Effectiveness of word order and grammatical markers as syntactic indicators of semantic relations in opaque input conditions

Using an artificial linguistic system an attempt was made: (1) to estimate the relative opacity between a meaning-form correspondence which would not interfere with the acquisition of a linguistic system and (2) to determine the relative effectiveness of word order and grammatical markers as syntactic indicators of semantic relations in less transparent input conditions. The results showed that syntax was induced even under 25% opaque conditions and that word order exhibited a slight tendency to be more effective than grammatical markers. Discussion emphasized the minimum amount of structural invariance necessary for a meaning-form mapping under opaque input conditions.     

Extraction of linguistically relevant referential properties through language learning

In order to identify the role of language in extracting a particular referential property which was involved in a reference situation but which was not expressed as relevant, in the linguistic structure of the subjects' native language, three experiments were performed. Forty subjects were exposed to the same referential situations but to different linguistic structures, each encoding a particular referential property that was, relevant. Miniature artificial languages were used. The referential properties examined were prototypical transitivity as defined by Slobin (1980) and plurality. The results showed that prototypical transitivity was extracted more readily than plurality, even though the subjects were more familiar with the latter property. The discussion emphasized how language serves to promote, the extraction and encoding of linguistically relevant properties that underlie referential situations.Deep gratitude is due to Prof. D. D. Steinberg for his cogent and critical reading of the earlier version of the paper.     

Self-corrected elaboration effects on incidental memory

Subjects performed an orienting task involving 3 conditions followed by an unexpected free recall test. The conditions were designed to force 3 types of corrected elaborations: Generated Correction, Chosen Correction, and No Correction. In the Generated Correction condition the subjects were presented with a target word (e.g., Baby) and a bizarre sentence frame (e.g., "____drinks beer.") and asked to correct the target to a congruous word (e.g., Uncle) to make a common sentence. In the Chosen Correction condition, the subjects were presented with a target and its bizarre sentence frame and asked to choose one of the alternative congruous words (e.g., Uncle, Aunt) to make a common sentence. In the No Correction condition, the subjects were presented with a target and its bizarre sentence frame and asked to rate the congruity of each target to its sentence frame. Generated Correction led to a better performance than Chosen Correction and No Correction, but a difference between the last two correction types was not found. These results were interpreted as showing that, by generating correct information, self-corrected elaboration led to facilitation of incidental memory.     

Effects of types of elaboration on children's memories of a story: interaction with academic performance

Two experiments compared the effectiveness of three types of elaboration on incidental and intentional memory for a story: self-generated, self-choice, and experimenter-provided elaboration. In Exp. 1, using the incidental memory paradigm, second graders listened to a fantastic story and then, in the self-generated condition, answered a "why" question about a particular topic in the story. In the self-choice condition, they chose one of the alternative answers to the question and in the experimenter-provided condition, judged the appropriateness of each of two provided answers. This was followed by free-recall and cued-recall tests. Subjects were categorized into two groups, good and poor academic achievers in terms of academic scores in four subject matter areas. For good academic achievers, self-choice elaboration led to a better cued recall than the other two elaboration types. The cued-recall performance of poor achievers was not different with the three conditions. In Exp. 2, using the intentional memory paradigm, the subjects intended to learn a different story and then performed the same procedure as Exp. 1. For poor achievers, self-choice elaboration led to a worse free recall than the other elaboration types, but the free recall of good achievers was not significantly different for the three types of elaboration. The results were interpreted as showing that the effects of self-choice elaboration on incidental and intentional memory were correlated with subjects' academic performance.     

Episodic memory reflected in printed word naming

Although memory is typically measured by recall or recognition, it is also expressed by fluent or stylized task performance. In this experiment, 12 volunteers (calledspeakers) completed four experimental stages over a 2-week period. They read printed words aloud in two sessions, before and after exposure to auditory training tokens. They later completed a recognition memory test, discriminating old from new words. Groups ofperceptual judges assessed the speakers vocal imitation by comparing utterances recorded before and after training and deciding which sounded like “better imitations” of the training tokens. The data showed clear evidence of postexposure imitation, with systematic effects that preclude strategic explanations. The contents of episodic memory were reflected by participants speaking style while they were reading aloud. Together, the imitation and recognition data suggest that memory preserves detailed traces of spoken words; those traces were apparently activated when participants later read the same words in the same context.     

Conditioned taste aversion with sucrose and tactile stimuli in the pond snail Lymnaea stagnalis

A new form of taste aversion conditioning was established in the pond snail Lymnaea stagnalis. An associative memory, lasting 24h, was produced in the pond snail with 20 pairings of 100 mM sucrose as the conditioned stimulus (CS) and mechanical stimulation to the head as the unconditioned stimulus (UCS). Animals exposed to reverse pairings of the CS and UCS failed to learn the association. The learning was characterized by a shift in the response to the UCS from a whole-body withdrawal response to the cessation of feeding behavior.     

Age differences in the effect of physical activity on depressive symptoms

This study examined associations between physical activity and depressive symptoms in 1,151 community-dwelling adults in Japan. Physical activity was measured using a pedometer, whereas depressive symptoms were assessed with the Center for Epidemiological Studies-Depression Scale. A structural equation modeling with a cross-lagged panel design revealed that for the older adults (65-79 years of age), daily walking at baseline predicted fewer depressive symptoms at the 2-year follow-up, even after adjusting for confounders. In contrast, the association was not confirmed for the middle-aged adults (40-64 years of age). Findings suggest that age should be considered when estimating the effect of physical activity on psychological well-being.     

What does the dominant eye dominate? A brief and somewhat contentious review

We examine a set of implicit and explicit claims about the concept of eye dominance that have been made over the years and note that the new literature on eye dominance does not reflect the old literature from the first half of the last century. We argue that the visual and oculomotor function of the dominant eye--defined by such criteria as asymmetry in acuity, rivalry, or sighting--remains unknown and that the usefulness of the concept for understanding its function is yet to be determined. We suggest that the sighting-dominant eye is the eye used for monocular tasks and has no unique functional role in vision.     

An ERP study of sensory mismatch expressions in Japanese

Combinations of different sensory words produce mismatch expressions like smooth color and red touch in contrast to normal expressions like red color and smooth touch. Concerning these sensory mismatch expressions, results of three experiments are reported. Experiment 1 revealed that (i) mismatch expressions were less comprehensible than normal expressions, and that (ii) there were two patterns among mismatch expressions: the high-comprehensible mismatch expression (HighCME, e.g., smooth color) and the low-comprehensible mismatch expression (LowCME, e.g., red touch). Experiment 2 revealed that the mismatch expressions produced a significantly greater N400 amplitude than the normal expressions. Experiment 3 implied that the difference between High/LowCME was reflected in a later latency band or in a topographical difference of N400, although the statistical significance was marginal. It is argued that the processes to integrate linguistic elements (e.g., combining adjectives and nouns) are not homogeneous.     

Effects of response type on coordinated responses during arm movement.

This paper reports some experimental results on the coordination of finger and vocal responses with passing through a target position in multijoint arm movement. In Experiment 1, we found that the difference in the timing of finger and vocal responses cannot be attributed entirely to efferent or representational effects. Instead, it appears to reflect the extent to which information about the internal stimuli generated by the arm movement are available to the centers controlling these different responses. That is, it is a compatibility effect. In Experiment 2, the case in which a finger response is made on the same side of the body as the moving arm was compared with the case in which it is made with the contralateral hand, which remains static. The interaction effect observed suggests that the pathways subserving coordinated responses are informationally encapsulated, so that information about arm movement is not shared between the neural centers controlling different coordinated responses.