Feedback and intention during motor-skill learning: a connection with prospective memory

The intention to complete an action in the future can improve the learning of this action, but it is unknown whether this effect persists when feedback is manipulated during encoding. In Experiment 1, participants were instructed to learn a motor skill with or without intending to reproduce this learning in the future, and feedback on their movements was administrated by self-decision, that is, participants asked for feedback whenever they wanted it. The results showed that intention increased the frequency with which feedback was requested, but did not improve motor performance. In Experiment 2, participants had to learn the task with high or few feedbacks, which they could not control. In these conditions, intention was beneficial in promoting motor learning only for a low feedback schedule. We suggest that the beneficial effect of intention on learning can be overshadowed or emphasised by the feedback processing during encoding. These findings are discussed in light of theories surrounding prospective memory.     

Pliers,not fingers: Tool-action effect in a motor intention paradigm

Tool-use representations have been suggested to be supported by the representation of hand actions and/or by the representation of tool actions. A major issue is to know which one of these two representations is preferentially activated when people intend to use a tool. To address this issue, we developed a paradigm in which, in 20% of trials, participants had to press a button and actually use pliers to move an object in response to a predefined target symbol. Importantly, two masks hiding the symbols performed “opening” or “closing” actions before symbols appeared. In Experiment 1, participants used normal pliers: Hand’s opening actions induced pliers’ opening actions and vice versa for hands’ closing actions. Results indicated a compatibility effect between masks’ actions and pliers’ actions. Participants were faster to press the button in response to the target symbol when opening and closing actions of the masks were congruent with the corresponding actions of the hand. In Experiment 2 participants used inverse pliers: Hand’s opening actions involved pliers’ closing actions and vice versa. In this situation, results showed that the congruency of masks’ actions occurred with pliers’ actions and not hand’s actions. Altogether, these findings demonstrate that intention of use is preferentially based on the representation of tool actions, and have important implications for the domain of neuropsychology of tool use and the theories of goal-directed behavior.     

Occipital gamma activation during Vipassana meditation

Long-term Vipassana meditators sat in meditation vs. a control rest (mind-wandering) state for 21 min in a counterbalanced design with spontaneous EEG recorded. Meditation state dynamics were measured with spectral decomposition of the last 6 min of the eyes-closed silent meditation compared to control state. Meditation was associated with a decrease in frontal delta (1–4 Hz) power, especially pronounced in those participants not reporting drowsiness during meditation. Relative increase in frontal theta (4–8 Hz) power was observed during meditation, as well as significantly increased parieto-occipital gamma (35–45 Hz) power, but no other state effects were found for the theta (4–8 Hz), alpha (8–12 Hz), or beta (12–25 Hz) bands. Alpha power was sensitive to condition order, and more experienced meditators exhibited no tendency toward enhanced alpha during meditation relative to the control task. All participants tended to exhibit decreased alpha in association with reported drowsiness. Cross-experimental session occipital gamma power was the greatest in meditators with a daily practice of 10+ years, and the meditation-related gamma power increase was similarly the strongest in such advanced practitioners. The findings suggest that long-term Vipassana meditation contributes to increased occipital gamma power related to long-term meditational expertise and enhanced sensory awareness.     

Spotting animals in natural scenes: efficiency of humans and monkeys at very low contrasts

The ability of monkeys to categorize objects in visual stimuli such as natural scenes might rely on sets of low-level visual cues without any underlying conceptual abilities. Using a go/no-go rapid animal/non-animal categorization task with briefly flashed achromatic natural scenes, we show that both human and monkey performance is very robust to large variations of stimulus luminance and contrast. When mean luminance was increased or decreased by 25–50%, accuracy and speed impairments were small. The largest impairment was found at the highest luminance value with monkeys being mainly impaired in accuracy (drop of 6% correct vs. <1.5% in humans), whereas humans were mainly impaired in reaction time (20 ms increase in median reaction time vs. 4 ms in monkeys). Contrast reductions induced a large deterioration of image definition, but performance was again remarkably robust. Subjects scored well above chance level, even when the contrast was only 12% of the original photographs (≈81% correct in monkeys; ≈79% correct in humans). Accuracy decreased with contrast reduction but only reached chance level -in both species- for the most extreme condition, when only 3% of the original contrast remained. A progressive reaction time increase was observed that reached 72 ms in monkeys and 66 ms in humans. These results demonstrate the remarkable robustness of the primate visual system in processing objects in natural scenes with large random variations in luminance and contrast. They illustrate the similarity with which performance is impaired in monkeys and humans with such stimulus manipulations. They finally show that in an animal categorization task, the performance of both monkeys and humans is largely independent of cues relying on global luminance or the fine definition of stimuli.     

Intention in motor learning through observation

The purpose of this experiment was to assess whether learning an action through observation is enhanced by the intention to reproduce the observed behaviour. Two groups of participants observed a model practise a timing task and performed a 24-hour delayed retention test. Participants in the first group of observers were explicitly instructed that they would be required to execute the timing task that they had observed as accurately as possible during the delayed retention test. Observers in the second group were instructed that they would be required to describe as accurately as possible the behaviour that they had observed. A control group of participants, who did not observe the model, was also administered the delayed retention test. The results of the retention test indicated that absolute timing (parameterization) was learned by the observers to the same extent with or without intention to reproduce the task. Indeed, on the retention test absolute timing for the two groups of observers was as effective as that for the models. However, observing with an intention to reproduce the task was beneficial for learning the movement's relative timing structure. Results are discussed with respect to a potential mechanism by which intention enhances observation.     

Identity recognition and happy and sad facial expression recall: Influence of depressive symptoms

Relatively few studies have examined memory bias for social stimuli in depression or dysphoria. The aim of this study was to investigate the influence of depressive symptoms on memory for facial information. A total of 234 participants completed the Beck Depression Inventory II and a task examining memory for facial identity and expression of happy and sad faces. For both facial identity and expression, the recollective experience was measured with the Remember/Know/Guess procedure (Gardiner & Richardson-Klavehn, 2000). The results show no major association between depressive symptoms and memory for identities. However, dysphoric individuals consciously recalled (Remember responses) more sad facial expressions than non-dysphoric individuals. These findings suggest that sad facial expressions led to more elaborate encoding, and thereby better recollection, in dysphoric individuals.     

Are belief‐based justifications associated with metalinguistic awareness? A cross‐sectional study in school‐age children

Previous research has consistently demonstrated that false‐belief (FB) understanding correlates with and predicts metalinguistic ability in preschoolers. Surprisingly, however, there is scant evidence on the question of whether this relation persists at later ages. The present cross‐sectional study sought to fill this gap by examining the association between FB understanding, belief‐based justifications and metalinguistic awareness. A sample of 150 children primary‐school children between 8 and 11 years of age were administered a test of receptive language, a second‐order theory‐of‐mind task and a comprehensive metalinguistic battery. The results of correlational and regression analyses showed that explicit metalinguistic awareness (in particular, performance in the Ambiguity and Phonemic Segmentation subtests) was significantly predicted by children's belief‐based responses to the justification question in the theory of mind task but only for children with small receptive vocabularies; in contrast, FB understanding made no independent contribution (either alone or in interaction with other measures). These findings complement and advance existing data by showing that, in school‐age children, the association between the 2 domains involves more mature, verbally explicit levels of FB understanding and metalinguistic awareness.

Highlights

• We examined the relation between metalinguistic awareness and theory‐of‐mind in primary‐school children.
• Metalinguistic awareness was associated to belief‐based justifications, but only for children with small vocabulary.
• In school‐age children the ability to provide verbal justifications plays a key role in the relation between theory‐of‐mind and metalinguistic awareness.

     

Memory,Future Thinking,and the Self. In Honour of Martial Van Der Linden

Over the past 20 years, much progress has been made in understanding the relations between memory and future thinking, and their role in shaping our sense of self and identity. My own interest in these research questions owes much to Martial Van der Linden, with whom I had the chance to interact closely for several years. The purpose of this article is to pay tribute to him by reviewing the work we initiated together on autobiographical memory and future-oriented thinking. I first review our early work on the relationship between memory and future thinking and discuss their role in self-representation. Then, I provide an overview of the underlying neural bases and describe the alterations of autobiographical thinking that characterize certain psychological disorders. Finally, I outline an integrative framework that I recently proposed to account for the cognitive structure of past and future autobiographical thinking.