Aging,imagery, and the bizarreness effect

ABSTRACT

This study examined the bizarre imagery effect in young and older adults, under incidental and intentional conditions. Intentionality was manipulated across experiments, with participants receiving an incidental free recall test in Experiment 1 and an intentional test in Experiment 2. This study also examined the relation between working memory resources and the bizarreness effect. In Experiment 1 young and older adults were presented with common and bizarre sentences; they later received an incidental recall test. There were no age differences in sensitivity to the bizarreness effect in Experiment 1 when ANOVAs were used to analyze the data. However, when the bizarreness effect was examined in terms of effect size, there was evidence that younger adults produced larger bizarreness effect sizes than younger adults. Experiment 2 further explored age differences in sensitivity to the bizarreness effect by presenting young and older adults with bizarre and common sentences under intentional learning conditions. Experiment 2 failed to yield age differences as a function of item type (bizarre vs. common). In addition, Experiment 2 failed to yield significant evidence that the bizarreness effect is modulated by working memory resources. The results of this study are most consistent with the distinctiveness account of the bizarreness effect.     

Consistent and Variable Practice Conditions: Effects on Relative and Absolute Timing

The authors conducted the present experiments to resolve the discrepancy between studies in which relative-timing learning has been found to be enhanced by consistent practice conditions and contextual interference experiments in which relative-timing learning has been found to be enhanced more by random practice than by blocked practice. There were 40 participants in Experiment 1 and 48 in Experiment 2. The results of Experiment 1 extended previous findings: The learning of the relative-timing pattern was systematically enhanced by the degree to which the practice conditions promoted movement consistency (constant > blocked > serial > random). Experiment 2 provided evidence that the discrepancy between the relative-timing effects in the 2 groups of studies was a product of the way in which relative-timing goals and feedback were presented. When the feedback was presented as segment times, random practice resulted in generally more stable relative-timing patterns during acquisition than blocked practice did. Thus, in both experiments, the learning of the relative-timing pattern was enhanced by more stable relative-timing conditions during acquisition. Absolute-timing learning, as indexed by the transfer tests, was enhanced by serial or random practice as compared with constant or blocked practice, and was relatively unaffected by feedback conditions directed at the relative-timing pattern. In terms of motor programming theory, those findings are taken as additional evidence for the disassociation of memories supporting generalized motor program (GMP) performance, as indexed by relative timing, and parameter performance, as indexed by absolute timing.     

Planning and Executing Simple Movements: Contributions of Relative-Time and Overall-Duration Specification

In 3 experiments, the authors used a precuing protocol to examine the nature and cost of programming and the subsequent reprogramming of a movement's relative time and overall duration. Initial programming followed a fixed-order specification; knowledge of the necessary relative time was required before information regarding overall duration could be used in a manner that expedited response planning. In the case of reprogramming, however, when a modification had to be made in either the relative time or overall duration of the anticipated and already-prepared response, performers chose to completely reprogram the entire response. Complete reprogramming occurred even when the performer had correctly prepared the higher order relative-time component and only had to modify the overall duration of the movement. The data indicate that organizing movement timing before movement initiation is accomplished in a fundamentally different manner depending on whether the movement is being initially compiled or modified.     

Encoding and retrieval in aging and memory loss, a fMRI study

Mild cognitive impairment (MCI) is a term for nondemented individuals with memory complaints and deficits greater than age-adjusted normal performance. Functional MRI (fMRI) may be a more sensitive method than other techniques to reveal functional abnormalities in individuals with MCI, only a proportion of whom progress to Alzheimer's disease (AD). fMRI was carried out while subjects (four MCI, five age-matched normal controls, and one AD) performed incidental encoding (deep and shallow) and recognition tasks for colored and black and white photographs contrasted to baseline fixation. fMRI revealed interesting dissociations between activation patterns and behavioral performance when comparing the MCI and AD to the NC.     

A survey of psychologists' attitudes towards and utilization of exposure therapy for PTSD

Although research supports the efficacy of exposure therapy for PTSD, some evidence suggests that exposure is under-utilized in general clinical practice. The purpose of this study was to assess licensed psychologists' use of imaginal exposure for PTSD and to investigate perceived barriers to its implementation. A total of 852 psychologists from three states were randomly selected and surveyed. An additional 50 members of a trauma special interest group of a national behavior therapy organization were also surveyed. The main survey results indicate that a large majority of licensed doctoral level psychologists do not report use of exposure therapy to treat patients with PTSD. Although approximately half of the main study sample reported that they were at least somewhat familiar with exposure for PTSD, only a small minority used it to treat PTSD in their clinical practice. Even among psychologists with strong interest and training in behavioral treatment for PTSD, exposure therapy is not completely accepted or widely used. Clinicians also appear to perceive a significant number of barriers to implementing exposure.     

Cross-lingual measurements of interconsonantal differences

Native speakers recorded pairs of consonant-vowel (CV) and vowel (V) syllables in Japanese, American English, Serbo-Croatian, and Italian. All initial consonants of each language were paired with each other. For example, a speaker would read a-a, a-pa, a-ma, etc., through all of the consonants. The next series would commence pi-i, pi-pi, pi-bi, pi-mi, etc., through the consonants. Five vowels were used. Following typical instructions of the method of magnitude estimation, native panels of 20 to 26 listeners, all university students, individually assessed the sameness or difference of a pair of syllables. The measures were normalized and averaged for each series of pairs of syllables.Sixteen of the prevocalic sounds, including the absence of a consonant, were deemed phonetically similar from language to language. First, intercorrelations were computed among the languages with respect to the 16 judgments made of the differences between each consonant and the consonants of that language, itself included. Second, a factor analysis was made of each matrix of interconsonantal distances. Third, a cluster analysis was made of the 64 (=16×4) sounds of the four languages.     

Individual differences in bridging inference processes

The role of individual differences in bridging-inference processing was studied. Students (n = 135) read passages of short to moderate length. After each one, they answered corresponding questions about inferences that bridged causally related ideas that were either near or far apart in the text. The main hypothesis was that local bridging-inference processing is facilitated by the reader's predisposition to access pertinent knowledge during comprehension. Regression analyses provided support for this proposal and indicated that greater working-memory capacity and vocabulary knowledge promote inference processing. The following relationships between the predictors and inference processing were proposed: Knowledge access promotes the co-occurrence in working memory of the text ideas and knowledge needed to compute the bridge. Working-memory capacity enhances the likelihood that needed antecedent ideas will be available to the bridging processes. Vocabulary knowledge may promote inference processing because unfamiliar word meanings place more demands on working-memory resources than do familiar meanings.