Acoustic mechanisms of note-type perception in black-capped chickadee (Poecile atricapillus) calls

Acoustic communication in black-capped chickadees (Poecile atricapillus) has been studied intensively, the "chick-a-dee" call being among the most well described. This call consists of 4 note types; chickadees perceive these notes as open-ended categories and do so in a continuous manner, with As more similar to Bs and Bs more similar to Cs. Acoustic features contributing to the note-type differentiation are unknown. Recent analyses suggested that certain acoustic features may play a role in note-type classification. Here, the authors tested black-capped chickadees in an operant-conditioning paradigm to determine which features were controlling note-type perception. The results suggest that the note pitch and the frequency modulation in the initial portion of the note control the perception of note types.     

Evaluating the coordination dynamics of handwriting

This study aims to test the hypothesis that handwriting is governed by the dynamics of non-linear coupled oscillators. Accordingly, its first goal is to identify preferred, basic graphic shapes corresponding to spontaneously stable combinations of the two frequency-locked oscillatory x-y components of the trajectories. Six participants were required to produce 26 ellipsoids of varying eccentricities and orientations presented consecutively on a graphic tablet. These shapes corresponded to a systematic manipulation of the relative phase and the relative amplitude of the oscillators by a constant step. Results showed that among those, only eight ellipsoids were produced in a spontaneous and stable fashion. They were characterized by attraction of nearby shapes, and by a higher accuracy and velocity. Alike all periodic motion, graphic skills, hence handwriting, exhibit preferred coordination patterns, which can be ascribed to the non-linear coupling of two oscillators.     

Independent manipulation of emotion in an emotional stroop task using classical conditioning

The effects of emotional connotation on emotional Stroop interference in anxiety were examined. First, a classical conditioning paradigm was used in which neutral words and nonwords were paired with either negative or neutral pictures. These conditioned stimuli were then presented in an emotional Stroop paradigm. Finally, participants rated each word and nonword for emotional connotation. The high-anxious group demonstrated significant interference for the nonwords that had been negatively conditioned, and these effects did not dissipate over time. The affective rating data supported the view that nonwords, but not the words had been successfully conditioned in the high-anxious group. This experiment provides evidence for the importance of emotional connotation rather than confounded semantic factors in the emotional Stroop effect.     

Impact of executive dysfunctions on episodic memory abilities in patients with ruptured aneurysm of the anterior communicating artery

Executive and memory dysfunctions are among the most frequently reported deficits following a ruptured aneurysm of the anterior communicating artery (ACoA). In order to study the impact of the dysexecutive syndrome on episodic and semantic memory, the data obtained from 59 ACoA patients were examined retrospectively. All patients were assessed on a variety of episodic memory tests (Rey Auditory-Verbal Learning Test, Rey Complex Figure Test, Weschler Memory Scale), semantic memory (verbal fluency), and standardized tests of executive functions (Trail Making Test, Maze tests, Wisconsin Card Sorting Test). There was a strong positive correlation between executive dysfunction and retrieval difficulties in episodic and semantic memory tasks. Comparisons of subgroups of patients with high and low frontal lobe functioning on delayed recall and recognition revealed a significant group X condition interaction in addition to significant group and condition main effects. ACoAs patients with low frontal lobe functioning were particularly deficient in free recall (immediate and delayed) while recognition was equally well preserved in the two subgroups. Neither subgroup presented with an abnormal forgetting over time suggesting a retrieval deficit rather than a true retention impairment.     

Exposure effects on music preference and recognition

In three experiments, the effects of exposure to melodies on their subsequent liking and recognition were explored. In each experiment, the subjects first listened to a set of familiar and unfamiliar melodies in a study phase. In the subsequent test phase, the melodies were repeated, along with a set of distractors matched in familiarity. Half the subjects were required to rate their liking of each melody, and half had to identify the melodies they had heard earlier in the study phase. Repetition of the studied melodies was found to increase liking of the unfamiliar melodies in the affect task and to be best for detection of familiar melodies in the recognition task (Experiments 1, 2, and 3). These memory effects were found to fade at different time delays between study and test in the affect and recognition tasks, with the latter leading to the most persistent effects (Experiment 2). Both study-to-test changes in melody timbre and manipulation of study tasks had a marked impact on recognition and little influence on liking judgments (Experiment 3). Thus, all manipulated variables were found to dissociate the memory effects in the two tasks. The results are consistent with the view that memory effects in the affect and recognition tasks pertain to the implicit and explicit forms of memory, respectively. Part of the results are, however, at variance with the literature on implicit and explicit memory in the auditory domain. Attribution of these differences to the use of musical material is discussed.     

Memory for item order and phonetic recoding in the beginning reader

A defect in immediate memory for item order is often attributed to poor beginning readers. We have supposed that this problem may be a manifestation of an underlying deficiency in the use of phonetic codes. Accordingly, we expected good and poor readers to differ in their ability to order stimuli that can be easily recoded as words and stored in phonetic form, but not in their ability to order nonlinguistic stimuli that do not lend themselves to phonetic recoding in short-term memory. The purpose of the present study was to test this hypothesis by examining the ability of good and poor readers to reconstruct the order of sets of briefly presented stimuli that varied in the extent to which they could be distinctively recoded into phonetic form: pictures of common objects versus nonrepresentational, “doodle” drawings. As expected, an interaction between reading ability and type of stimulus item was found, demonstrating the material-specific nature of poor readers' ordering difficulties. These findings support the hypothesis that a function of the phonetic representation is to aid in retention of order information, and that poor readers' ordering difficulties are related to their deficient use of phonetic codes.     

The Unreal Child1

Unrepresented mental states lead to an impaired ability to feel emotions and trust in oneself, one’s history and in the world. The article explores the question of how representations of oneself and the relevant other, the mother, become possible in the course of therapy when dissociative processes previously made this impossible, and what role unconscious communication plays in the analytic realm. This question will be explored by examining the theories of André Green, Philip Bromberg, and Howard Levine.     

Learning lyrics: To sing or not to sing?

According to common practice and oral tradition, learning verbal materials through song should facilitate word recall. In the present study, we provide evidence against this belief. In Experiment 1, 36 university students, half of them musicians, learned an unfamiliar song in three conditions. In the sung-sung condition, the song to be learned was sung, and the response was sung too. In the sung-spoken condition, the response was spoken. In the divided-spoken condition, the presented lyrics (accompanied by music) and the response were both spoken. Superior word recall in the sung-sung condition was predicted. However, fewer words were recalled when singing than when speaking. Furthermore, the mode of presentation, whether sung or spoken, had no influence on lyric recall, in either short- or long-term recall. In Experiment 2, singing was assessed with and without words. Altogether, the results indicate that the text and the melody of a song have separate representations in memory, making singing a dual task to perform, at least in the first steps of learning. Interestingly, musical training had little impact on performance, suggesting that vocal learning is a basic and widespread skill.