Redundancy gains and costs in cognitive processing: effects of short stimulus onset asynchronies

In 7 experiments, the influence of varying stimulus onset asynchronies (SOAs) on the processing of redundant information about words and pseudowords was investigated. All stimuli were visually presented once or twice with 2 copies of the same item flashed either simultaneously or with short SOAs between presentations. The experiments revealed a redundancy gain for words that was absent for pseudowords. Furthermore, the redundancy gain disappeared at an SOA of 50 ms, and there was a gradual performance decline at longer SOAs. However, probing SOAs of 150 and 300 ms revealed that, compared with presentation of 1 target stimulus alone, words were processed significantly faster when target and redundantcopy appeared with a 150-ms lag. The results are tentatively explained in a neurocognitive framework.     

Can the spotlight of attention be shaped like a doughnut? Evidence from steady-state visual evoked potentials

Visual attention enables observers to extract and process high-priority information in the visual field. Controversy remains as to whether or not observers can ignore information that falls within the spatial beam of attention. We used an objective physiological measure, the steady-state visual evoked potential (SSVEP), to investigate this question. A stream of flickering small, uppercase letters was embedded in the center of a stream of large, uppercase letters. A unitary beam would result in no difference of the SSVEP amplitude elicited by the small letter stream when it was attended versus ignored (i.e., when subjects attended the large letter stream). Contrary to this prediction, SSVEP amplitude increased by almost 100% when the small letter stream was attended compared with when it was ignored. The results support the notion that the attentional spotlight can be formed like a doughnut, processing central information differentially depending on whether it is attended or ignored.     

Electrophysiological evidence for modulation of lexical processing after repetitive exposure to foreign phonotactic rules

In two experiments we investigate how repeated exposure to native and non-native phonotactic regularities alters the N400, an event-related potential related to lexico-semantic access. Participants underwent a Passive Listening (Experiment 1) or a Categorization Training (Experiment 2) for monosyllabic pseudowords over 3 days. During Passive Listening participants solely listened to the stimuli while for Categorization Training they learned to assign items to two arbitrary categories by feedback. Notably, this task did not rely on phonotactic regularities. Before training, N400 was larger for legal compared to illegal items. Over the 3-day exposure Passive Listening yielded a significant decrease in N400-amplitude for illegal pseudowords, however, this effect was abolished and partially inverted by the Categorization Training. We suggest the decrease in N400-amplitude indicates more efficient discrimination between native and non-native pseudowords since only the former are potential lexical candidates. On the contrary, Categorization Training introduces a ‘protosemantic’ context overriding prelexical selection processes.     

Induced gamma-band responses in the human EEG are related to attentional information processing

Synchronized neural activity in the frequency range above 20 Hz, the gamma-band, has been proposed as a signature of temporal feature binding. Here we suggest that selective attention facilitates synchronization of neural activity. Selective attention can be guided by bottom-up, stimulus driven, or top-down task-driven processes. Both processes will cause that stimuli are processed preferentially. While bottom-up processes might facilitate synchronization of neurons due to the salience of the stimulus, top-down processes may bias information selection by facilitating synchronization of neurons coding a certain location in space and/or of neurons related to the processing of certain features. Animal as well as human EEG studies support the notion of a link between induced gamma-band responses and attentive, sensory stimulus processing.     

Humor Types Show Different Patterns of Self-Regulation, Self-Esteem, and Well-Being

Humor styles have been found to be associated with well-being, however, no study has addressed the distinct well-being associations of combinations of humor styles, that is, humor types, yet. The present study thus aimed at investigating which combinations of humor styles exist and to which extent these humor types are associated with well-being. In an online questionnaire, the Humor Styles Questionnaire (HSQ, Martin et al. J Res Pers 37:48–75, 2003), self-regulatory strategies, self-esteem, and well-being instruments were administered to a German sample. Exploratory and confirmatory factor analyses replicated the underlying structure of the HSQ. With hierarchical clustering, we found evidence for three humor types (endorsers, humor deniers, and self-enhancers), which differed in group means for self-esteem, self-regulatory strategies, and well-being. Findings provide further evidence for the positive well-being correlates of self-enhancing humor, and distinctly address the positive correlates of aggressive and self-defeating humor being absent. It is discussed that humor styles cannot be conceptualized as beneficial or detrimental per se, but have to be regarded in context.     

Target localization among concurrent sound sources: No evidence for the inhibition of previous distractor responses

The visuospatial negative priming effect—that is, the slowed-down responding to a previously ignored location—is partly due to response inhibition associated with the previously ignored location (Buckolz, Goldfarb, & Khan, Perception & Psychophysics 66:837-845 2004). We tested whether response inhibition underlies spatial negative priming in the auditory modality as well. Eighty participants localized a target sound while ignoring a simultaneous distractor sound at another location. Eight possible sound locations were arranged in a semicircle around the participant. Pairs of adjacent locations were associated with the same response. On ignored repetition trials, the probe target sound was played from the same location as the previously ignored prime sound. On response control trials, prime distractor and probe target were played from different locations but were associated with the same response. On control trials, prime distractor and probe target shared neither location nor response. A response inhibition account predicts slowed-down responding when the response associated with the prime distractor has to be executed in the probe. There was no evidence of response inhibition in audition. Instead, the negative priming effect depended on whether the sound at the repeatedly occupied location changed identity between prime and probe. The latter result replicates earlier findings and supports the feature mismatching hypothesis, while the former is compatible with the assumption that response inhibition is irrelevant in auditory spatial attention.     

The contribution of executive function and social understanding to preschoolers’ letter and math skills

The influence of executive function and social understanding on letter and math skills was examined in 129 3–5-year-olds. Tasks were administered to measure working memory, inhibition, social understanding, letter and math skills, and vocabulary. Using latent variable analyses, multiple models were compared in order to examine the influence of executive function and social understanding on participants’ emerging academic skills. In the best-fitting model, working memory contributed to letter and math skills, over and above inhibition, social understanding, age, and vocabulary. Inhibition and social understanding did not uniquely contribute to letter and math skills, but significant relations were found among working memory, inhibition, and social understanding. Findings are discussed with respect to improving ways to examine the complex relations among preschoolers’ executive function, social understanding, and school readiness skills.