A place for nouns and a place for verbs? A critical review of neurocognitive data on grammatical-class effects

It is generally held that noun processing is specifically sub-served by temporal areas, while the neural underpinnings of verb processing are located in the frontal lobe. However, this view is now challenged by a significant body of evidence accumulated over the years. Moreover, the results obtained so far on the neural implementation of noun and verb processing appear to be quite inconsistent. The present review briefly describes and critically re-considers the anatomo-correlative, neuroimaging, MEG, TMS and cortical stimulation studies on nouns and verbs with the aim of assessing the consistency of their results, particularly within techniques. The paper also addresses the question as to whether the inconsistency of the data could be due to the variety of the tasks used. However, it emerged that neither the different investigation techniques used nor the different cognitive tasks employed fully explain the variability of the data. In the final section we thus suggest that the main reason for the emergence of inconsistent data in this field is that the cerebral circuits underlying noun and verb processing are not spatially segregated, at least for the spatial resolution currently used in most neuroimaging studies.     

Inducing disbelief in free will alters brain correlates of preconscious motor preparation: the brain minds whether we believe in free will or not

The feeling of being in control of one's own actions is a strong subjective experience. However, discoveries in psychology and neuroscience challenge the validity of this experience and suggest that free will is just an illusion. This raises a question: What would happen if people started to disbelieve in free will? Previous research has shown that low control beliefs affect performance and motivation. Recently, it has been shown that undermining free-will beliefs influences social behavior. In the study reported here, we investigated whether undermining beliefs in free will affects brain correlates of voluntary motor preparation. Our results showed that the readiness potential was reduced in individuals induced to disbelieve in free will. This effect was evident more than 1 s before participants consciously decided to move, a finding that suggests that the manipulation influenced intentional actions at preconscious stages. Our findings indicate that abstract belief systems might have a much more fundamental effect than previously thought.     

The temporal distribution of information in audiovisual spoken-word identification

In the present study, we examined the distribution and processing of information over time in auditory and visual speech as it is used in unimodal and bimodal word recognition. English consonant-vowel-consonant words representing all possible initial consonants were presented as auditory, visual, or audiovisual speech in a gating task. The distribution of information over time varied across and within features. Visual speech information was generally fully available early during the phoneme, whereas auditory information was still accumulated. An audiovisual benefit was therefore already found early during the phoneme. The nature of the audiovisual recognition benefit changed, however, as more of the phoneme was presented. More features benefited at short gates rather than at longer ones. Visual speech information plays, therefore, a more important role early during the phoneme rather than later. The results of the study showed the complex interplay of information across modalities and time, since this is essential in determining the time course of audiovisual spoken-word recognition.     

How many response options? A study of remember-know testing procedures

The remember-know procedure can be conducted in one or two steps. The one-step procedure does not include a recognition response (old-new) prior to the remember-know response. It is observed consistently that the one-step procedure leads to a more liberal placement of the response criterion, but it is unclear whether recognition accuracy is affected by the number of procedural steps. However, previous studies used bias-dependent measures of accuracy (A′ and d′). We manipulated the number of steps and confirmed the finding that the response criterion is more liberal with the one-step procedure. More importantly, we employed a signal detection theory bias-free accuracy measure (d_a) to show that varying the number of steps does not affect recognition accuracy, and we demonstrated that this pattern of results does not change when the dual process signal detection model (Yonelinas, 1997) is applied.     

The Teacher's Career and Life

Abstract. Participants in a Wabash Center consultation on vocation discussed the variety of expectations, opportunities, and challenges that create contexts for teaching as they move through careers. These essays emerge from the experiences and reflections of four participants about different stages of careers in diverse contexts. Tom Massaro writes from the perspective of one who recently navigated the challenges leading up to the tenure review in a Jesuit theological school and notes common patterns amidst the diversity of challenges. Phyllis Airhart ponders vocational fidelity in the transitions to new roles and responsibilities at mid‐career in a Canadian university. Barbara Brown Zikmund deals with what she calls the ‘mature years’ and traces a major shift in her career from administration in an American school to teaching in Japan. Raymond Williams reflects on vocation during the process of preparing for retirement from teaching in a liberal arts college, attempting to respond faithfully to the inevitable question, ‘What are you going to do when you retire?’ Vocation is a thread that runs through each essay as reflection on the integrity and continuity of careers. The authors raise issues and make suggestions that may help others reflect on their vocation as teacher.     

The control of responsiveness in ADHD by catecholamines: evidence for dopaminergic, noradrenergic and interactive roles

We explore the neurobiological bases of attention deficit hyperactivity disorder (ADHD) from the viewpoint of the neurochemistry and psychopharmacology of the catecholamine-based behavioural systems. The contributions of dopamine (DA) and noradrenaline (NA) neurotransmission to the motor and cognitive symptoms of ADHD (e.g. hyperactivity, variable and impulsive responses) are studied in rodent and primate models. These models represent elements of the behavioural units observed in subjects with ADHD clinically, or in laboratory settings (e.g. locomotion, changed sensitivity/responsivity to novelty/reinforcement and measures of executive processing). In particular, the models selected emphasize traits that are strongly influenced by mesocorticolimbic DA in the spontaneously hypertensive (SHR) and the Naples high excitability (NHE) rat lines. In this context, the mode of action of methylphenidate treatment is discussed. We also describe current views on the altered control by mesolimbic catecholamines of appropriate and inappropriate goal-directed behaviour, and the tolerance or intolerance of delayed reinforcement in ADHD children and animal models. Recent insights into the previously underestimated role of the NA system in the control of mesocortical DA function, and the frontal role in processing information are elaborated.     

Mandarin speech perception by ear and eye follows a universal principle

In this study, the nature of speech perception of native Mandarin Chinese was compared with that of American English speakers, using synthetic visual and auditory continua (from /ba/ to /da/) in an expanded factorial design. In Experiment 1, speakers identified synthetic unimodal and bimodal speech syllables as either /ba/ or /da/. In Experiment 2, Mandarin speakers were given nine possible response alternatives. Syllable identification was influenced by both visual and auditory sources of information for both Mandarin and English speakers. Performance was better described by the fuzzy logical model of perception than by an auditory dominance model or a weighted-averaging model. Overall, the results are consistent with the idea that although there may be differences in information (which reflect differences in phonemic repertoires, phonetic realizations of the syllables, and the phonotactic constraints of languages), the underlying nature of audiovisual speech processing is similar across languages.