Measuring cognitive factors in speech comprehension: The value of using the Text Reception Threshold test as a visual equivalent of the SRT test

The ability to comprehend speech in noise is influenced by bottom-up auditory and top-down cognitive capacities. Separate examination of these capacities is relevant for various purposes. Speech-Reception-Threshold (SRT) tests measure an individual's ability to comprehend speech. This paper addresses the value of the Text-Reception-Threshold (TRT) test (a visual parallel of the SRT test) to assess the cognitive capacities allocated during speech comprehension. We conducted a secondary data analysis, including 87 normally-hearing adults (aged 18 to 78 years). Correlation coefficients between age, TRT, working memory (Spatial Span) and SRT were examined. The TRT and SRT correlated significantly ( r  =   0.30), supporting the value of TRT in explaining inter-individual differences in SRTs. The relations between age and TRT and between SSP and TRT were non-significant. The results indicate that the current TRT test does not fully cover the cognitive aspects relevant in speech comprehension. Adaptation of the test is required before clinical implementation can be considered.     

Sequence learning in Parkinson's disease: the effect of spatial stimulus-response compatibility

Patients with Parkinson's disease (PD) have repeatedly demonstrated reduced sequence-specific learning effects in serial reaction time tasks (SRTs). Previous research with PD patients has mainly employed the 'classical' SRT task, involving a spatially compatible assignment of stimuli and responses. From cognitive research, it is known that spatial compatibility triggers rapid, automatic responses in the direction of the stimulus. Automatic responding has shown to be disinhibited in PD patients and may therefore interfere with stimulus anticipation during the learning process. The aim of the present study was to test this hypothesis by investigating if reduced sequence-specific learning depends on spatial stimulus-response compatibility. PD patients and age-matched controls were examined either with an SRT variant involving central stimulus presentation, thereby preventing automatic linking of stimulus and response locations, or with a spatially compatible SRT task. Patients showed reduced sequence-specific learning effects only when the stimulus-response assignment was spatially compatible. This pattern of results confirms the hypothesis that sequence learning deficits in PD may result from a predominance of automatic response activation over learning-based stimulus anticipations during the learning phase.     

Positive aspects of caregiving as a moderator of treatment outcome over 12 months

The authors examined the influence of positive aspects of caregiving (PAC) as a moderator of treatment outcome across 12 months in 1 of the original sites of the Resources for Enhancing Alzheimer's Caregiver Health I project. They used multilevel random coefficients regression analysis to predict time-varying PAC, depression, behavioral bother, and daily care burden in Alzheimer's caregivers (N = 243; mean age = 60.89, SD = 14.19). They found that time-varying PAC was predicted by time-varying daily care burden. They also found significant effects of time-varying PAC for depression, behavioral bother, and daily care burden. Notably, a PAC x Phase x Treatment effect was found for daily care burden, such that individuals who endorsed less PAC benefited most from the intervention across 12 months. The tendency to positively appraise the caregiving experience (i.e., PAC) in response to chronic stressors such as Alzheimer's caregiving may affect individuals' responsiveness to, and benefit from, interventions, whereas only daily care burden affected the tendency to find enjoyment in caregiving across 12 months. Future intervention research should assess individual PAC in order to better tailor interventions to caregiving needs.     

Refutation of Poffenberger's inference: an existence proof and a countermodel

Interhemispheric relay time (IHRT) is inferred from simple (visual) reaction time (SRT) by subtracting SRTs in ipsilateral hand-field conditions from SRTs in contralateral hand-field conditions. This index, the "crossed-uncrossed differential" (CUD) is a synonym of IHRT in the current literature. The CUD has been shown to be significantly moderated by experimental variables, including attentional. One reason the CUD = IHRT hypostasy persists today is that no experimental manipulation has yet been able to generate a significantly negative CUD in a subject manifesting a significant positive CUD in classical conditions. We implemented an experimental manipulation, in SRT, consisting of increasing complexity of the response after the initial key press required at detection. In a very large scale single-case experiment, we found that the CUD thus went from significantly positive in classical SRT to significantly negative in the increased response load condition.     

More Than Peaks and Valleys: Introduction to the Special Issue on Typical and Maximum Performance

Studies on the effect of enforced waiting periods in human-computer interac- tion caused by system response times (SRTs) have shown that work style and psychophysiological stress level are markedly influenced by the mean SRT length but hardly by SRT variability, although the latter is supposed to induce temporal uncertainty which is well known as a potent stressor. Hence, this study tests the hypothesis that temporal uncertainty can be induced by SRTs without any variability when their duration is so large that the user cannot ac- curately anticipate the next work step because of his or her limited temporal sensitivity. Reaction time (RT) measures on simulated system breakdowns show that accuracy of temporal anticipation of the next work step under SRTs between 2 and 8 sec is much worse than results of psychophysical stud- ies on time perception would predict, and deteriorates deviating from Weber's Law when SRT length exceeds 6 sec. Completion time of work steps, varied as a second factor, shows no significant main effects on predictability. The result suggests that predictability of work flow is markedly affected by long SRTs leading to changes in work style as shown by performance measures.     

心理账户的认知标签与情绪标签对消费决策行为的影响

Mental accounting is the set of cognitive operations used by individuals and households to organize, evaluate, and keep track of financial activities. Mental accounting proposes that people utilize a set of cognitive labels to evaluate their financial activities, each of which is associated with different preferences to consume (Levav & McGraw, 2009; Kahneman & Tversky 1984; Thaler 1985, 1990). Mental accounting researchers have shown that windfall gains are spent more readily and frivolously than ordinary income. Consumers prefer to spend their windfall gains on hedonic consumptions but spend their ordinary incomes on utilitarian consumptions. Levav and McGraw (2009) suggested that emotional accounting, including people’s feelings about money, also influences consumer choices. When people have negative feelings toward windfall, they opt to make utilitarian expenditures. However, the process of how cognitive (windfall or ordinary income) and affective (positive or negative emotion) tags interact in consumer behavior was not explored. This study proposes that both cognitive tag and affective tags in mental accounting affect consumer decision making. The objective of this study is to explore the interactive effect of cognitive and affective tags in mental accounting on consumer decision through four studies. In studies 1a and 1b, the effect of cognitive and affective tags in mental accounting on consumer decision making behavior was measured. Study 1a showed that the positive tag of windfall income is preferred for hedonic consumption, whereas the negative tag of windfall income is preferred for utilitarian consumption. Both positive and negative tags of ordinary income are preferred for utilitarian consumption. Study1b utilized a field study to examine actual consumption behavior. The results showed that when people received 15 Yuan RMB as ordinary income, they prefer to spend it on utilitarian consumption regardless of the positive or negative emotion they feel. However, they receive 15 Yuan RMB as windfall income, they prefer to use it for hedonic consumption in the positive emotion and for utilitarian consumption in the negative emotion. Studies 2a and 2b attempted to explore the reason of negative emotion can make windfall income turn from hedonic to utilitarian consumption. Study2a found that when people expect to feel guilty about spending windfall income on hedonic consumption, they would avoid hedonic consumption. Study2b found that when people felt guilty about windfall income, they tend to avoid hedonic consumption. Compared with the low guilt level group, the high guilt level group prefers to use windfall income for utilitarian consumption. These results suggest that cognitive and affective tags influence consumer behavior. The influence of cognitive tag on consumer decision presents the “cognition match effect”, whereas the influence of affective tag on consumer decision presents the “affect match effect”. Both tags also have an interaction effect on consumer decision. Guilt may be a mechanism that results in the negative tag of windfall being preferred for utilitarian consumption.     

Children's friendships and learning in school: Cognitive enhancement through social interaction?

Background. Recent literature has identified that children's performance on cognitive (or problem‐solving) tasks can be enhanced when undertaken as a joint activity among pairs of pupils. Performance on this ‘social’ activity will require quality relationships between pupils, leading some researchers to argue that friendships are characterized by these quality relationships and, therefore, that friendship grouping should be used more frequently within classrooms. Aims. Children's friendship grouping may appear to be a reasonable basis for cognitive development in classrooms, although there is only inconsistent evidence to support this argument. The inconsistency may be explained by the various bases for friendship, and how friendship is affected by cultural contexts of gender and schooling. This study questions whether classroom‐based friendship pairings will perform consistently better on a cognitive task than acquaintance pairings, taking into account gender, age, and ability level of children. The study also explores the nature of school‐based friendship described by young children. Sample. 72 children were paired to undertake science reasoning tasks (SRTs). Pairings represented friendship (versus acquaintance), sex (male and female pairings), ability (teacher‐assessed high, medium, and low), and age (children in Years 1, 3, and 5 in a primary school). Method. A small‐scale quasi‐experimental design was used to assess (friendship‐ or acquaintance‐based) paired performance on SRTs. Friendship pairs were later interviewed about qualities and activities that characterized their friendships. Results. Girls' friendship pairings were found to perform at the highest SRT levels and boys' friendship pairing performed at the lowest levels. Both boy and girl acquaintance pairings performed at mid‐SRT levels. These findings were consistent across Year (in school) levels and ability levels. Interviews revealed that male and female friendship pairs were likely to participate in different types of activity, with girls being school‐inclusive and boys being school‐exclusive. Conclusion. Recommendations to use friendship as a basis for classroom grouping for cognitive tasks may facilitate performance of some pairings, but may also inhibit the performance of others. This is shown very clearly with regard to gender. Some of the difference in cognitive task performance may be explained by distinct, cultural (and social capital) orientations to friendship activities, with girls integrating school and educational considerations into friendship, and boys excluding school and educational considerations.     

Temporal lobe epilepsy and the selective reminding test: the conventional 30-minute delay suffices

Conventional memory assessment may fail to identify memory dysfunction characterized by intact recall for a relatively brief period but rapid forgetting thereafter. This study assessed learning and retention after 30-min and 24-hr delays on auditory and visual selective reminding tests (SRTs) in right (n=20) and left (n=22) temporal lobe epilepsy (TLE) patients and controls (n=49). The left TLE group performed significantly worse than controls on all 3 trials of both tests. The right TLE group differed from the controls on all 3 visual SRT trials and on learning for the auditory SRT. There were no between-groups differences in rate of information lost at the 30-min versus the 24-hr delay. At the individual level, there was no difference in the percentage of patients versus controls who demonstrated isolated memory impairment at the 24-hr delay. Accelerated forgetting over 24 hr is uncommon in TLE patients.     

Development and exploratory cluster-randomised opportunistic trial of a theory-based intervention to enhance physical activity among adolescents

This article reports the development and exploratory testing of a school-based intervention programme designed to enhance levels of physical activity in adolescents. The intervention is based on social cognitive theory (SCT), self-regulation theory (SRT) and planning as evidence-based mediators of physical activity changes. Two classes, paired on socio-economic variables, were selected from each of eight Portuguese schools and randomly assigned to an intervention or control group (N = 291). Primary outcome was ‘moderate to vigorous physical activity’ (International Physical Activity Questionnaire) measured pre and post intervention and at three and nine months follow-up. SCT, SRT and planning variables were secondary outcomes measured pre and post intervention. At post test, participants in the intervention group reported 18 min per week more physical activity (PA), adjusted for pre-intervention, age and sex, than those in the control group (95% confidence interval ?10 to 46; p = 0.249). This difference increased to 33 min (95% CI–4 to 71; p = 0.082) at three months and to 57 min (95% CI 13 to 101, p = 0.008) at nine month follow-up. Moreover, the intervention resulted in changes of some of the theoretical target variables, including outcome expectancies and coping planning. However, no evidence was found for the changes in theoretical moderators to mediate the intervention effects on behaviour. Implications for theory and for future research are discussed.     

Prediction of Students' Evaluations from Brief Instances of Professors' Nonverbal Behavior in Defined Instructional Situations

This study examined the power of judges' ratings of professors' nonverbal (NV) classroom behavior in content-free brief instances (nine seconds) to predict actual end-of-course students' ratings of teaching (SRT). Professors in 67 courses were videotaped in 4 instructional situations: First class session; Lecturing; Interacting with students; and Talking about the course. The overall finding was that thin slices of professors' content-free NV behavior could indeed predict SRT, but different patterns were found for defined instructional situations. Positive judgments of brief instances of NV lecturing behavior predicted positive post-course SRT components pertaining to the instructor. Positive judgments of NV behavior while interacting with students were negatively related to favorable SRTs. This counter-intuitive finding was tentatively explained by the fact that SRTs were negatively related to course difficulty, and professors presumably might have made greater efforts in their interaction with students in difficult courses, but these courses received lower ratings anyway. Micro-analyses of 44 molecular variables illuminated the NV profile of effective lecturing, and showed distinctions between NV profiles of effective professors and effective TV interviewers from a previous study. Social-educational implications of the findings for the SRT literature and for the NV literature were discussed. This revised version was published online in August 2006 with corrections to the Cover Date.     

Saccadic reaction times of dyslexic and age-matched normal subjects

Saccadic reaction times (SRT) were measured in a simple task: subjects had to make saccades from a central fixation point to peripheral targets, which appeared randomly 4 deg to the left or to the right. In the first test the fixation point went off before the target appeared (gap trials); in the second test it remained on the screen (overlap trials). The distribution of SRTs for trained normal adults (N = 4), untrained normal adults (N = 11), untrained normal children (aged 9-11 years, N = 9), untrained normal teenagers (aged 15-17 years, N = 8), dyslexic children (aged 9-11 years, N = 15), and dyslexic teenagers (aged 15-17 years, N = 5) were compared, with special emphasis on the number of express saccades, ie saccades with extremely short reaction times (100-120 ms, under the present conditions). In normal adults with the gap paradigm, the distribution of reaction times typically exhibits two or three modes (express saccades, fast regular saccades, and very few slow regular saccades), whereas in the overlap paradigm only one or two modes (few fast regular saccades and many slow regular saccades) are obtained. On average, normal children produce more express saccades than naive normal adults. Dyslexic children produce more express saccades than the normal age-matched controls. Among the dyslexic children, four different types of abnormalities in their reaction times were encountered. The group of dyslexic teenagers was characterized by a larger number of express saccades at the expense of fast regular saccades in gap trials and by fewer express saccades and fewer fast regular saccades in overlap trials when compared to the age-matched control group. It is concluded that the abnormal patterns of saccadic reaction times reflect defects in the system of visual attention and/or in its control over the oculomotor system, rather than indicating a defect in the oculomotor system itself. In this context, symptoms of dyslexia appear as a combination of attentional deficits and irregular timing of saccadic eye movements.     

Procedural learning: A developmental study of motor sequence learning and probabilistic classification learning in school-aged children

In this study, we investigated motor and cognitive procedural learning in typically developing children aged 8–12 years with a serial reaction time (SRT) task and a probabilistic classification learning (PCL) task. The aims were to replicate and extend the results of previous SRT studies, to investigate PCL in school-aged children, to explore the contribution of declarative knowledge to SRT and PCL performance, to explore the strategies used by children in the PCL task via a mathematical model, and to see whether performances obtained in motor and cognitive tasks correlated. The results showed similar learning effects in the three age groups in the SRT and in the first half of the PCL tasks. Participants did not develop explicit knowledge in the SRT task whereas declarative knowledge of the cue–outcome associations correlated with the performances in the second half of the PCL task, suggesting a participation of explicit knowledge after some time of exposure in PCL. An increasing proportion of the optimal strategy use with increasing age was observed in the PCL task. Finally, no correlation appeared between cognitive and motor performance. In conclusion, we extended the hypothesis of age invariance from motor to cognitive procedural learning, which had not been done previously. The ability to adopt more efficient learning strategies with age may rely on the maturation of the fronto-striatal loops. The lack of correlation between performance in the SRT task and the first part of the PCL task suggests dissociable developmental trajectories within the procedural memory system.     

Discrepancy and nondiscrepancy methods of assessing visual-auditory interaction

Much of our information about interaction among the sensory modalities has come from studies in which discrepancy between the modalities has been imposed experimentally. The question arises whether the conclusions generated from discrepancy research are affected by the use of the nonnatural experimental situation: Would the same conclusions be reached if discrepancy were not used? In addition to using the index of interaction derived from discrepancy, as in prior research, the present study assessed two nonexperimentally imposed indices to explore the interaction between vision and audition in a spatial localization task. The additional indices, or “tags,” were standard deviations (SDs) and confidence ratings (CRs) of localization responses. The SD tag showed a pattern of interaction between vision and audition that was identical to that found with spatial discrepancy. The CR tag produced a similar pattern but did not show the same regular variation with the independent variable. Both SD and CR tags showed identical patterns of results when an experimentally imposed discrepancy was and was not used, suggesting that the use of moderate degrees of experimental discrepancy does not produce misleading conclusions about intersensory interaction.     

Anticipation measures of sequence learning: manual versus oculomotor versions of the serial reaction time task

The serial reaction time (SRT) task has generated a very large amount of research. Nevertheless the debate continues as to the exact cognitive processes underlying implicit sequence learning. Thus, the first goal of this study is to elucidate the underlying cognitive processes enabling sequence acquisition. We therefore compared reaction time (RT) in sequence learning in a standard manual activated (MA) to that in an ocular activated (OA) version of the task, within a single experimental setting. The second goal is to use eye movement measures to compare anticipation, as an additional indication of sequence learning, between the two versions of the SRT. Performance of the group given the MA version of the task (n = 29) was compared with that of the group given the OA version (n = 30). The results showed that although overall, RT was faster for the OA group, the rate of sequence learning was similar to that of the MA group performing the standard version of the SRT. Because the stimulus-response association is automatic and exists prior to training in the OA task, the decreased reaction time in this version of the task reflects a purer measure of the sequence learning that occurs in the SRT task. The results of this study show that eye tracking anticipation can be measured directly and can serve as a direct measure of sequence learning. Finally, using the OA version of the SRT to study sequence learning presents a significant methodological contribution by making sequence learning studies possible among populations that struggle to perform manual responses.     

Demonstration of nondeclarative sequence learning in mice: development of an animal analog of the human serial reaction time task

In this paper, we demonstrate nondeclarative sequence learning in mice using an animal analog of the human serial reaction time task (SRT) that uses a within-group comparison of behavior in response to a repeating sequence versus a random sequence. Ten female B6CBA mice performed eleven 96-trial sessions containing 24 repetitions of a 4-trial sequence. During the 12th session, the repeating sequence was replaced with the random sequence halfway through the session. Reaction time (RT) to respond to an illuminated nose-poke was recorded, and performance was compared at the halfway point in each session to test for any change in behavior. For learning effect, RTs decreased over the no-switch repeating-sequence sessions. For interference effect, behavior did not change appreciably at the halfway point during the last repeating-sequence session. However, RTs deteriorated significantly after the switch from repeating to random sequences halfway through session 12. The mice demonstrated a robust interference effect when switched from repeating to random sequences. This pattern of behavior in humans performing the SRT is interpreted as evidence of nondeclarative sequence learning. The similarity between the human and mouse SRTs will enable more direct comparisons of mouse-human nondeclarative memory behavior and will provide a useful behavioral end-point in mouse-models of basal ganglia dysfunction.     

Simple reaction time as a function of response complexity: memory drum theory revisited

The prediction emanating from memory drum theory (Henry & Rogers, 1960') that simple reaction time (SRT) increases as a response becomes more complex (i.e., increases in number of movement parts) was investigated. Experiments 1 (N = 20) and 3 (N = 16) indicated that SRT was longer for responses consisting of two and three parts than it was for a one-part response and this may be interpreted as support for the prediction. Failing to support the prediction, however, was the finding that SRT was essentially the same for responses consisting of two and three parts. This may not be too damaging to the theory because it could simply be reflecting an upper limit in terms of numbers of parts or response duration for causing an increase in SRT. Experiments 2 (N = 20) and 3 revealed an SRT effect between two responses that were supposed to be equal in complexity. At first, this finding appeared to be contrary to the prediction, but it may be interpreted as support for it because one of the responses defined as having one movement part could actually have had two     

Threat interpretation bias as a vulnerability factor in childhood anxiety disorders

The present study examined threat interpretation biases in children 7-12 years of age with separation, social and generalised anxiety disorders (N=15), non-anxious offspring at risk due to parental anxiety (N=16) and non-anxious controls of non-anxious parents (N=14). Children provided interpretations of ambiguous situations to assess cognitive, emotional and behavioural responses. In comparison with non-anxious control children and at-risk children who did not differ from each other, anxious children reported stronger negative emotion and less ability to influence ambiguous situations. These results suggest that threat interpretation bias may be a cognitive factor associated with ongoing childhood anxiety but not a vulnerability factor associated with parental anxiety.     

Anxiety Symptoms as Predictors of Nursing Home Placement in Patients with Alzheimer's Disease

Anxiety symptoms are fairly common among patients with Alzheimer's Disease (AD). Such symptoms are likely to make patient care more problematic and, therefore, increase the risk of nursing home placement. Anxiety symptoms were evaluated on the basis of physician examinations, in conjunction with caregiver interviews, in 372 community-dwelling AD patients. Patients received annual follow-up for 1–12 years (M = 4.4). Patients who exhibited anxiety symptoms at baseline assessment were significantly more likely to enter nursing homes, regardless of initial cognitive status or other risks for institutionalization. There was a 15% increase in risk for each point on a 0–5 scale. This study supports the hypothesis that anxiety symptoms increase the risk of nursing home placement in patients with AD. Consequently, there is a need for better understanding of the causes of anxiety in AD and for the development of effective methods of assessment and treatment.     

The decision to check in multialternative choices and limited sensitivity to default

Given the rapid proliferation of smartphone applications and data aggregation websites, in many situations people can use decision aids to guide their choices. For example, they may consider whether to use a navigation device to check the fastest route or whether to use a price comparison website to find the cheapest deal. In what circumstances will subjects use a costly comparison decision aid (which I refer to as “checking”) to choose for them? In six studies, I investigate the impact of the number of available alternatives and checking's attractiveness on the decision to check. While at first increasing the attractiveness of checking led to higher checking rates, a further increase in the number of available alternatives (and thus checking's attractiveness) did not increase the checking rate. Surprisingly, even when checking had a 40% higher expected value compared with not checking, the observed checking rate was below 45%, contrary to risk and ambiguity aversion predictions. Furthermore, labeling the checking alternative as the default had no impact on its choice rate. I find large individual differences in decisions to check. Surprisingly, subjects' initial decisions had high predictive power over their subsequent checking rates, even after 100 trials with full feedback. I propose two simple learning models that capture well the aggregated results.     

Biased Risk Perceptions Among Japanese: Illusion of Interdependence Among Risk Companions

In human history the unit of survival has often been the group rather than the individual. I hypothesized, therefore, that people would feel safer in the presence of risk companions (i.e., those who are exposed to the same risk source) than when they are on their own, even when such expectations are not justifiable on normative grounds. Two experiments lent support to the hypothesis. Participants were asked to estimate the risk level involved either in six hypothetical situa-tions (Experiment 1: N = 112) or real electric shocks (Experiment 2: N = 81) with varying numbers of risk companions. The participants' perceived risk level decreased as the number of risk companions increased. People appear to use a cognitive heuristic, which I term interdependence heuristic , in risk perception.