Influence of response prepotency strength, general working memory resources, and specific working memory load on the ability to inhibit predominant responses: a comparison of young and elderly participants

One conception of inhibitory functioning suggests that the ability to successfully inhibit a predominant response depends mainly on the strength of that response, the general functioning of working memory processes, and the working memory demand of the task (Roberts, Hager, & Heron, 1994). The proposal that inhibition and functional working memory capacity interact was assessed in the present study using two motor inhibition tasks (Go/No-Go and response incompatibility) in young and older participants. The strength of prepotency was assessed with a short or long training phase for the response to be inhibited. The influence of working memory resources was evaluated by administering the tasks in full vs. divided attention conditions. The effect of working memory load was manipulated by increasing the number of target and distracter items in each task. Results showed no effect of prepotency strength, whereas dividing attentional resources and increasing working memory load were associated with greater inhibitory effects in both groups and for both tasks. This deleterious effect was higher for older participants, except in the working memory load condition of the Go/No-Go task. These results suggest an interactive link between working memory and response inhibition by showing that taxing working memory resources increases the difficulty of inhibiting prepotent responses in younger and older subjects. The additional detrimental effect of these factors on healthy elderly subjects was related to their decreased cognitive resources and to their shorter span size.     

Episodic memory and episodic foresight in 3- and 5-year-old children

In the present study, we examined the development of episodic memory and episodic foresight. Three- and 5-year-olds were interviewed individually using a personalised timeline that included photographs of them at different points in their life. After constructing the timeline with the experimenter, each child was asked to discuss a number of different events: an event that happened yesterday, an event that happened earlier today, an event that would happen later today, and an event that would happen tomorrow. As judged by their parents, children's accounts were highly accurate. After controlling for age and language scores, there was a strong relation between amount of information reported about past and future events. Overall, 5-year-olds reported more total information than 3-year-olds; however, reports by 3-year-olds included a similar proportion of first-person reference as did reports by 5-year-olds. No age difference appeared in proportion of future-oriented talk. We conclude that the present task provides a promising method of exploring the emergence of mental time travel during early childhood.     

Fruitful plans: adding targeted mental imagery to implementation intentions increases fruit consumption

Forming implementation intentions ('If I encounter situation X, then I will perform behaviour Y!') increases the probability of carrying out goals. This study tested the hypothesis that mental imagery targeting key elements of implementation intentions further increases goal achievement. The residents of a student residence were assigned the goal of consuming extra portions of fruit every day for 7 days and randomly assigned to one of four conditions: control (active rehearsal), implementation intentions, goal intention mental imagery or mental imagery targeted to the implementation intentions. Among low fruit consumers, but not high fruit consumers, fruit consumption at follow-up was higher in the targeted mental imagery group than in the other group, with the lowest fruit consumption in the control group. The findings suggest that it may be beneficial to use targeted mental imagery when forming implementation intentions.     

Error reframing: studying the promotion of an error management culture

In the organizational behaviour and organizational psychology literature, individual errors are considered either as sources of blame (error-prevention culture) or as sources of learning and something to be encouraged in order to promote innovation (error-management culture). While we can assume that a third perspective exists somewhere in between, error management is usually considered as the best solution. Yet scholars have tended to neglect the planned and directed transition from a pure error-prevention to an error-management culture. We thus examine to what extent and under what conditions an organization can culturally transform the representation of individual errors through its business leaders. To answer this question, we conducted a qualitative study on the case of a French insurance company. We portray a realistic image of the promotion of an error management culture, pointing out certain limitations and constraints, while nonetheless identifying some conditions for successful error reframing.     

Prospective strategies underlie the control of interceptive actions

The purpose of this study was to test whether a constant bearing angle strategy could account for the displacement regulations produced by a moving observer when attempting to intercept a ball following a curvilinear path. The participants were asked to walk through a virtual environment and to change, if (deemed) necessary, their walking speed so as to intercept a moving ball that followed either a rectilinear or a curvilinear path. The results showed that ball path curvature did indeed influence the participants' displacement kinematics in a way that was predicted by adherence to a constant bearing angle strategy mode of control. Velocity modifications were found to be proportional to the magnitude of target curvature with opposing curvatures giving rise to mirror displacement velocity changes. The role of prospective strategies in the control of interceptive action is discussed.     

Children's command of quantification

In this article we present data from two sets of experiments designed to investigate how children and adult speakers of English and Kannada (Dravidian) interpret scopally ambiguous sentences containing numerally quantified noun phrases and negation (e.g. Donald didn't find two guys). We use this kind of sentence as a way to find evidence in children's linguistic representations for the hierarchical structure and the abstract relations defined over these structures (in particular, the relation of c-command) that linguists take to be at the core of grammatical knowledge. Specifically, we uncover the existence of systematic differences in the way that children and adult speakers resolve these ambiguities, independent of the language they speak. That is, while adults can easily access either scope interpretation, 4-year-old children display a strong preference for the scopal interpretation of the quantified elements which corresponds to their surface syntactic position. Crucially, however, we show that children's interpretations are constrained by the surface hierarchical relations (i.e. the c-command relations) between these elements and not by their linear order. Children's non-adult interpretations are therefore informative about the nature of the syntactic representations they entertain and the rules they use to determine the meaning of a sentence from its structure.     

Task-dependent modulation of word processing mechanisms during modified visual search tasks

During visual search for words, the impact of the visual and semantic features of words varies as a function of the search task. This event-related potential (ERP) study focused on the way these features of words are used to detect similarities between the distractor words that are glanced at and the target word, as well as to then reject the distractor words. The participants had to search for a target word that was either given literally or defined by a semantic clue among words presented sequentially. The distractor words included words that resembled the target and words that were semantically related to the target. The P2a component was the first component to be modulated by the visual and/or semantic similarity of distractors to the target word, and these modulations varied according to the task. The same held true for the later N300 and N400 components, which confirms that, depending on the task, distinct processing pathways were sensitized through attentional modulation. Hence, the process that matches what is perceived with the target acts during the first 200?ms after word presentation, and both early detection and late rejection processes of words depend on the search task and on the representation of the target stored in memory.     

Metacognitive Therapy Focused on Psychosocial Function in Psychosis

Metacognitive Insight and Reflection Therapy is a manual-based individual psychotherapy aimed at enhancing four metacognitive processes through patient’s personal narratives which may promote recovery by helping individuals suffering from schizophrenia to develop a richer and more integrated sense of self. This study is a single case analysis of the effects of a meta-cognitively oriented CBT on residual psychotic symptoms and functional targets. Outcome measures (PANNS, PDI 21, BAVQ-R, PSP, MAS-A) were collected at two different times: pre-CBT and 1-year. Results showed reductions in the distress, preoccupation and conviction associated with delusions and improvements in metacognitive abilities, social functioning, hopefulness and of the sense of self-confidence to cope with the psychotic symptoms. Adopting a metacognitive perspective during psychotherapy had several benefits: to foster the development of therapeutic alliance, to allow the patient to assess the efficacy and acknowledge the consequences of the different strategies he could use to cope with his symptoms and to question the predominance of his delusions in his life. To conclude, Metacognitive Reflection and Insight Therapy seem particularly adapted to address psychosocial issues, such as social or work functioning.     

Predicting college students' psychological distress through basic psychological need-relevant practices by teachers,peers, and the academic program

Motivation and Emotion - Psychological distress (PD) is highly prevalent among college students. However, not much is known about the role study programs can have in fostering or reducing PD. Two...