Better elementary number processing in higher skill arithmetic problem solvers: evidence from the encoding step

This paper addresses the relationship between basic numerical processes and higher level numerical abilities in normal achieving adults. In the first experiment we inferred the elementary numerical abilities of university students from the time they needed to encode numerical information involved in complex additions and subtractions. We interpreted the shorter encoding times in good arithmetic problem solvers as revealing clearer or more accessible representations of numbers. The second experiment shows that these results cannot be due to the fact that lower skilled individuals experience more maths anxiety or put more cognitive efforts into calculations than do higher skilled individuals. Moreover, the third experiment involving non-numerical information supports the hypothesis that these interindividual differences are specific to number processing. The possible causal relationships between basic and higher level numerical abilities are discussed.     

Consolidation of multifeature items in visual working memory: Central capacity requirements for visual consolidation

In the present study, we examined whether greater attentional resources are required for consolidating two features (e.g., color and orientation) than for consolidating one feature (e.g., color) in visual working memory (WM). We used a dual-task procedure: Subjects performed a WM task and a secondary probe task, sometimes concurrently. In the WM task, subjects decided whether two displays (containing one to four objects composed of one or two features) were the same or different. In the probe task, subjects made a speeded discrimination response to a tone. Performance in both tasks was impaired when they were performed concurrently; however, performance costs in the tone task were not greater for multi- than for single-feature conditions (when the orientation and conjunction conditions were considered). Results suggested that equivalent attentional resources were necessary for consolidation of single-orientation or multifeature items.     

Investigating word class effects in first and second languages

According to Zyzik in 2009, only a few recent studies have investigated similarities in use of words in comprehension of first languages (L1) and second languages (L2). Furtner, Rauthmann, and Sachse showed a rank order of word classes by frequency of eye-gaze regression when reading other difficult words: nouns, adjectives, closed-class words, verbs. The hypothesis was that a L1-L2 word-class similarity effect between German (L1) and English (L2) would occur, and this was tested with jumbled word reading of English text (wherein letters within words Shave been jumbled) and eye-tracking by 141 participants. Analyses of regressive fixations from one word class to others showed that nouns were regressed most often and there was a rank order of importance among the word classes apparently used to enhance comprehension of other difficult words (nouns, adjectives, verbs, dosed-class words). Thus, previous findings for L1 were largely replicated. Findings are discussed regarding language acquisition.     

Eye movements during mental rotation of nonmirrored and mirrored three-dimensional abstract objects

Eye movements were recorded while participants (N = 56) rotated mirrored and nonmirrored abstract, three-dimensional object pairs into different orientations to assess whether there were oculomotoric differences in fixation switches between mirrored and nonmirrored objects and how an object's plane and depth angle affected visual processing. Compared to other studies, especially depth rotation tasks were responsible for a difference in the sum of fixation switches. This difference seemed to be caused by an increase in incongruent fixation switches, while congruent ones remained stable. Theoretical and practical implications of findings are discussed.     

The perception of concurrent sound objects in harmonic complexes impairs gap detection

Since the introduction of the concept of auditory scene analysis, there has been a paucity of work focusing on the theoretical explanation of how attention is allocated within a complex auditory scene. Here we examined signal detection in situations that promote either the fusion of tonal elements into a single sound object or the segregation of a mistuned element (i.e., harmonic) that "popped out" as a separate individuated auditory object and yielded the perception of concurrent sound objects. On each trial, participants indicated whether the incoming complex sound contained a brief gap or not. The gap (i.e., signal) was always inserted in the middle of one of the tonal elements. Our findings were consistent with an object-based account in which perception of two simultaneous auditory objects interfered with signal detection. This effect was observed for a wide range of gap durations and was greater when the mistuned harmonic was perceived as a separate object. These results suggest that attention may be initially shared among concurrent sound objects thereby reducing listeners' ability to process acoustic details belonging to a particular sound object. These findings provide new theoretical insight for our understanding of auditory attention and auditory scene analysis.     

Cognitive abilities explaining age-related changes in time perception of short and long durations

The current study investigated how the development of cognitive abilities explains the age-related changes in temporal judgment over short and long duration ranges from 0.5 to 30 s. Children (5- and 9-year-olds) as well as adults were given a temporal bisection task with four different duration ranges: a duration range shorter than 1 s, two duration ranges longer than 3 s (4-8 s and >15 s), and an intermediate duration range (1.25-2.5 s). Their cognitive abilities were also assessed using a series of neuropsychological tests. The results showed that temporal sensitivity improved with age for each duration range but that this improvement occurred earlier for the short durations than for the long durations. Furthermore, the results revealed that the age-related improvement in time sensitivity for the durations shorter than 1 s was explained by the development of short-term memory span, whereas that for long durations was explained by the development of attention/executive functions. To summarize, the development of the abilities required to process long durations seems to be explained mainly by the development of attentional resources.     

First language acquisition differs from second language acquisition in prelingually deaf signers: evidence from sensitivity to grammaticality judgement in British Sign Language

Age of acquisition (AoA) effects have been used to support the notion of a critical period for first language acquisition. In this study, we examine AoA effects in deaf British Sign Language (BSL) users via a grammaticality judgment task. When English reading performance and nonverbal IQ are factored out, results show that accuracy of grammaticality judgement decreases as AoA increases, until around age 8, thus showing the unique effect of AoA on grammatical judgement in early learners. No such effects were found in those who acquired BSL after age 8. These late learners appear to have first language proficiency in English instead, which may have been used to scaffold learning of BSL as a second language later in life.     

Quick approximation of bivariate functions

This paper presents two experiments where participants had to approximate function values at various generalization points of a square, using given function values at a small set of data points. A representative set of standard function approximation models was trained to exactly fit the function values at data points, and models' responses at generalization points were compared to those of humans. Then one defined a large class of possible models (including the best two identified predictors) and the class maximal possible prediction accuracy was evaluated. A new model of quick multivariate function approximation belonging to this class was proposed. Its prediction accuracy was close to the maximum possible, and significantly better than that of all other models tested. The new model also provided a significant account of human response variability. Finally, it was shown that this model is more particularly suitable for problems in which the visual system can perform some specific structuring of the data space. This model is therefore considered as a suitable starting point for further investigations into quick multivariate function approximation, which is to date an inadequately explored question in cognitive psychology.     

The six most essential questions in psychiatric diagnosis: a pluralogue part 3: issues of utility and alternative approaches in psychiatric diagnosis

In face of the multiple controversies surrounding the DSM process in general and the development of DSM-5 in particular, we have organized a discussion around what we consider six essential questions in further work on the DSM. The six questions involve: 1) the nature of a mental disorder; 2) the definition of mental disorder; 3) the issue of whether, in the current state of psychiatric science, DSM-5 should assume a cautious, conservative posture or an assertive, transformative posture; 4) the role of pragmatic considerations in the construction of DSM-5; 5) the issue of utility of the DSM ?C whether DSM-III and IV have been designed more for clinicians or researchers, and how this conflict should be dealt with in the new manual; and 6) the possibility and advisability, given all the problems with DSM-III and IV, of designing a different diagnostic system. Part 1 of this article took up the first two questions. Part 2 took up the second two questions. Part 3 now deals with Questions 5 & 6. Question 5 confronts the issue of utility, whether the manual design of DSM-III and IV favors clinicians or researchers, and what that means for DSM-5. Our final question, Question 6, takes up a concluding issue, whether the acknowledged problems with the earlier DSMs warrants a significant overhaul of DSM-5 and future manuals. As in Parts 1 & 2 of this article, the general introduction, as well as the introductions and conclusions for the specific questions, are written by James Phillips, and the responses to commentaries are written by Allen Frances.     

The six most essential questions in psychiatric diagnosis: a pluralogue. Part 4: general conclusion

In the conclusion to this multi-part article I first review the discussions carried out around the six essential questions in psychiatric diagnosis – the position taken by Allen Frances on each question, the commentaries on the respective question along with Frances’ responses to the commentaries, and my own view of the multiple discussions. In this review I emphasize that the core question is the first – what is the nature of psychiatric illness – and that in some manner all further questions follow from the first. Following this review I attempt to move the discussion forward, addressing the first question from the perspectives of natural kind analysis and complexity analysis. This reflection leads toward a view of psychiatric disorders – and future nosologies – as far more complex and uncertain than we have imagined.