The effect of articulatory suppression and manual tapping on serial recall

Concurrent tasks, such as articulatory suppression and manual tapping, are used to understand the mechanisms underlying short-term memory by overloading domain-specific resources. The present study addresses the debate regarding the theoretical frameworks accounting for interference in serial recall by comparing the effects of both the modality of concurrent tasks (verbal vs. spatial) as well as the state of the tasks (steady vs. changing) in both verbal and spatial recall. The findings indicate that the verbal changing-state concurrent task significantly impaired digit recall, whereas the spatial changing-state concurrent task significantly impaired block recall. The theoretical implications are discussed in the context of a multimodal working memory model with domain-specific resources and a unitary approach to short-term memory.     

Manual coordination with intermittent targets: Velocity information for prospective control

Tracking a moving target requires that information concerning the current and future state of a target is available, allowing prospective control of the tracking effector. Eye movement research has shown that prospective visual tracking is achievable during conditions of both visible and occluded targets. The ability to track visually occluded targets has been interpreted as individuals integrating target velocity into eye movement motor plans. It has not been fully established that velocity plays a similar role in other types of tracking behavior. To examine whether target velocity is also used in manual tracking, numerical predictions and a validation experiment were conducted. Predictions indicated that, if individuals utilize target velocity during coordination, increases in visual occlusion periods should yield increased phase lag between target and hand, proportional to the occlusion period. Predictions also suggest that increased occlusion yields increased coordination variability. An experiment having participants coordinate with the same stimuli and occlusion conditions was conducted to verify the predictions. Comparison of prediction and experimental results provides strong agreement that individuals use target velocity to prospectively control coordinated movements.     

In touch with numbers: Embodied and situated effects in number magnitude comparison

The idea of embodied numerosity denotes that seemingly abstract number concepts (e.g., magnitude) are rooted in bodily experiences and situated action. In the present study we evaluated whether there is an embodied representation of the place–value structure of the Arabic number system and if so whether this representation is influenced by situated aspects. In a two-digit number magnitude comparison task participants had to directly touch the larger of two numbers. Importantly, pointing responses were systematically biased toward the decade digit of the target number. Additionally, this leftward bias towards the tens digit was reduced in unit–decade incompatible number pairs. Thereby, we demonstrated an influence of place–value processing on manual pointing movement. Our results therefore corroborate the notion of an embodied representation of the place–value structure of Arabic numbers which is modulated by situated aspects.     

Representation and learning in motor action – Bridges between experimental research and cognitive robotics

To gain a better understanding of the functionality of representation and categorization in action and interaction, it is fundamental that researchers understand how movements are represented in long-term memory. It is our position that human motor control requires that our actions be planned and represented in terms of intended perceptual effects and future task demands, and that the individual has a well-structured mental representation of the task so that the movement can be carried out successfully. Basic Action Concepts (BACs) are identified as major building blocks of cognitive representation in long-term memory, which are cognitive tools used to master the functional demands of movement tasks. In this paper, we consider relevant issues in research methodology and present an experimental method that can be used to assess action-relevant representational structures. This method permits us to observe the strong relationship between cognitive representation and performance in manual action. For example, the specific differences in the mental representations of participants are strongly related to skill level, as well as biomechanical and task constraints. We then discuss results from our learning experiments, where we have examined the development and changes in cognitive representation over time. From these experiments we have found that cognitive reference structures include task-specific spatial information, which provides the basis for action control in skilled voluntary movement. We have implemented these results on various robotic platforms. We argue that the insights gained from various experimental approaches in the field of cognitive psychology and motor control enable researchers to explore the possibilities and limitations of artificial control architectures in robot systems. Finally, we argue that this is not a unidirectional process. Researchers from the field of cognitive psychology and motor control can profit from the advances in technological systems, which enhance the understanding of human motor control in skilled voluntary action.     

Fine motor skills enhance lexical processing of embodied vocabulary: A test of the nimble-hands,nimble-minds hypothesis

Research suggests that fine motor skills (FMS) are linked to aspects of cognitive development in children. Additionally, lexical processing advantages exist for words implying a high body–object interaction (BOI), with initial findings indicating that such words in turn link to children’s FMS—for which we propose and evaluate four competing hypotheses. First, a maturational account argues that any links between FMS and lexical processing should not exist once developmental variables are controlled for. Second, functionalism posits that any link between FMS and lexical processing arises due to environmental interactions. Third, the semantic richness hypothesis argues that sensorimotor input improves lexical processing, but predicts no links between FMS and lexical processing. A fourth account, the nimble-hands, nimble minds (NHNM) hypothesis, proposes that having greater FMS improves lexical processing for high-BOI words. In two experiments, the response latencies of preschool children (n?=?90, n?=?76, ages?=?5;1) to 45 lexical items encompassing high-BOI, low-BOI, and less imageable words were measured, alongside measures of FMS, reasoning, and general receptive/expressive vocabulary. High-BOI words appeared to show unique links to FMS, which remained after accounting for low-BOI and less imageable words, general vocabulary, reasoning, and chronological age. Although further work is needed, the findings provide initial support for the NHNM hypothesis.     

Comparing Cognitive Behavioral Therapy and Systemic Therapy for Social Anxiety Disorder: Randomized Controlled Pilot Trial (SOPHO-CBT/ST)

This randomized controlled trial (RCT) aimed to pilot the newly developed manualized and monitored systemic therapy (ST) for social anxiety disorder (SAD), as compared to manualized and monitored cognitive behavioral therapy (CBT). We conducted a prospective multicenter, assessor-blind pilot RCT on 38 outpatients (ICD F40.1; Structured Clinical Interview for DSM (SCID); Liebowitz Social Anxiety Scale, LSAS-SR >30). The primary outcome was level of social anxiety (LSAS-SR) at the end of treatment. A total of 252 persons were screened, and 38 patients were randomized and started therapy (CBT: 20 patients; ST: 18 patients; age: M = 36 years, SD = 14). Within-group, simple-effect intent-to-treat analyses (ITT) showed significant reduction in LSAS-SR (CBT:d = 1.04; ST:d = 1.67), while ITT mixed-design ANOVA demonstrated the advantage of ST (d = 0.81). Per-protocol analyses supported these results. Remission based on reliable change indices also demonstrated significant difference (LSAS-SR: 15% in CBT; 39% in ST;h: 0.550), supported by blind diagnosticians’ ratings of those who completed therapy (SCID; 45% in CBT, 78% in ST,p = .083). No adverse events were reported. CBT and ST both reduced social anxiety, supporting patient improvement with the newly developed ST for SAD; this has yet to be verified in a subsequent confirmatory RCT.     

The effect of visual HMIs of a system assisting manual drivers in manoeuvre coordination in system limit and system failure situations

Ambiguous situations in traffic often require communication and cooperation between road users. In order to resolve these situations and increase cooperative driving behavior in situations of merging or turning left, manual drivers could be assisted by an advanced driver assistance system (ADAS) for cooperative driving. This simulator study investigated the behavior of drivers confronted with system limits and failures of such a system. The ADAS used in this study informed the driver about an upcoming cooperation situation and gave advice on how to behave (e.g. reduce speed, change lane). Two test situations were implemented: a system freeze and an unexpected event, which could not be detected by the system. In order to find the most fitting HMI solution, the place of presentation (head-up display (HUD) vs. instrument cluster) as well as the form of presentation (dynamic vs. symbolic) were varied. The results indicated that the most fitting HMI solution to support the driver in a complex coordinated driving situation is a dynamic HUD, mainly due to the positive effect on glance behavior. However, advantages of both forms of presentation were revealed, as each form of presentation increased the probability of recognition for one of the test situations. The fewest collisions took place with the dynamic form of presentation.     

Improvement in children’s fine motor skills following a computerized typing intervention

Children spend a large proportion of their school day engaged in tasks that require manual dexterity. If children experience difficulties with their manual dexterity skills it can have a consequential effect on their academic achievement. The first aim of this paper was to explore whether an online interactive typing intervention could improve children’s scores on a standardised measure of manual dexterity. The second aim was to implement a serial reaction time tapping task as an index of children's finger movement learning, and to see whether performance on this task would improve after the intervention. Seventy-eight typically developing children aged between 8 and 10 were tested at their school on the pre-intervention Movement Assessment Battery for Children (2nd edition; MABC-2) and tapping tasks. Twenty-eight of these children volunteered to be randomly allocated to the intervention or control group. Children in the intervention group had a choice of two online games to play at home over a period of four weeks, while the children in the control group were not given these games to play. The intervention and control groups were then re-tested on the MABC-2 manual dexterity and the tapping task. Children in the intervention group significantly improved their manual dexterity scores in the MABC-2 compared to the control group. On average, all children learnt the tapping sequence, however, there were no group differences and no effect of the intervention on the tapping task. These results have important implications for implementing a freely available, easy to administer, fun and interactive intervention to help children improve their manual dexterity skills.     

The development of hand preference in children: The effect of task demands and links with manual dexterity

Lateralisation of hand preference and manual dexterity are known to develop over childhood, while in adulthood strength of hand preference has been shown to interact with extrinsic task demands. Some evidence exists to suggest that strength of hand preference and motor skill may be related. In the current study a handedness inventory, midline crossing (QHP) and peg-moving tasks were used to investigate: (1) the development of hand preference between 4 and 11 years; (2) whether extrinsic task demands affect strength of hand preference, and (3) whether strength of hand preference was associated with manual dexterity. Younger children (4–5 years) showed weak hand preference in comparison to older children (8–11 years), and extrinsic task demands influenced willingness to cross the body’s midline with the preferred hand. Age and peg-moving speed were associated with midline crossing in certain task conditions. Overall, results suggest a coupling between manual dexterity and brain maturation in typical development.     

Are there age-related differences in learning to optimize speed, accuracy, and energy expenditure?

Studies of age-related differences in manual aiming have indicated that older adults take longer to complete their movements than their younger counterparts because they tend to rely on time-consuming feedback-based control processes. Many authors have suggested that the reliance on feedback is the result of a "play-it-safe" strategy that has been adopted to compensate for a deterioration in accurate and consistent force generation. That is, perhaps because older adults know that their motor systems are not as reliable as the systems were at a younger age, they plan shorter movements that conserve time and space for feedback control to correct their programmed actions. The vast majority of the previous studies that have revealed these age-related differences in aiming, however, have used computer-based tasks that involve the transformation of perceptual into motor space. In the present experiment, older and younger adults completed real aiming movements over three sessions. The results suggest that, when acting in a real environment, the main difference between older and younger adults in movement execution lies in the efficient use of response-related feedback, not in the programming of movement.