Keeping Simon simple: Examining the relationship between sequential modulations and feature repetitions with two stimuli, two locations and two responses

The present study examined performance across three two-choice tasks that used the same two stimuli, the same two stimulus locations, and the same two responses to determine how task demands can alter the Simon Effect, its distribution across reaction time, and its sequential modulation. In two of the tasks, repetitions of stimulus features were not confounded with sequences of congruent and incongruent trials. This attribute allowed us to investigate the sequential modulation of the Simon Effect in a two-choice task while equalizing the occurrence of feature repetitions. All tasks showed a similar sequential modulation, suggesting that it is not driven by feature repetitions. Moreover, distributional analyses revealed that the advantage for congruent trials decreased as reaction time increased similarly following congruent and incongruent trials. Finally, a large increase in RT was observed when repeated responses were made to novel stimuli and when novel responses were made to repeated stimuli. This effect also showed a sequential modulation regardless of whether the stimulus repeated. The findings suggest that, even in two-choice tasks, response selection is mediated by complex, dynamic representations that encode abstract properties of the task rather than just simple features.     

Unequal motor durations under simple-, go/no-go, and choice-RT tasks: extension of Miller and Low (2001)

The logic of the Subtraction Method is used implicitly or explicitly in a variety of work, ranging from traditional response-time research to functional neuroimaging. One assumption of all forms of the Subtraction Method is that components may be inserted (or deleted) without causing changes in the remaining components. We tested this assumption as it applies to the duration of late motor processing using the lag between the onset of lateralized readiness potential (LRP) and the production of the required response as the measure of late motor processing. In contrast to a similar, previous study that used this approach (Miller & Low, 2001), we found differences in the LRP lags across the types of task that are used in the Subtraction Method. The LRP lag for simple-RT was shorter than the lags for either go/no-go or choice-RT. This finding constitutes evidence against an assumption required by the Subtraction Method, at least as applied to component durations, but can be explained in terms of a supplementary (non-subtractive) inhibitory component that is only employed in the go/no-go task.     

Are facilitated mentoring programs beneficial? A randomized experimental field study

Results from a pretest–posttest randomized field experiment study with a control group comparing the impact of high- and low-level-facilitated mentoring programs on new employees’ performance and perceptions about their jobs and organization were reported in this paper. Results indicated increases in job satisfaction, organizational commitment, person-organization fit and performance by participants in both mentoring programs with larger gains made by the high-level-facilitated group. These results suggest that a formal mentoring program can have positive effects on employee’s work-related attitudes, cognition and behavior with significantly greater gains made by formal mentoring programs with higher levels of facilitation.     

Sources of error in picture naming under time pressure

We used a deadline procedure to investigate how time pressure may influence the processes involved in picture naming. The deadline exaggerated errors found under naming without deadline. There were also category differences in performance between living and nonliving things and, in particular, for animals versus fruit and vegetables. The majority of errors were visuallyand semantically related to the target (e. celery-asparagus), and there was a greater proportion of these errors made to living things. Importantly, there were also more visual-semantic errors to animals than to fruit and vegetables. In addition, there were a smaller number of pure semantic errors (e.g., nut-bolt), which were made predominantly to nonliving things. The different kinds of error were correlated with different variables. Overall, visual-semantic errors were associated with visual complexity and visual similarity, whereas pure semantic errors were associated with imageability and age of acquisition. However, for animals, visual-semantic errors were associated with visual complexity, whereas for fruit and vegetables they were associated with visual similarity. We discuss these findings in terms of theories of category-specific semantic impairment and models of picture naming.     

The impact of psychological distress on absence from work

The aims of this study were to examine the impact of psychological distress on absence from work; to compare psychological distress and job satisfaction as predictors of absence; and to compare the relative effects of 2 components of psychological distress, depression and anxiety, on absence. Organizational records of absence over a 3-year period were obtained for 323 health service staff in the United Kingdom, who also completed self-report measures of psychological distress and job satisfaction at the beginning of the study and 2 years later. Psychological distress, particularly depression, was found to predict absence, with higher levels of distress predicting a greater number of days and number of times absent. Job satisfaction and psychological distress independently predicted levels of absence. The psychological distress-absence relationship was not moderated by demographic variables.     

Reflections on teaching health care ethics on the web

As web instruction becomes more and more prevalent at universities across the country, instructors of ethics are being encouraged to develop online courses to meet the needs of a diverse array of students. Web instruction is often viewed as a cost-saving technique, where large numbers of students can be reached by distance education in an effort to conserve classroom and instructor resources. In practice. however, the reverse is often true: online courses require more of faculty time and effort than do many traditional classes. Based on personal experience teaching an online course in health care ethics for students in the Allied Health Professions, it is evident that there are both benefits and challenges in teaching online courses, particularly in ethics. Examples of benefits are (1) the asynchronous nature of web instruction allows students to progress through the course at their own pace and at times that are convenient given their clinical responsibilities; (2) web courses allow for a standardization of content and quality of instruction over a diversity of programs; and (3) examples can be tailored to the differing experiences of students in the course. Some challenges to teaching online ethics courses include (1) the fact that online instruction benefits visual learners and disadvantages those lacking good reading comprehension or strong writing skills; (2) developing meaningful student-student and student-instructor interaction; and (3) teaching ethics involves teaching a process rather than a product. Allowing students to apply their knowledge to real-world cases in their disciplines and encouraging them to share experiences from clinical practice is an effective way to meet several of these challenges. Building an online community is another good way to increase the interaction of students and their engagement with the material.     

Outline shape is a mediator of object recognition that is particularly important for living things

We assess the importance of outline shape in mediating the recognition of living and nonliving things. Natural objects were presented as shaded line drawings or silhouettes, and were living and nonliving things. For object decision (deciding whether an object may be encountered in real life) there were longer response times to nonliving than to living things. Importantly, this category difference was greater for silhouettes than for shaded line drawings. For naming, similar category and stimulus differences were evident, but were not as pronounced. We also examined effects of prior naming on subsequent object decision performance. Repetition priming was equivalent for nonliving and living things. However, prior presentation of silhouettes (but not shaded line drawings) reduced the longer RT to nonliving things relative to living things in silhouette object decision. We propose that outline contour benefits recognition of living things more than nonliving things: For nonliving things, there may be greater 2-D/3-D interpretational ambiguity, and/or they may possess fewer salient features.