Dual-memory processes in crack cocaine dependents: The effects of childhood neglect on recall

Exposure to adversities during sensitive periods of neurodevelopment is associated with the subsequent development of substance dependence and exerts harmful, long-lasting effects upon memory functioning. In this study, we investigated the relationship between childhood neglect (CN) and memory using a dual-process model that quantifies recollective and non-recollective retrieval processes in crack cocaine dependents. Eighty-four female crack cocaine–dependent inpatients who did (N = 32) or did not (N = 52) report a history of CN received multiple opportunities to study and recall a short list composed of familiar and concrete words and then received a delayed-recall test. Crack cocaine dependents with a history of CN showed worse performance on free-recall tests than did dependents without a history of CN; this finding was associated with declines in recollective retrieval (direct access) rather than non-recollective retrieval. In addition, we found no evidence of group differences in forgetting rates between immediate- and delayed-recall tests. The results support developmental models of traumatology and suggest that neglect of crack cocaine dependents in early life disrupts the adult memory processes that support the retrieval of detailed representations of events from the past.     

What should we expect from a dual-process theory of preference construction in choice?

Dhar and Gorlin (2013) proposed a dual-process framework for understanding the effects of preference construction in choice. Drawing on the distinction operating principles and operating conditions, it is argued that their emphasis on cognitive elaboration fails to specify the mental operations involved in preference construction. This limitation makes their dual-process framework circular and susceptible to the criticism of single-process alternatives. The distinction between associative and propositional processes has the potential to fill this conceptual gap, thereby providing a more thorough understanding of preference construction effects in choice.     

Individual differences in conditional reasoning: A dual-process account

Dual-process theories of conditional reasoning predict that relationships among four basic logical forms, and to intellectual ability and thinking predictions, are most evident when conflict arises between experiential and analytic processing (e.g., Stanovich & West, ). To test these predictions, 210 undergraduates were presented with conditionals for which the consequents were either weakly or strongly associated with alternative antecedents (i.e., WA and SA problems, respectively). Consistent with predictions, modus ponens inferences were not related to inferences on the uncertain forms (affirmation of the consequent, denial of the antecedent). On WA problems, modus tollens, affirmation of the consequent, and denial of the antecedent were related to each other and to verbal ability. Modus ponens was linked to verbal ability only when disabling conditions were activated. In accord with the predictions of Stanovich and West (), on most problems, thinking dispositions predicted variance in inferences independently from verbal ability. We argue that a largely automatic experiential processing system governs performance on modus ponens, unless disablers are activated. Consciously controlled analytic processing predominates on the uncertain forms and, under some conditions, on modus tollens.     

Effects of training and instruction on analytic and belief-based reasoning processes

Two studies are reported which demonstrate that analytic responding on everyday reasoning problems can be increased and bias eliminated after training on the law of large numbers (Fong, Krantz, & Nisbett, 1986 Fong, G. T., Krantz, D. H. and Nisbett, R. E. 1986. The effects of statistical training on thinking about everyday problems. Cognitive Psychology, 18: 253–292. [Crossref], [Web of Science ®] , [Google Scholar]). Critical thinking problems involving belief-consistent, neutral, and inconsistent conclusions were presented. Belief bias was eliminated when a written justification of argument strength was elicited. However, belief-based responding was still evident when evaluations of the arguments were elicited using rating scales. This finding demonstrates a dissociation between analytic and belief-based responding as a function of response format. In Experiment 2 an instructional condition designed to foster decontextualised reasoning was included but was ineffective in reducing the degree to which judgements were biased by beliefs. It was concluded that training which makes available the analytic strategies necessary to evaluate a problem has the potential to facilitate performance only if the requested response triggers conscious deliberation of the evidence.     

Gait and risk of falls associated with frontal cognitive functions at different stages of Alzheimer's disease

ABSTRACT

The decline in frontal cognitive functions contributes to alterations of gait and increases the risk of falls in patients with dementia, a category which included Alzheimer's disease (AD). The objective of the present study was to compare the gait parameters and the risk of falls among patients at different stages of AD, and to relate these variables with cognitive functions. This is a cross-sectional study with 23 patients with mild and moderate AD. The Clinical Dementia Rating was used to classify the dementia severity. The kinematic parameters of gait (cadence, stride length, and stride speed) were analyzed under two conditions: (a) single task (free gait) and (b) dual task (walking and counting down). The risk of falls was evaluated using the Timed Up-and-Go test. The frontal cognitive functions were evaluated using the Frontal Assessment Battery (FAB), the Clock Drawing Test (CDT) and the Symbol Search Subtest. The patients who were at the moderate stage suffered reduced performance in their stride length and stride speed in the single task and had made more counting errors in the dual task and still had a higher fall risk. Both the mild and the moderate patients exhibited significant decreases in stride length, stride speed and cadence in the dual task. Was detected a significant correlation between CDT, FAB, and stride speed in the dual task condition. We also found a significant correlation between subtest Similarities, FAB and cadence in the dual task condition. The dual task produced changes in the kinematic parameters of gait for the mild and moderate AD patients and the gait alterations are related to frontal cognitive functions, particularly executive functions.     

Age Differences in Multiple Outcome Measures of Time-Based Prospective Memory

ABSTRACT

This study examined time-based prospective memory performance in relation to age, monitoring strategy, response accuracy, and dual-task demands. Young, middle-aged and older adults (N?=?115) completed a prospective memory task, in which they indicated the passing of time every 5 min while listening to a short story (low task demands) or completing a series of cognitive tasks (high task demands). Young and older adults showed similar patterns of monitoring behavior, with low rates of clock checking during the early phase of each 5-min interval, followed by linearly accelerating monitoring functions. However, to obtain the same level of prospective memory performance older adults needed more frequent clock checks than young adults. Furthermore, older adults' compensatory monitoring strategy was associated with an additional cost in primary task performance. Finally, increased primary task demands shifted age differences in prospective memory from monitoring frequency to response accuracy. These findings suggest that goal-directed behavior requires efficient task coordination and resource allocation, and that age-related differences in time-based prospective memory should be evaluated by using multiple outcome measures.     

Divided attention facilitates intentional forgetting: evidence from item-method directed forgetting

This study examined the effects of post-cue interval and cognitive load on item-method directed forgetting. The results of Experiment 1 (free recall test) and Experiment 2 (cued recall test) showed that forget item retention increased as the post-cue interval increased. Moreover, increasing the cognitive load of participants by asking them to perform a secondary counting task did not impair, but rather facilitated, the intentional forgetting of the studied item under long post-cue interval conditions. These results and analyses of recall gains from the additional use of the independent cue suggest that the improved recall of forget items caused by an increase in the post-cue interval came from an automatic process, and that after receiving the forget cue, participants did not engage a suppression operation that was resource-demanded. The current findings suggest that forgetting is more effective when participants perform a secondary task after receiving the forget cue.     

Formation par alternance : expérience scolaire et rapport à l’apprendre chez des apprentis de niveau V et leurs maîtres d’apprentissage

This qualitative research in line with a socio-constructivist approach of the relation to knowledge aims at studying the conditions of efficiency of apprenticeship (training centre/working place) for wage-earning apprentices with a level V. The thematic analysis of 38 interviews (19 apprentices and 19 apprenticeship masters) reveals that apprentices and apprenticeship masters develop some similar schooling experience and relations to learning based on a massive rejection for any schooling form of transmission. We thus show that an apprenticeship based on work and study can offer young people the opportunity to reinvest their relation to learning but only under the conditions of finding ways to escape the circle of school condemnation. These young people must also be able to find in this system the necessary conditions which will give a meaning to their experience of apprentices.     

Coordination of executive functions in monolingual and bilingual children

Two groups of 8-year-old children who were monolingual or bilingual completed a complex classification task in which they made semantic judgments on stimuli that were presented either visually or auditorily. The task requires coordinating a variety of executive control components, specifically working memory, inhibition, and shifting. When each of the visual and auditory tasks was presented alone, performance was comparable for children in the two groups. Combining the two modalities into a dual-task paradigm made the task more difficult, and on this combined task bilingual children maintained better accuracy than monolingual children, especially on the visual task. The results are interpreted in terms of the enhanced ability of bilingual children to coordinate the executive control components required in performing this complex task.     

There are at least two kinds of probability matching: evidence from a secondary task

Probability matching is a suboptimal behavior that often plagues human decision-making in simple repeated choice tasks. Despite decades of research, recent studies cannot find agreement on what choice strategies lead to probability matching. We propose a solution, showing that two distinct local choice strategies—which make different demands on executive resources—both result in probability-matching behavior on a global level. By placing participants in a simple binary prediction task under dual- versus single-task conditions, we find that individuals with compromised executive resources are driven away from a one-trial-back strategy (utilized by participants with intact executive resources) and towards a strategy that integrates a longer window of past outcomes into the current prediction. Crucially, both groups of participants exhibited probability-matching behavior to the same extent at a global level of analysis. We suggest that these two forms of probability matching are byproducts of the operation of explicit versus implicit systems.