Sleep and the time course of motor skill learning

Growing evidence suggests that sleep plays an important role in the process of procedural learning. Most recently, sleep has been implicated in the continued development of motor-skill learning following initial acquisition. However, the temporal evolution of motor learning before and after sleep, the effects of different training regimens, and the long-term development of motor learning across multiple nights of sleep remain unknown. Here, we report data for subjects trained and retested on a sequential finger-tapping task across multiple days. The findings demonstrate firstly that following initial training, small practice-dependent improvements are possible before, but not following the large practice-independent gains that develop across a night of sleep. Secondly, doubling the quantity of initial training does not alter the amount of subsequent sleep-dependent learning that develops overnight. Thirdly, the amount of sleep-dependent learning does not correlate with the amount of practice-dependent learning achieved during training, suggesting the existence of two discrete motor-learning processes. Finally, whereas the majority of sleep-dependent motor-skill learning develops during the first night of sleep following training, additional nights of sleep still offer continued improvements.     

Processing time shifts affects the execution of motor responses

We explore whether time shifts in text comprehension are represented spatially. Participants read sentences involving past or future events and made sensibility judgment responses in one of two ways: (1) moving toward or away from their body and (2) pressing the toward or away buttons without moving. Previous work suggests that spatial compatibility effects should be observed, where the future is mapped onto responses away from the body, and the past is mapped onto responses toward the body. These effects were observed, but only when participants were moving to make their responses, and only for larger time shifts (e.g., a month).     

Sex differences in the time course of emotion

Conventional wisdom holds that women are more "emotional" than men. However, research evidence suggests that sex differences in emotion are considerably more complex. The authors tested hypotheses about sex differences in the engagement of the approach and avoidance motivational systems thought to underpin emotional responses. The authors measured reported emotional experience and startle response magnitude both during the presentation and after the offset of emotional stimuli that engage these motivational systems to assess whether men and women differ in their patterns of immediate response to emotional stimuli and in their patterns of recovery from these responses. Our findings indicated that women were more experientially reactive to negative, but not positive, emotional pictures compared to men, and that women scored higher than men on measure of aversive motivational system sensitivity. Although both men and women exhibited potentiation of the startle response during the presentation of negative pictures relative to neutral pictures, only women continued to show this relative potentiation during the recovery period, indicating that women were continuing to engage the aversive motivational system after the offset of negative emotional pictures.     

Reaction time of motor responses in two-stimulus paradigms involving deception and congruity with varying levels of difficulty

Deception research has focused on identifying peripheral nervous system markers while ignoring cognitive mechanisms underlying those markers. Cognitive theorists argue that the process of deception may involve such constructs as attentional capture, working memory load, or perceived incongruity with memory, while psychophysiologists argue for stimulus salience, arousal, and emotion. Three studies were conducted to assess reaction time (RT) in relation to deception, response congruity, and preparedness to deceive. Similar to a semantic verification task, participants evaluated sentences that were either true or false, and then made truthful or deceptive evaluations of the sentence's base truth-value. Findings indicate that deceptive responses have a longer RT than truthful responses, and that this relationship remains constant across response type and preparedness to deceive. The authors use these findings in preliminary support of a comprehensive cognitive model of deception.     

Tracing the time course of picture--word processing

A number of independent lines of research have suggested that semantic and articulatory information become available differentially from pictures and words. The first of the experiments reported here sought to clarify the time course by which information about pictures and words becomes available by considering the pattern of interference generated when incongruent pictures and words are presented simultaneously in a Stroop-like situation. Previous investigators report that picture naming is easily disrupted by the presence of a distracting word but that word naming is relatively immune to interference from an incongruent picture. Under the assumption that information available from a completed process may disrupt an ongoing process, these results suggest that words access articulatory information more rapidly than do pictures. Experiment 1 extended this paradigm by requiring subjects to verify the category of the target stimulus. In accordance with the hypothesis that picture access the semantic code more rapidly than words, there was a reversal in the interference pattern: Word categorization suffered considerable disruption, whereas picture categorization was minimally affected by the presence of an incongruent word. Experiment 2 sought to further test the hypothesis that access to semantic and articulatory codes is different for pictures and words by examining memory for those items following naming or categorization. Categorized words were better recognized than named words, whereas the reverse was true for pictures, a result which suggests that picture naming involves more extensive processing than picture categorization. Experiment 3 replicated this result under conditions in which viewing time was held constant. The last experiment extended the investigation of memory differences to a situation in which subjects were required to generate the superordinate category name. Here, memory for categorized pictures was as good as memory for named pictures. Category generation also influenced memory for words, memory performance being superior to that following a yes--no verification of category membership. These experiments suggest a model of information access whereby pictures access semantic information were readily than name information, with the reverse being true for words. Memory for both pictures and words was a function of the amount of processing required to access a particular type of information as well as the extent of response differentiation necessitated by the task.     

Hemispheric asymmetries in the time course of recognition memory

Hemispheric specialization has been studied extensively within subfields ranging from perception to language comprehension. However, the study of asymmetries for basic memory functions—an area that holds promise for bridging these low- and high-level cognitive domains—has been sporadic at best. We examined each hemisphere’s tendency to retain verbal information over time, using a continuous recognition memory task with lateralized study items and central test probes. We found that the ubiquitous advantage of the left hemisphere for the processing and retention of verbal information is attenuated and perhaps even reversed over long retention intervals. This result is consistent with theories that propose differences in the degree to which the hemispheres maintain veridical versus semantically transformed representations of the input they receive.     

On the automatic evaluation of social exemplars

The present article focuses on the automatic evaluation of exemplars whose category membership has been learned in the past. Studies 1 and 2 confirmed the hypothesis that once an exemplar has been encoded as a member of a given group, at a later encounter the evaluation associated with the group will be unintentionally retrieved from memory, even when no perceptual cue indicates the exemplar's category membership. Study 3 extended the results to the domain of in-group/out-group differentiation. In addition. Studies 4 and 5 confirmed the hypothesis that stored evaluations can be retrieved and affect responses even when the semantic information on which the evaluations were originally based is no longer available for retrieval. Finally, Study 6 investigated spontaneous approach-avoidance behavior tendencies. Overall, results demonstrate the pervasive effects of person-based representations, and they are discussed in terms of recent models of person perception and out-group discrimination.     

The time course of prepration

The time course of the adjustments triggered by a warning signal was studied by measuring choice reaction times (RTs) at different predictable foreperiods after such a signal. Before the warning signal, a high time uncertainty situation was created by imposing either a long constant foreperiod of 5 sec. or one varying in the range 1.5 to 5 sec. The warning signal was a click. Foreperiods ranging from 0 to 300 millisec. were used in different blocks of trials. The stimulus was the onset of one of two lamps calling for the pressing of one of two keys. A control condition, without click, was used also. RTs were found to decrease continuously when the forperiod was increased from 0 to 100-150 millisec. The click delivered simultaneously with the stimulus permitted reactions significantly faster than in the control condition. It is concluded (a) that the latency of preparation can be much shorter than the 2 to 4 sec. reported by Woodrow; (b) that the warning signal can be used as a time cue to start preparatory adjustments without starting a refractory period of the order of magnitude found in experiments with pairs of successive reactions, and thus that such refractory periods are not the inevitable cost of paying attention to a signal. There is also some suggestion that in this situation the click not only triggers preparatory adjustments, but also causes an immediate facilitation of the reaction to the visual stimulus.     

Examination of reactive motor responses to Achilles tendon vibrations during an inhibitory stepping reaction time task

Inhibition is known to influence balance, step initiation and gait control. A specific subcomponent of inhibition, the perceptual inhibition process, has been suggested to be specifically involved in the integration of proprioceptive information that is necessary for efficient postural responses. This study aimed to investigate the inhibition requirements of planning and executing a choice step initiation task in young adults following experimental perturbation of proprioceptive information using Achilles tendon vibrations. We developed an inhibitory stepping reaction time task in which participants had to step in response to visual arrows that manipulated specific perceptual or motor inhibition according to two proprioceptive configurations: without or with application of vibrations. Performance of twenty-eight participants (mean age 21 years) showed that Achilles tendon vibrations induced an increase in attentional demands (higher reaction time and longer motor responses). Further, this increase in attentional demands did not affect specifically the different inhibitory processes tested in this reactive stepping task. It suggests that attentional demands associated with the vibratory perturbation to postural control do not lead to a shift from automatic to more attentional inhibition processes, at least in young adults.     

Graded aspects of morphological processing: task and processing time

Effects on targets of orthographically (O) and semantically (S) related primes were compared with morphologically related (M) primes in the lexical decision, naming, and go/no go naming tasks. The overall pattern typified the graded nature of morphological processing. Morphological relatedness produced facilitation whose magnitude varied across a range of stimulus onset asynchronies (SOAs of 66-300 ms) and tasks. The effect of semantic and orthographic similarity also depended on SOA and on task. Importantly, the effects of morphological relatedness and orthographic similarity diverged along a time course that reflected semantic processing but could only be approximated by the effect of semantic relatedness between prime and target.     

The time course of the verbal prediction effect

Choice reaction times following correct verbal predictions of the presented stimulus are faster than after incorrect predictions. Two experiments examined the influence of the time interval (PSI) between the prediction and the stimulus on the magnitude of the prediction effect. Experiment 1 used equiprobable stimuli and showed a smaller prediction effect at a 2-sec PSI than at a 0- or .5-sec PSI. Experiment 2 used unequal-probability stimuli and showed that the prediction effect was independent of PSI when the more frequent stimulus was predicted. When the less frequent stimulus was predicted, however, the magnitude of the prediction effect was smaller at .75- and 2-sec PSIs than at a 0-sec PSI. These results were discussed in terms of a prediction substitution hypothesis.     

Schizotypal personality traits and atypical lateralization in motor and language functions

Atypical cerebral lateralization in motor and language functions in regard to schizotypal personality traits in healthy populations, as well as among schizophrenic patients, has attracted attention because these traits may represent a risk factor for schizophrenia. Although the relationship between handedness and schizotypal personality has been widely examined, few studies have adopted an experimental approach. This study consisted of three experiments focusing on motor and language functional lateralization in regard to schizotypal personality in the absence of mental illness: line-drawing, finger tapping, and a semantic go/no-go task. The results suggested that positive schizotypal personality might be related to functional non-lateralization in regard to at least some functions (e.g., spatial motor control and semantic processing in the present study). Subjects with high schizotypal personality traits performed equally with their right and left-hands in the line-drawing task and they reacted equally with their right and left-hands in a semantic go/no-go task involving semantic auditory stimuli presented in both ears. However, those low in schizotypal personality traits showed typical lateralization in response to these tasks. We discuss the implications of these findings for schizotypal atypical lateralization.     

Control over the time course of cognition in the tempo-naming task

Five experiments are reported in which standard naming and tempo-naming tasks were used to investigate mechanisms of control over the time course of lexical processing. The time course of processing was manipulated by asking participants to time their responses with an audiovisual metronome. As the tempo of the metronome increased, results showed that (a) the rate of lexical errors increased, whereas the rate of regularization errors remained constant; (b) onset errors increased at a faster rate than body errors; (c) stimulus effects weakened on latencies, whereas they strengthened on durations and errors; and (d) naming durations decreased more slowly when stimuli were presented prior to the response cue. These results constitute evidence that time pressure in the tempo-naming task caused a compression in the time course of lexical processing. Compression is discussed in terms of threshold mechanisms and rate mechanisms of control.     

The effective time course of preparation

In reaction time (RT) research on nonspecific preparation, the preparation period is often identified with the foreperiod (FP), the interval between the offset of a neutral warning stimulus (S1) and the onset of the reaction stimulus (S2). However, the “effective preparation period” may be longer than FP: nonspecific preparation may start prior to FP (e.g., at the onset of S1) and/or continue after it (i.e., in parallel with the reaction process). In four experiments, we factorially varied FP and an additional factor (S1-duration; S2-luminance; stimulus–response compatibility) that probed the effective preparation period outside the bounds of FP. By examining how equivalent RT–FP functions obtain at the different levels of the additional factor, we showed that nonspecific preparation (1) starts at the onset of S1 for brief FPs but at its offset for longer FPs and (2) continues in parallel with S2-encoding but stops prior to response selection.     

The time course of object encoding

Four experiments examined the effects of encoding time on object identification priming and recognition memory. After viewing objects in a priming phase, participants identified objects in a rapid stream of non-object distracters; display times were gradually increased until the objects could be identified (Experiments 1-3). Participants also made old/new recognition judgments about previously viewed objects (Experiment 4). Reliable priming for object identification occurred with 150 ms of encoding and reached a maximum after about 300 ms of encoding time. In contrast, reliable recognition judgments occurred with 75 ms of encoding and continued to improve for encoding times of up to 1200 ms. These results suggest that recognition memory may be based on multiple levels of object representation, from rapidly activated representations of low-level features to semantic knowledge associated with the object. In contrast, priming in this object identification task may be tied specifically to the activation of representations of object shape.