groups N400 was delayed as a function of temporal overlap with the additional task. In second-language speakers there was a global delay of N400 independent of additional task load and a decrease of accuracy at highest overlap. These findings are interpreted within a single channel account of language perception.     

Evaluation of antecedent stimulus parameters for the treatment of escape-maintained aberrant behavior

We evaluated a methodology for identifying the range of stimulus features of antecedent stimuli associated with aberrant behavior in demand contexts in natural settings. For each participant, an experimental analysis of antecedents (Phase 1) was conducted to confirm the hypothesis that task instructions occasioned increases in aberrant behavior. During Phase 2, specific stimulus features associated with the presentation of task instructions were assessed by evaluating the child's behavior across two distinct settings, therapists, and types of tasks in a sequential fashion. Aberrant behavior occurred immediately across settings and therapists, presumably because the presence of a discriminative stimulus for escape-maintained behavior (the delivery of a task instruction) occasioned aberrant behavior. However, aberrant behavior decreased initially across tasks, suggesting that familiarity with the task might be a variable. During Phase 3, an experimental (functional) analysis of consequences was conducted with 2 participants to verify that aberrant behavior was maintained by negative reinforcement. During Phase 4, a treatment package that interspersed play with task instructions was conducted to disrupt the ongoing occurrence of aberrant behavior. Immediate and durable treatment effects occurred for 2 of the 3 participants.     

Contingent muscular tension during a choice reaction task

This study examined the effects of contingent muscular tension on a choice reaction task, and especially, the effects various amounts of muscular tension have on the information processing of choice reaction time. The reactive movement task included a choice reaction task. Ten right-handed healthy men (ages 18 to 19 years) underwent trials with stimulus presentation probabilities of 50% and 20% on the muscular tension task and choice reaction tasks. The conditions for the muscular tension tasks were divided into seven different conditions: 0%, 10%, 20%, 30%, 40%, 50%, and 60% of maximum voluntary contraction. On these tasks, subjects performed isometric contraction of the biceps brachii. The choice reaction task was a rapid extension of the left or right knee as a choice reaction. Measures were choice reaction time, movement time, and total reaction time. Analysis indicated that shortening choice reaction time of the left and right feet was observed under 10% muscular tension of maximum strength. Muscular tension appreciably influenced information processing, including choice reaction time. Muscular tension did not affect movement time. Results are discussed with respect to previous research and the optimal muscular tension for best performance.     

What people say and what they do: The differential effects of informational cues and task design

Do ratings of tasks accurately reflect the influences on people's choices of tasks? Does information from others have strong effects on attitudes toward tasks, but weak effects on task choices? What effect does direct experience with tasks designed to be stimulating or dull have on task ratings and task choices? To answer these questions, we collected data from 24 male and female undergraduates who individually worked on four tasks involving the analysis of cartoons. Informational cues and task design were cross-cut so that each task was either enriched or unenriched and received either positive or negative cues. Subjects rated the tasks on scales that measured how motivating each task was perceived to be, and how interesting and enjoyable each task was. Then subjects worked on a freely chosen sequence of tasks for 10 min. Cues had significant main effects on task ratings, but not on overall choice of tasks. Task design had no main effect on ratings, but did significantly affect overall choices. These results suggest that behavioral choices are determined more by direct experience with tasks than by information provided by others.     

Medial frontal event-related potentials and reward prediction: do responses matter?

Medial frontal event-related potentials (ERPs) following rewarding feedback index outcome evaluation. The majority of studies examining the feedback related medial frontal negativity (MFN) employ active tasks during which participants’ responses impact their feedback, however, the MFN has been elicited during passive tasks. Many of the studies examining the MFN show enhanced effects when an error in reward prediction occurs (i.e. expected rewards are not delivered). To clarify the roles of reward prediction error and active responding in producing the MFN, the current study employed a reward prediction design with active and passive task blocks. Following the presentation of a reward predictor, participants (active task) or the computer (passive task) indicated whether participants would receive the outcome associated with a stimulus presented on the left or right of the reward predictor. The MFN was largest when the trial outcome was worse than predicted and this effect was enhanced when the participant, rather than the computer, made the choice. These results show that both reward prediction error and active choice impact the neural system of outcome monitoring with the largest MFN when the individual’s decision led to the negative outcome.     

EFFECTS OF REINFORCEMENT CHOICE ON TASK RESPONDING IN INDIVIDUALS WITH DEVELOPMENTAL DISABILITIES

The effects of reinforcement choice on task performance were examined with 6 individuals who had been diagnosed with severe to profound mental retardation. Five highly preferred items were identified for each participant via stimulus preference assessments. Participants then were exposed to choice and no-choice conditions that were alternated within reversal and multielement designs. During choice sessions, participants were permitted to select between two preferred stimuli contingent on responding. During no-choice sessions, the therapist delivered a single item contingent on responding. Preference for the stimuli was held constant across conditions by yoking the items delivered during no-choice sessions to those selected during the immediately preceding choice sessions. All participants exhibited similar rates of responding across choice and no-choice conditions. These findings indicate that for individuals with severe disabilities, access to choice may not improve task performance when highly preferred items are already incorporated into instructional programs.     

CHOICE MAKING TO PROMOTE ADAPTIVE BEHAVIOR FOR STUDENTS WITH EMOTIONAL AND BEHAVIORAL CHALLENGES

Two analyses investigated the effects of choice making on the responding of elementary school students with emotional and behavioral challenges. In the first analysis, 2 participants were given choices from menus of academic tasks, all of which were pertinent to their educational objectives in English and spelling, respectively. Reversal designs showed that the choice-making conditions increased task engagement and reduced disruptive behavior for both students. An additional analysis was performed with a 3rd student in an effort to further distinguish the effects of choice making from preference. In this study, one of the no-choice phases was yoked to a previous choice-making condition. This analysis demonstrated that the choice-making condition was superior to baseline and yoked control phases as determined by levels of task engagement and disruptive behavior. The findings of the two analyses contribute information relevant to students with emotional and behavioral disorders, and to a growing literature on the desirable effects of choice making for students with disabilities and challenging behaviors.     

Toward a unified account of spacing effects in explicit cued-memory tasks

Memory for repeated items improves when presentations are spaced during study. This effect is found in memory tasks using different types of material, paradigms, and participant populations. Although several explanations have been proposed, none explains the presence of spacing effects in cued-memory tasks for unfamiliar stimuli. Two experiments assessed the spacing effect on a yes-no recognition-memory task using nonwords and words as targets. The main results showed that changing the font between repeated occurrences of targets at study removed the spacing effect for nonwords only. A 3rd experiment using lexical decision showed that the font manipulation reduced repetition priming of nonwords when items were repeated at Lag 0. These results suggest that short-term perceptual priming supports spacing effects in cued-memory tasks for unfamiliar stimuli.     

Effects of fatigue induced by repetitive movements and isometric tasks on reaction time

PurposeThe understanding of fatigue of the human motor system is important in the fields of ergonomics, sport, rehabilitation and neurology. In order to understand the interactions between fatigue and reaction time, we evaluated the effects of two different fatiguing tasks on reaction time.Methods83 healthy subjects were included in a case-control study with three arms where single and double choice reaction time tasks were performed before and after 2 min fatiguing task (an isometric task, a finger tapping task and at rest).ResultsAfter an isometric task, the right-fatigued hand was slower in the choice component of a double choice reaction time task (calculated as the individual difference between single and double choice reaction times); also, the subjects that felt more fatigued had slower choice reaction time respect to the baseline assessment. Moreover, in relationship to the performance decay after two minutes, finger tapping task produces more intense fatigability perception.ConclusionsWe confirmed that two minutes of isometric or repetitive tasks are enough to produce fatigue. The fatigue perception is more intense for finger tapping tasks in relation to the performance decay. We therefore confirmed that the two fatiguing tasks produced two different kind of fatigue demonstrating that with a very simple protocol it is possible to test subjects or patients to quantify different form of fatigue.     

Functional connectivity in an fMRI study of semantic and phonological processes and the effect of L-Dopa

We describe an fMRI experiment examining the functional connectivity (FC) between regions of the brain associated with semantic and phonological processing. We wished to explore whether L-Dopa administration affects the interaction between language network components in semantic and phonological categorization tasks, as revealed by FC. We hypothesized that L-Dopa would decrease FC due to restriction of the semantic network. During two test sessions (placebo and L-Dopa) each participant performed two fMRI runs, involving phonological and semantic processing. A number of brain regions commonly activated by the two tasks were chosen as regions if interest: left inferior frontal, left posterior temporal and left fusiform gyri, and left parietal cortex. FC was calculated and further analyzed for effects of either the drug or task. No main effect for drug was found. A significant main effect for task was found, with a greater average correlation for the phonological task than for the semantic task. These findings suggest that language areas are activated in a more synchronous manner for phonological than for semantic tasks. This may relate to the fact that phonological processes are mediated to a greater extent within language areas, whereas semantic tasks likely require greater interaction outside of the language areas. Alternatively, this may be due to differences in the attentional requirements of the two tasks.     

Effects of choice of stimuli as reinforcement for task responding in reinforcement for task responding in preschoolers with and without developmental disabilities

The effects of choice and no choice of stimuli as reinforcement for task responding were investigated across preschoolers with and without disabilities. Five less preferred stimuli were identified for each participant using a stimulus preference assessment. No differences were found for choice and no-choice conditions when the less preferred stimuli were used as reinforcers.     

Effects of auditory stimulus intensity on response force in simple, go/no-go, and choice RT tasks

In four experiments, increasing the intensities of both relevant and irrelevant auditory stimuli was found to increase response force (RF) in simple, go/no-go, and choice reaction time (RT) tasks. These results raise problems for models that localize the effects of auditory intensity on purely perceptual processes, indicating instead that intensity also affects motor output processes under many circumstances. In Experiment 1, simple RT, go/no-go, and choice RT tasks were compared, using the same stimuli for all tasks. Auditory stimulus intensity affected both RT and RF, and these effects were not modulated by task. In Experiments 2-4, an irrelevant auditory accessory stimulus accompanied a relevant visual stimulus, and the go/no-go and choice tasks were used. The intensity of the irrelevant auditory accessory stimulus was found to affect RT and RF, although the sizes of these effects depended somewhat on the temporal predictability of the accessory stimulus.     

Voluntary task switching: chasing the elusive homunculus

In the voluntary task switching procedure, subjects choose the task to perform on a series of bivalent stimuli, requiring top-down control of task switching. Experiments 1-3 contrasted voluntary task switching and explicit task cuing. Choice behavior showed small, inconsistent effects of external stimulus characteristics, supporting the assumption of top-down control of task choice. Switch costs were smaller when subjects chose to switch tasks than when instructed by an external cue. Experiments 4-6 separated choice costs from switch costs. These findings support models of task switching that incorporate top-down processes in accounts of switch costs. The degree to which task switching procedures capture top-down versus bottom-up processes may depend on the extent of environmental support provided by the procedure.     

Phonological encoding in the silent speech of persons who stutter

The purpose of the present study was to investigate the role of phonological encoding in the silent speech of persons who stutter (PWS) and persons who do not stutter (PNS). Participants were 10 PWS (M=30.4 years, S.D.=7.8), matched in age, gender, and handedness with 11 PNS (M=30.1 years, S.D.=7.8). Each participant performed five tasks: a familiarization task, an overt picture naming task, a task of self-monitoring target phonemes during concurrent silent picture naming, a task of monitoring target pure tones in aurally presented tonal sequences, and a simple motor task requiring finger button clicks in response to an auditory tone. Results indicated that PWS were significantly slower in phoneme monitoring compared to PNS. No significant between-group differences were present for response speed during the auditory monitoring, picture naming or simple motor tasks, nor did the two groups differ for percent errors in any of the experimental tasks. The findings were interpreted to suggest a specific deficiency at the level of phonological monitoring, rather than a general monitoring, reaction time or auditory monitoring deficit in PWS. Educational objectives: As a result of this activity, the participant should: (1) identify and assess the literature on phonological encoding skills in PWS, (2) enumerate and evaluate some major psycholinguistic theories of stuttering, and (3) describe the mechanism by which defective phonological encoding can disrupt fluent speech production.     

Effects of unintentional coordination on attentional load

The goal of this study was to evaluate the impact of unintentional (spontaneous) coordination on high attentional visual load. More precisely, we wondered whether such coordination could free up some attentional resources and help improve performance in other more demanding attentional tasks. An experiment was performed in which participant attentional allocation was challenged by performing three tasks simultaneously while simultaneously being induced to unintentional entrain to an environmental rhythm. The first task was an interception task associated with a Stroop test to increase their attentional load. The second task was a reaction time test to alarms in different modalities (auditory, visual and bimodal) which was used to assess participant attentional load. The third task was a motor task in which participants were asked to swing their legs at a preferred frequency. The interface background brightness intensity was either synchronized in real time using a bidirectional coupling to participant leg movement or the background brightness was not changing at all. Our results on the reaction time task demonstrated that participants exhibited better reaction times for alarms in the bimodal condition than in the auditory condition and lastly for the visual condition. Also, participants exhibited a lower reaction time to alarms when the background brightness was synchronizing with their leg regardless the alarm modality. Overall, our study suggests a beneficial effect of unintentional environmental coordination on attentional resource allocation and highlights the importance of bidirectionality in interaction.     

Effects of difficulty and diagnosticity on choice among tasks in relation to achievement motivation and perceived ability.

The experiment is a partial replication of a study conducted by Trope. It investigates the effects of two person characteristics (achievement motive and perceived own ability) and two task characteristics (difficulty and diagnostic value about own ability) on choice among achievement tasks. In accordance with the results of Trope, it was found that high-diagnostic tasks were preferred to low-diagnostic tasks, independent of their difficulty. Trope's finding that high resultant achievers choose high-diagnostic tasks over low-diagnostic tasks to a greater extent than low resultant achievers was not replicated. However, the perceived degree of own ability affected choice behavior: When easy and difficult tasks were both high in diagnosticity, subjects high in perceived ability preferred difficult over easy tasks, whereas subjects low in perceived ability preferred easy over difficult tasks. From this latter finding it is concluded that a self-informational conception of choice behavior has to include the subjective probability of success at tasks as a determinant of choice, in addition to objective difficulty and diagnostic value.     

Central interference in driving: is there any stopping the psychological refractory period?

ABSTRACT— Participants attempted to perform two tasks concurrently during simulated driving. In the choice task, they responded either manually or vocally to the number of times a visual or auditory stimulus occurred; in the braking task, they depressed a brake pedal in response to the lead car's brake lights. The time delay between the onset of the tasks' stimuli, or stimulus onset asynchrony (SOA), was varied. The tasks were differentially affected by the manipulations. Brake reaction times increased as SOA was reduced, showing the psychological refractory period effect, whereas the choice task showed large effects of the stimulus and response modalities but only a small effect of SOA. These results demonstrate that a well-practiced "simple" task such as vehicle braking is subject to dual-task slowing and extend the generality of the central-bottleneck model.