The influence of different dialysis modalities on the quality of life of patients with end-stage renal disease: A systematic literature review

Objectives: This study aims to generate evidence regarding the relationships of different dialysis modalities with HR-QOL.

Design: A systematic review was conducted to investigate the HR-QOL of patients treated with different dialysis modalities.

Methods: A literature search was conducted for English language articles in the CINAHL, Medline and PubMed databases published from January 1990 through May 2016. Specifically, we sought articles that would compare the HR-QOL of hemodialysis (HD) and peritoneal dialysis (PD) patients in terms of physiological, psychological and social functioning, as well as disease symptoms. Thirty-four articles met the study inclusion criteria and were included into the analysis.

Results: The research results indicated no significant differences in HR-QOL between HD and PD treatment. However, a higher percentage of patients who received PD had a better HR-QOL in terms of physiological, psychological, social and disease symptoms.

Conclusions: Despite the fact that the results of this study showed no difference in HR-QOL between HD and PD treatment, its review of relevant references can serve as a reference for health professionals. However, patients’ conditions must still be taken into account when making suggestions about which dialysis modality a patient should use.     

Inter-individual differences in how presentation modality affects verbal learning performance in children aged 5 to 16

This study examines inter-individual differences in how presentation modality affects verbal learning performance. Children aged 5 to 16 performed a verbal learning test within one of three presentation modalities: pictorial, auditory, or textual. The results indicated that a beneficial effect of pictures exists over auditory and textual presentation modalities and that this effect increases with age. However, this effect is only found if the information to be learned is presented once (or at most twice) and only in children above the age of 7. The results may be explained in terms of single or dual coding of information in which the phonological loop is involved. Development of the (sub)vocal rehearsal system in the phonological loop is believed to be a gradual process that begins developing around the age of 7. The developmental trajectories are similar for boys and girls. Additionally, auditory information and textual information both seemed to be processed in a similar manner, namely without labeling or recoding, leading to single coding. In contrast, pictures are assumed to be processed by the dual coding of both the visual information and a (verbal) labeling of the pictures.     

Not lost in translation: writing auditorily presented words at study increases correct recognition “at no cost”

Previous studies have reported a translation effect in memory, whereby encoding tasks that involve translating between processing domains produce a memory advantage relative to tasks that involve a single domain. We investigated the effects of translation on true and false memories using the Deese/Roediger-McDermott (DRM) procedure [Deese, J. (1959). On the prediction of occurrence of particular verbal intrusions in immediate recall. Journal of Experimental Psychology, 58, 17–22; Roediger, H. L., III, & McDermott, K. B. (1995). Creating false memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory, & Cognition, 21, 803–814]. Translation between modalities enhanced correct recognition but had no effect on false recognition. Results are consistent with previous research showing that correct memory can be enhanced “at no cost” in terms of accuracy. Findings are discussed in terms of understanding the relationship between true and false memories produced by the DRM procedure.     

Semantic effects on sensory-motor modality switching

Language processing always involves a combination of sensory (auditory or visual) and motor modalities (vocal or manual). In line with embodied cognition theories, we additionally assume a semantically implied modality (SIM) due to modality references of the underlying concept. Understanding ear-related words (e.g. “noise”), for example, should activate the auditory SIM. In the present study, we investigated the influence of the SIM on sensory-motor modality switching (e.g. switching between the auditory-vocal and visual-manual combination). During modality switching, participants categorised words with regard to their SIM (e.g. ear- versus eye-related words). Overall performance was improved and switch costs were reduced whenever there was concordance between SIMs and sensory-motor modalities (e.g. an auditory presentation of ear-related words). Thus, the present study provides first evidence for semantic effects during sensory-motor modality switching in terms of facilitation effects whenever the SIM was in concordance with sensory-motor modalities.     

Does the testing effect depend on presentation modality?

We examined whether the testing effect generalizes to an auditory presentation modality. Five lists of unrelated words (Experiment 1) and related words (Experiment 2) were presented to participants, half of whom studied them visually and half studied them auditorily. Participants in the study-only condition performed a short distractor task following lists 1–4, whereas those in the testing condition completed a short distractor task and then attempted to recall each list. Both groups were subsequently tested on List 5 and on all five lists 30 min later. In both experiments, we found a testing effect for both List 5 and for the final cumulative recall test. However, the effect did not interact with study modality, despite the fact that proactive interference was greater following auditory study. These results have important implications for educational practice, suggesting that initial testing is important for materials presented in auditory as well as visual formats.     

Eliciting information and cues to deception using a model statement: Examining the effect of presentation modality

Forensic interviewing involves gathering information from a suspect or eyewitness. Administering a model statement during an interview results in greater information elicitation, which can enhance lie detection. Typically, a model statement is a highly detailed statement, on an unrelated topic to that of the interview. This study examined the effect of manipulating the modality of the MS, either by allowing participants to listen to (Audio‐MS), or read (Written‐MS) a model statement. A total of 162 (81 truth tellers, 81 liars) participants were randomly allocated to one of three interviewing conditions where they received either the Audio‐MS, Written‐MS, or No‐MS (control condition). Truth tellers honestly reported a “spy” mission, whereas liars performed a covert mission and lied about their activities. Results showed both model statements were equally more effective at eliciting information and facilitating lie detection, compared with a control condition. Theoretical and practical implications are discussed.     

Shaping of rule-governed behaviour

Over an experimental session of 80 trials, subjects counted brief auditory stimuli ("clicks") in stimulus presentation periods and indicated the number counted by pressing a key the corresponding number of times in subsequent response periods. "Correct" answers resulted in feedback. Unknown to the subjects, the feedback criterion was based on speed of pressing rather than on the correct number of presses. Speed of pressing was modified by response consequences when feedback was made dependent on pressing faster or slower than baseline speed. Modification of speed occurred independently of rules and without the subjects' ability to describe contingency or response requirements. The results suggest that non-verbal contingencies may have a shaping effect on non-salient and non-described attributes of rule-governed behaviour, and it is argued that this may be an important control mechanism of low-level behavioural attributes that are unlikely to be guided by verbal discriminative stimuli.     

Comparison of Different Feedback Procedures in Second Language Vocabulary Learning

Research into the learning of Second Language (SL) vocabulary by beginning learners has indicated that the simultaneous presentation of the First and Second Language words results in blocking of the learning process by the familiar First Language (FL) word. Previous research also suggests that blocking by the First Language can be eliminated by bringing it in as informative feedback (either as a written or spoken word). Our experiments were designed to further extend this research. The use of a picture, either as feedback or simultaneously presented with its equivalent, along with the aural feedback and the conventional procedures were investigated in Experiment 1. Results revealed that pictures blocked the learning process less than the written FL word when both were presented with their SL referent. When used as feedback, however, pictures were not as good as the spoken FL word. Experiment 2 demonstrated that aural feedback was the best type of feedback when compared with the picture and written FL presentations, and that the picture feedback was better than the written feedback. Taken together, the results of these two studies showed that all forms of feedback overcame the problem of blocking created by simultaneous presentation of the FL and SL words, and that aural feedback was the most effective feedback procedure. It was suggested that the superiority of aural feedback was likely to be a consequence of the use of a different input channel to that of the visually presented written SL word.     

时序信息加工机制及其通道效应的实验研究

研究由两个实验组成,实验一采用纯粹的视听方式,以线段长度和声音频率为材料,对时序信息的加工方式（自动加工与控制加工）、编码特点（时序信息是何时编码的）以及通道效应进行了研究。实验二以汉字为材料重复实验一的过程;结果表明,时序信息的加工存在视听通道效应,其机制源于记忆,且与实验材料的加工深度以及加工方式有关;时序信息既包含有自动加工,又包含有控制加工。视觉刺激倾向于自动加工,而听觉则倾向于控制加工;时序信息是在项目学习时编码获得的,而不是在提取时建构的。     

双作业信息输入通道对作业绩效的影响

采用单作业和双作业操作,探讨了不同信息输入通道对双作业操作绩效的影响。实验结果证明：若采用相同的信息输入通道,同时操作的两种作业就会产生相互干扰,降低操作绩效;相反,若采用不同信息输入通道,双作业之间的相互干扰将减小,作业绩效得到提高。