Dissociation between syntactic and semantic processing during idiom comprehension

Syntactic and semantic processing of literal and idiomatic phrases were investigated with a priming procedure. In 3 experiments, participants named targets that were syntactically appropriate or inappropriate completions for semantically unrelated sentence contexts. Sentences ended with incomplete idioms (kick the...) and were biased for either a literal (ball) or an idiomatic (bucket) completion. Syntactically appropriate targets were named more quickly than inappropriate ones for both contextual biases, suggesting that syntactic analysis occurs for idioms. In a final experiment, targets were either concrete (expected) or abstract (unexpected) nouns. For literal sentences, the abstract targets were named more slowly than the concrete targets. In contrast, there was no concreteness effect for idiomatic sentences, suggesting that the literal meaning of the idiom is not processed. Overall, the results provide evidence for dissociation between syntactic and semantic processing.     

Age vs Alzheimer's: a computational model of changes in representation

Previous research has demonstrated that the language of older adults leads to denser representations in a high dimensional model of memory than does the language of younger adults (Conley & Burgess, in press), and thus that density in the model (HAL or the hyperspace analogue to language) may constitute a useful metric in comparing memory for younger and older adults. This paper extends the previous research by examining the role of density in semantic representations that emerged from the language generated by adults with Alzheimer' s and comparing the results with age-matched normal controls. We found that, just as older adults have denser representations in semantic space than do younger adults, adults with Alzheimer's have still denser representations than normal older adults. These results support the hypothesis that greater density, normally associated in the model with good semantic depth, may in fact reach a "saturation point" and affect retrieval in older adults and especially adults with Alzheimer's.     

A Comparison of Telephone Genetic Counseling and In-Person Genetic Counseling from the Genetic Counselor’s Perspective

Growing demand for and limited geographic access to genetic counseling services is increasing the need for alternative service delivery models (SDM) like telephone genetic counseling (TGC). Little research has been done on genetic counselors’ perspectives of the practice of TGC. We created an anonymous online survey to assess whether telephone genetic counselors believed the tasks identified in the ABGC (American Board of Genetic Counseling) Practice Analysis were performed similarly or differently in TGC compared to in person genetic counseling (IPGC). If there were differences noted, we sought to determine the nature of the differences and if additional training might be needed to address them. Eighty eight genetic counselors with experience in TGC completed some or all of the survey. Respondents identified differences in 13 (14.8 %) of the 88 tasks studied. The tasks identified as most different in TGC were: “establishing rapport through verbal and nonverbal interactions” (60.2 %; 50/83 respondents identified the task as different), “recognizing factors affecting the counseling interaction” (47.8 %; 32/67), “assessing client/family emotions, support, etc.” (40.1 %; 27/66) and “educating clients about basic genetic concepts” (35.6 %; 26/73). A slight majority (53.8 %; 35/65) felt additional training was needed to communicate information without visual aids and more effectively perform psychosocial assessments. In summary, although a majority of genetic counseling tasks are performed similarly between TGC and IPGC, TGC counselors recognize that specific training in the TGC model may be needed to address the key differences.     

The Psychology Graduate Applicant’s Portal (www.psychgrad.org)

Applying to graduate school in psychology can be an intimidating process. Many obstacles must be overcome, such as applying to a program appropriate to the specific applicant, getting good GRE scores, submitting a clear and well-written statement of purpose, and obtaining letters of recommendation, to name just a few. Much information is available to assist applicants in these tasks, but finding this information can cause problems even for experienced Internet users. The goal of this project is to create an easily accessible Web clearing house of information on applying to graduate school in psychology. This Web site, called the Psychology Graduate Applicant’s Portal (or PsychGrad.org), contains targeted links to other Web pages with valuable information, book recommendations on the application process, polls to measure issues important to the graduate applicants, site-unique advice on graduate programs, a message board to exchange information and experiences, and other information relevant to the application process.     

Remembering the past and imagining the future: a neural model of spatial memory and imagery

The authors model the neural mechanisms underlying spatial cognition, integrating neuronal systems and behavioral data, and address the relationships between long-term memory, short-term memory, and imagery, and between egocentric and allocentric and visual and ideothetic representations. Long-term spatial memory is modeled as attractor dynamics within medial-temporal allocentric representations, and short-term memory is modeled as egocentric parietal representations driven by perception, retrieval, and imagery and modulated by directed attention. Both encoding and retrieval/imagery require translation between egocentric and allocentric representations, which are mediated by posterior parietal and retrosplenial areas and the use of head direction representations in Papez's circuit. Thus, the hippocampus effectively indexes information by real or imagined location, whereas Papez's circuit translates to imagery or from perception according to the direction of view. Modulation of this translation by motor efference allows spatial updating of representations, whereas prefrontal simulated motor efference allows mental exploration. The alternating temporal-parietal flows of information are organized by the theta rhythm. Simulations demonstrate the retrieval and updating of familiar spatial scenes, hemispatial neglect in memory, and the effects on hippocampal place cell firing of lesioned head direction representations and of conflicting visual and ideothetic inputs.     

Asking an eyewitness to predict their later lineup performance could harm the confidence–accuracy relationship

Few studies have investigated eyewitnesses' ability to predict their later lineup performance, known as predecision confidence. We applied calibration analysis in two experiments comparing predecision confidence (immediately after encoding but prior to a lineup) to postdecision confidence (immediately after a lineup) to determine which produces a superior relationship with lineup decision accuracy. Experiment 1 (N = 177) featured a multiple-block lineup recognition paradigm featuring several targets and lineups; Experiment 2 featured an eyewitness identification paradigm with a mock-crime video and a single lineup for each participant (N = 855). Across both experiments, postdecision confidence discriminated well between correct and incorrect lineup decisions, but predecision confidence was a poor predictor of accuracy. Moreover, simply asking for predecision confidence weakened the postdecision confidence–accuracy relationship. This implies that police should exercise caution when interviewing eyewitnesses, as they should not be asked to predict their ability to make an accurate lineup decision.     

Re-assessing causal accounts of learnt behavior in rats

Rats received either a common-cause (i.e., A→B, A→food) or a causal-chain training scenario (i.e., B→A, A→food) before their tendency to approach the food magazine during the presentation of B was assessed as a function of whether it was preceded by a potential alternative cause. Causal model theory predicts that the influence of an alternative cause should be restricted to the common-cause scenario. In Experiment 1, responding to B was reduced when it occurred after pressing a novel lever during the test phase. This effect was not influenced by the type of training scenario. In Experiment 2, rats were familiarized with the lever prior to test by training it as a potential cause of B. After this treatment, the lever now failed to influence test responding to B. In Experiment 3, rats given common-cause training responded more to B when it followed a cue that had previously been trained as a predictor of B, than when it followed another stimulus. This effect was not apparent in rats that received causal-chain training. This pattern of results is the opposite of that predicted by causal model theory. Thus, in three experiments, the presence of an alternative cause failed to influence test responding in manner consistent with causal model theory. These results undermine the application of causal model theory to rats, but are consistent with associative analyses.