A new method to evaluate order and accuracy of inaccurately and incompletely reproduced movement sequences

Studying imitation learning of long sequences requires the evaluation of inaccurately and incompletely reproduced movement sequences. In order to evaluate the movement reproduction, it has to be assigned to the original stimulus. We developed an assignment algorithm that considers the Spatial Neighborhood and Order of reproduction (SNOA). To evaluate the features of this analysis it was applied to human performance during learning of long pointing sequences under two conditions: stimulus-guided reproduction with high spatial accuracy and imitation learning with low spatial accuracy. The results were compared with a simple assignment considering Spatial Neighborhood only (SNA) and with a Manual Assignment (MA). In the stimulus-guided reproduction the error measures did not differ between the algorithms. In contrast, with imitation learning, SNOA and MA generated higher estimates of order and omission errors than SNA. The results show that SNOA can be used to automatically quantify the similarity of both movement structure and metric information between long target sequences and inaccurate and incomplete movement reproductions.     

Noise on, voicing off: Speech perception deficits in children with specific language impairment

Speech perception of four phonetic categories (voicing, place, manner, and nasality) was investigated in children with specific language impairment (SLI) (n = 20) and age-matched controls (n = 19) in quiet and various noise conditions using an AXB two-alternative forced-choice paradigm. Children with SLI exhibited robust speech perception deficits in silence, stationary noise, and amplitude-modulated noise. Comparable deficits were obtained for fast, intermediate, and slow modulation rates, and this speaks against the various temporal processing accounts of SLI. Children with SLI exhibited normal “masking release” effects (i.e., better performance in fluctuating noise than in stationary noise), again suggesting relatively spared spectral and temporal auditory resolution. In terms of phonetic categories, voicing was more affected than place, manner, or nasality. The specific nature of this voicing deficit is hard to explain with general processing impairments in attention or memory. Finally, speech perception in noise correlated with an oral language component but not with either a memory or IQ component, and it accounted for unique variance beyond IQ and low-level auditory perception. In sum, poor speech perception seems to be one of the primary deficits in children with SLI that might explain poor phonological development, impaired word production, and poor word comprehension.     

Anchor effects in decision making can be reduced by the interaction between goal monitoring and the level of the decision maker’s executive functions

Models of decision making postulate that interactions between contextual conditions and characteristics of the decision maker determine decision-making performance. We tested this assumption by using a possible positive contextual influence (goals) and a possible negative contextual influence (anchor) in a risky decision-making task (Game of Dice Task, GDT). In this task, making advantageous choices is well known to be closely related to a specific decision maker variable: the individual level of executive functions. One hundred subjects played the GDT in one of four conditions: with self-set goal for final balance (n?=?25), with presentation of an anchor (a fictitious Top 10 list, showing high gains of other participants; n?=?25), with anchor and goal definition (n?=?25), and with neither anchor nor goal setting (n?=?25). Subjects in the conditions with anchor made more risky decisions irrespective of the negative feedback, but this anchor effect was influenced by goal monitoring and moderated by the level of the subjects' executive functions. The findings imply that impacts of situational influences on decision making as they frequently occur in real life depend upon the individual's cognitive abilities. Anchor effects can be overcome by subjects with good cognitive abilities.     

“… the art of shaping a democratic reality and being directed by it …”—philososophy of science in turbulent times

This article has three objectives: First, it revises the history of the reception of Ludwik Fleck??s monograph Entstehung und Entwicklung einer wissenschaftlichen Tatsache (1935, Genesis and Development of a Scientific Fact). Contrary to the established picture, Fleck??s book was largely discussed in the years before the outbreak of World War II. What becomes clear when reading these early reviews and especially Fleck??s comments to those written by representatives of Nazi Germany is, second, the political dimension of his epistemology. In this respect, Fleck??s emphasis on the genuinely democratic character of science will be discussed in some detail. And third, Fleck??s notion of ??Denkstil????thought-style??shall be examined more closely since, as we will claim, it can be understood as a notion indicating where the democratic dimension of science encounters its limits.     

Stottern

Stuttering is a fluency disorder with a point prevalence of approximately 1%. Stuttering begins in childhood and is characterized by frequently occurring breaks in the flow of speaking. These fluency breaks are repetitions of words and syllables, prolongations of sounds and pauses. Many people who stutter show avoidance behaviors, social anxiety, shame and social withdrawal. Empirical studies point to genetic origins of the disorder; however, distinct physical deficits causing stuttering are not yet known. While most children outgrow stuttering before adolescence those who do not typically continue to stutter throughout their life. The severity of stuttering as well as its impact on the quality of life can be reduced by a combination of cognitive-behavioral therapy and speech-language therapy.     

Preference for upright structure in memory-traces

Summary Rotation in reproduced drawings was investigated as a function of learning and prolonged forgetting (2 1/4 years). One hundred normal persons served as subjects. Using a control situation, a preference for rotating diagonal stimulus lines into upright positions was found. Rotation was most frequent at the first learning trial and disappeared gradually with practice. During forgetting rotation reappeared spontaneously and increased with time distance from learning. There was no significant correlation between rotation observed during learning and forgetting.

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Zusammenfassung In einem Gedächtnisexperiment wurden gezeichnete Reproduktionen auf Rotationseffekte untersucht, und zwar als Funktion des Lernens und prolongierten Vergessens (bis zu 2 1/4 Jahren). Einhundert normale Personen dienten als Versuchspersonen. Mit Hilfe einer Kontrollgruppe wurde eine ausgeprägte Tendenz einer Rotation diagonaler exponierter Reizlinien in aufrecht reproduzierte Linien gefunden. Die Häufigkeit dieser Rotation war bei der ersten Reproduktion am stärksten und verringerte sich zunehmend mit der Übung bis zu ihrer Auslöschung. Während des Vergessens trat der Rotationseffekt spontan wieder auf. Seine Häufigkeit erhöhte sich mit dem zeitlichen Abstand vom Lernexperiment. Es bestand keine bedeutsame Korrelation zwischen der Rotation während des Lernens und des Vergessens.

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The original experiments were conducted in the Institute of Psychology, University of Göttingen, which was then directed by Prof. Johannes von Allesch.