Overshadowing and Blocking as Acquisition Deficits: No Recovery After Extinction of Overshadowing or Blocking Cues

The effects of extinction of the blocking or overshadowing stimulus on conditioned responding controlled by the blocked or overshadowed stimulus were examined in seven appetitive conditioning experiments with rats. The experiments differed in their designs, stimuli used, the amounts of conditioning and extinction training, and the levels of conditioned responding produced. In all cases, conditioned responding to the blocked or overshadowed cue was either unaffected or reduced by extinction of the blocking or overshadowing cue. These data are consistent with accounts of overshadowing and blocking that attribute those phenomena to acquisition deficits, rather than to retrieval failures.     

Early communication in dyads with visual impairment

The ability of dyads with restricted access to the visual channel of communication to establish a reliable pre‐linguistic communicative signalling system has traditionally been viewed as problematic. Such a conclusion is due in part to the emphasis that has been placed on vision as central to communication by traditional theory. The data presented in this paper question these assertions. The results of a longitudinal study exploring the nature of early dyadic interactions in dyads with visual impairment are presented. The dyads' use of three types of non‐visual behaviour—touch, vocalizations and facial orientation—were investigated in terms of their potential as alternatives to visual communication. It is argued that the results are evidence that visually impaired dyads engage in sophisticated communicative exchanges prior to infants' acquisition of language. Copyright © 2005 John Wiley & Sons, Ltd.     

Encouraging pointing with the right hand,but not the left hand,gives right-handed 3-year-olds a linguistic advantage

Previous research has shown a strong positive association between right-handed gesturing and vocabulary development. However, the causal nature of this relationship remains unclear. In the current study, we tested whether gesturing with the right hand enhances linguistic processing in the left hemisphere, which is contralateral to the right hand. We manipulated the gesture hand children used in pointing tasks to test whether it would affect their performance. In either a linguistic task (verb learning) or a non-linguistic control task (memory), 131 typically developing right-handed 3-year-olds were encouraged to use either their right hand or left hand to respond. While encouraging children to use a specific hand to indicate their responses had no effect on memory performance, encouraging children to use the right hand to respond, compared to the left hand, significantly improved their verb learning performance. This study is the first to show that manipulating the hand with which children are encouraged to gesture gives them a linguistic advantage. Language lateralization in healthy right-handed children typically involves a dominant left hemisphere. Producing right-handed gestures may therefore lead to increased activation in the left hemisphere which may, in turn, facilitate forming and accessing lexical representations. It is important to note that this study manipulated gesture handedness among right-handers and does therefore not support the practice of encouraging children to become right-handed in manual activities.

Research Highlights

• Right-handed 3-year-olds were instructed to point to indicate their answers exclusively with their right or left hand in either a memory or verb learning task.
• Right-handed pointing was associated with improved verb generalization performance, but not improved memory performance.
• Thus, gesturing with the right hand, compared to the left hand, gives right-handed 3-year-olds an advantage in a linguistic but not a non-linguistic task.
• Right-handed pointing might lead to increased activation in the left hemisphere and facilitate forming and accessing lexical representations.

     

General and contextualized emotion goals and its link with well-being across late,middle, and young adulthood

Prior research with young adults has shown how emotion goals (i.e., cognitive representations of preferred emotional states) can be instrumental (positive or negative) depending on the context and how this context sensitivity is linked to higher well-being. However, this research has overlooked older adults. We argue it is important looking at this age group as there is mixed evidence given that on one hand they have been described as exhibiting a positivity bias (hedonic orientation; preference for positive emotion goals), and on the other hand, being capable of suppressing this when it is adaptive to do so. Importantly, this bias towards positive emotion goals has been linked to better emotion regulation and higher well-being in older adults. In order to understand whether older adults can also exhibit instrumental emotion goals and whether this is linked to well-being, we conducted an exploratory study with older (N = 43, M_age = 68.33), middle (N = 47, M_age = 43.83), and young adults (N = 47; M_age = 21.98) who reported about their general and contextual emotion goals (in collaboration and confrontation), their well-being, and their current positive and negative affect. Although older adults reported lower negative affect than young adults, there were no age differences for general and contextualized emotion goals. Across the three age groups, a higher preference for happiness in general and in collaboration was linked to higher well-being. The obtained results highlight the need to study emotion goals longitudinally to better understand their possible changes throughout the lifespan and their influence on well-being.