Snoddy (1926) Revisited: Time Scales of Motor Learning

A new 3-stage model based on neuroimaging evidence is proposed by Chein and Schneider (2012). Each stage is associated with different brain regions, and draws on cognitive abilities: the first stage on creativity, the second on selective attention, and the third on automatic processing. The purpose of the present study was to scrutinize the validity of this model for 1 popular learning paradigm, visuomotor adaptation. Participants completed tests for creativity, selective attention and automated processing before attending in a pointing task with adaptation to a 60° rotation of visual feedback. To examine the relationship between cognitive abilities and motor learning at different times of practice, associations between cognitive and adaptation scores were calculated repeatedly throughout adaptation. The authors found no benefit of high creativity for adaptive performance. High levels of selective attention were positively associated with early adaptation, but hardly with late adaptation and de-adaptation. High levels of automated execution were beneficial for late adaptation, but hardly for early and de-adaptation. From this we conclude that Chein and Schneider's first learning stage is difficult to confirm by research on visuomotor adaptation, and that the other 2 learning stages rather relate to workaround strategies than to actual adaptive recalibration.     

Linguistic and nonlinguistic influences on the eyes' landing positions during reading

Two eye tracking experiments show that, for near launch sites, the eyes land nearer to the beginning of words with orthographically irregular than with regular initial letter sequences. In addition, the characteristics of words, at least at the level of orthography, influence the direction and length of within-word saccades. Importantly, these effects hold both for lower case and for visually less distinctive upper case text. Furthermore, contrary to previous evidence (Tinker & Paterson, 1939), there is little effect of type case on reading times. Additional analyses of oculomotor behaviour suggest that there is an inverted optimal viewing position for single fixation durations on words. Both the supplementary analyses and the effects of orthography on fixation positions are relevant to current models of eye movements in reading.     

Why is conversation so easy?

Traditional accounts of language processing suggest that monologue--presenting and listening to speeches--should be more straightforward than dialogue--holding a conversation. This is clearly not the case. We argue that conversation is easy because of an interactive processing mechanism that leads to the alignment of linguistic representations between partners. Interactive alignment occurs via automatic alignment channels that are functionally similar to the automatic links between perception and behaviour (the so-called perception-behaviour expressway) proposed in recent accounts of social interaction. We conclude that humans are "designed" for dialogue rather than monologue.     

FOXP2 in focus: what can genes tell us about speech and language?

The human capacity for acquiring speech and language must derive, at least in part, from the genome. In 2001, a study described the first case of a gene, FOXP2, which is thought to be implicated in our ability to acquire spoken language. In the present article, we discuss how this gene was discovered, what it might do, how it relates to other genes, and what it could tell us about the nature of speech and language development. We explain how FOXP2 could, without being specific to the brain or to our own species, still provide an invaluable entry-point into understanding the genetic cascades and neural pathways that contribute to our capacity for speech and language.     

Reaction Time Distribution Analysis of Neuropsychological Performance in an ADHD Sample

Differences in reaction time (RT) variability have been documented between children with and without Attention Deficit Hyperactivity Disorder (ADHD). Most previous research has utilized estimates of normal distributions to examine variability. Using a nontraditional approach, the present study evaluated RT distributions on the Conners’ Continuous Performance Test in children and adolescents from the Multimodal Treatment Study of ADHD sample compared to a matched sample of normal controls (n = 65 pairs). The ex-Gaussian curve was used to model RT and RT variability. Children with ADHD demonstrated faster RT associated with the normal portion of the curve and a greater proportion of abnormally slow responses associated with the exponential portion of the curve. These results contradict previous interpretation that children with ADHD have slower than normal responding and demonstrate why slower RT is found when estimates of variability assume normal Gaussian distributions. Further, results of this study suggest that the greater number of abnormally long RTs of children with ADHD reflect attentional lapses on some but not all trials.     

Impact and Causes of Rater Severity/Leniency in Appraisals without Postevaluation Communication Between Raters and Ratees

In performance appraisals, some assessors are substantially more lenient than others. Research on this effect in appraisals involving communication and interaction between raters and ratees after the performance evaluation has taken place indicates that it may be at least partly caused by individual differences in assessor personality. However, little is known about the impact or causes of rater severity versus leniency in situations in which there is little or no contact between raters and ratees after the performance evaluation. In Study 1 (N = 174) the strength of the severity–leniency effect in this ‘no‐contact’ context is estimated and found to be similar to that reported for ‘with‐contact’ appraisals. No evidence of an association between assessor personality and assessor severity (vs. leniency) is found in the ‘no‐contact’ context. In Study 2 (N = 54) there is no evidence of an association between the fluid cognitive ability of assessors and the severity of their ratings in a no‐contact context. It is concluded that the severity versus leniency effect probably has a considerable impact on performance ratings in ‘no‐contact’ appraisal settings, but that neither rater personality nor rater cognitive ability appear to play a significant role in this.     

Association as a Cause of Dating Bias

Two experiments investigated a dating bias in which people tend to estimate recent dates too remotely and remote dates too recently. Experiment 1 examined and upheld a prediction of the hypothesis that bias arises because events whose time of occurrence is unknown are dated through associated events for which some time information is available. Experiment 2 required some subjects to date prototype events while others dated specific events. Prototype events were dated more recently, and the errors in dating specific events were related to differences in the way the prototype events were dated. Both sets of results were predicted by the association hypothesis, according to which events whose dates are well known are dated with reference either to specific associated events or to prototype events.     

Investigating the structure of autobiographical memory using reaction times

The study investigated the structure of autobiographical memory using reaction time measures. A total of 18 participants took photographs over their summer holidays and then reacted to pairs of these photographs displayed via a computer. They also subsequently sorted their photographs according to the autobiographical themes and events with which they were associated. When photographic sequence and the physical similarities in the photographs were controlled for by considering the results of “stranger” participants who were unfamiliar with the photographs, reaction times were significantly faster to pairs of photographs from the same theme or event. The results are consistent with currently held assumptions about the structure of autobiographical memory. Furthermore, the results suggest that reaction time measures may provide a valuable means by which aspects of autobiographical memory can be explored.