Dual-task automatization: The key role of sensory–motor modality compatibility

How do people automatize their dual-task performance through bottleneck bypassing (i.e., accomplish parallel processing of the central stages of two tasks)? In the present work we addressed this question, evaluating the impact of sensory–motor modality compatibility—the similarity in modality between the stimulus and the consequences of the response. We hypothesized that incompatible sensory–motor modalities (e.g., visual–vocal) create conflicts within modality-specific working memory subsystems, and therefore predicted that tasks producing such conflicts would be performed less automatically after practice. To probe for automaticity, we used a transfer psychological refractory period (PRP) procedure: Participants were first trained on a visual task (Exp. 1) or an auditory task (Exp. 2) by itself, which was later presented as Task 2, along with an unpracticed Task 1. The Task 1–Task 2 sensory–motor modality pairings were either compatible (visual–manual and auditory–vocal) or incompatible (visual–vocal and auditory–manual). In both experiments we found converging indicators of bottleneck bypassing (small dual-task interference and a high rate of response reversals) for compatible sensory–motor modalities, but indicators of bottlenecking (large dual-task interference and few response reversals) for incompatible sensory–motor modalities. Relatedly, the proportion of individuals able to bypass the bottleneck was high for compatible modalities but very low for incompatible modalities. We propose that dual-task automatization is within reach when the tasks rely on codes that do not compete within a working memory subsystem.

     

On the limits of statistical learning: Intertrial contextual cueing is confined to temporally close contingencies

Since the seminal study by Chun and Jiang (Cognitive Psychology, 36, 28–71, 1998), a large body of research based on the contextual-cueing paradigm has shown that the cognitive system is capable of extracting statistical contingencies from visual environments. Most of these studies have focused on how individuals learn regularities found within an intratrial temporal window: A context predicts the target position within a given trial. However, Ono, Jiang, and Kawahara (Journal of Experimental Psychology, 31, 703–712, 2005) provided evidence of an intertrial implicit-learning effect when a distractor configuration in preceding trials N ? 1 predicted the target location in trials N. The aim of the present study was to gain further insight into this effect by examining whether it occurs when predictive relationships are impeded by interfering task-relevant noise (Experiments 2 and 3) or by a long delay (Experiments 1, 4, and 5). Our results replicated the intertrial contextual-cueing effect, which occurred in the condition of temporally close contingencies. However, there was no evidence of integration across long-range spatiotemporal contingencies, suggesting a temporal limitation of statistical learning.     

Gender,Sacrifices, and Variability in Commitment: A Daily Diary Study of Pregnant Heterosexual Cohabitors and their Partners

We use interdependence theory and the inertia model to examine how gender and daily relational sacrifices predict daily variability in relationship commitment across a week in 43 U.S. couples who are unmarried cohabitors expecting their first child together (total of 455 days of data). We examined three variants of daily relational sacrifices: frequency, ease, and awareness for both individuals and partners, and we tested for gender differences. Using an Actor Partner Interdependence Model (APIM), we found that both women and men reported lower variability in commitment when men were perceived as highly aware of the sacrifices made for them. Additionally, women experienced lower variability in commitment when their male partners reported engaging in easier sacrifices. In contrast, women reported higher variability in commitment when they reported greater frequency of sacrifices for their partner. The results can be of practical use for practitioners working with expectant cohabitors and their partners given the unique role gender plays relative to how sacrifices shape variability in daily commitment.     

Contemplative Pedagogy: Frequently Asked Questions

Contemplative Pedagogy is a new and sometimes controversial pedagogical practice. Faculty often have basic questions about how to implement the pedagogy in their classrooms, in addition to questions that challenge the educational value and appropriateness of the practice. Assembled here are the most frequently asked questions about Contemplative Pedagogy, with responses from six contemplative professors, each from a different institutional and philosophical location. The respondents are founding members of the Contemplative Studies Consultation of the American Academy of Religion. The diversity of views expressed by the respondents invites the reader to see that there is no single theory or praxis of contemplative pedagogy.     

I Matter to My Friend,Therefore I am Happy: Friendship,Mattering, and Happiness

Decades of empirical research have shown that friendship experiences are an essential predictor of happiness. However, what might account for the relationship between friendship and happiness? Two studies investigated perceived mattering (Marshall, J Adolesc 24:473–490, 2001) as a mediator of the association between friendship quality and happiness. Study 1 showed that perceived mattering to one’s best friend mediated the relationship between friendship and happiness. Study 2 replicated the findings of the first study and showed that mattering in friendships accounts for the role of friendship quality in happiness across the three closest friendships of the individual. The results are discussed in terms of the theoretical importance of understanding how friendship is related to happiness.     

Sex differences in language first appear in gesture

Children differ in how quickly they reach linguistic milestones. Boys typically produce their first multi‐word sentences later than girls do. We ask here whether there are sex differences in children’s gestures that precede, and presage, these sex differences in speech. To explore this question, we observed 22 girls and 18 boys every 4 months as they progressed from one‐word speech to multi‐word speech. We found that boys not only produced speech + speech (S+S) combinations (‘drink juice’) 3 months later than girls, but they also produced gesture + speech (G+S) combinations expressing the same types of semantic relations (‘eat’ + point at cookie) 3 months later than girls. Because G+S combinations are produced earlier than S+S combinations, children’s gestures provide the first sign that boys are likely to lag behind girls in the onset of sentence constructions.     

A preliminary study of medial temporal lobe function in youths with a history of caregiver deprivation and emotional neglect

Previous research findings have linked caregiver deprivation and emotional neglect with sensitivity to threatening cues. The present preliminary study investigated whether dysfunctions of the medial temporal lobe could underlie these associations. Using fMRI, we measured medial temporal lobe responses to emotional faces (angry, fearful, happy, neutral) among 30 youths. Eleven of the youths had a history of caregiver deprivation and emotional neglect. Attention states (i.e., attention to anger, fear, or physical attributes, or passive viewing) were systematically manipulated. Relative to comparison youths, youths with a history of caregiver deprivation and emotional neglect showed significantly greater left amygdala and left anterior hippocampus activation during the processing of threatening information. To our knowledge, these findings are the first to demonstrate altered medial temporal lobe function during the processing of threat cues in youths with a history of caregiver deprivation and emotional neglect.     

Bypassing the central bottleneck after single-task practice in the psychological refractory period paradigm: Evidence for task automatization and greedy resource recruitment

In this research, the controversial issue of whether the central bottleneck can be bypassed through task automatization was investigated. To examine this issue, participants received six single-task practice sessions with an auditory-vocal task (low vs. high pitch). We then assessed dual-task performance using the analytically tractable psychological refractory period (PRP) paradigm, in which the highly practiced auditory-vocal task was presented as Task 2, along with an unpracticed visual-manual Task 1. The results provide evidence of bottleneck bypass for virtually all the participants (17 out of 20). Several converging tests suggest that the bottleneck reemerged, however, in a follow-up experiment with tasks presented in the opposite order (auditory-vocal Task 1 and visual-manual Task 2). One possible explanation is that tasks greedily recruit central resources when available, even though they can operate without central resources when unavailable.