Examining the Spatiotemporal Disruption to Gaze When Using a Myoelectric Prosthetic Hand

The aim of this study was to provide a detailed account of the spatial and temporal disruptions to eye-hand coordination when using a prosthetic hand during a sequential fine motor skill. Twenty-one able-bodied participants performed 15 trials of the picking up coins task derived from the Southampton Hand Assessment Procedure with their anatomic hand and with a prosthesis simulator while wearing eye-tracking equipment. Gaze behavior results revealed that when using the prosthesis, performance detriments were accompanied by significantly greater hand-focused gaze and a significantly longer time to disengage gaze from manipulations to plan upcoming movements. The study findings highlight key metrics that distinguish disruptions to eye-hand coordination that may have implications for the training of prosthesis use.     

Conscious Control Is Associated With Freezing of Mechanical Degrees of Freedom During Motor Learning

This study investigated whether conscious control is associated with freezing of mechanical degrees of freedom during motor learning. Participants practiced a throwing task using either error-strewn or error-reduced practice protocols, which encourage high or low levels of conscious control, respectively. After 24 hr, participants engaged in a series of delayed retention and transfer tests. Furthermore, propensity for conscious control was assessed using participants' ratings and freezing was gauged through movement variability of the throwing arm. Performance was defined by mean radial error. In the error-strewn group, propensity for conscious control was positively associated with both freezing and performance. In the error-reduced group, propensity for conscious control was negatively associated with performance, but not with freezing. These results suggest that conscious control is associated with freezing of mechanical degrees of freedom during motor learning.     

The Effect of Locus of Control on University Students' Mental Health: Possible Mediation through Self-Esteem and Coping

The purpose of this study was to examine the effect of locus of control on university students' mental health and to examine possible mediational roles of self-esteem and coping. A total of 418 university students completed Rotters I-E Scale, Self-liking/self-competence Scale, Endlers Coping with Stressful Situations Scale and Depression, Anxiety and Stress Scale. The results showed that external locus of control, lower self-liking and self-competence, as well as less problem-focused and more emotion-focused coping predict more symptoms of depression, anxiety, and stress in university students. However, mediational analysis revealed that the effect of locus of control was fully mediated by self-esteem and coping, with self-liking and emotion-focused coping being the strongest mediators. Results suggest that beliefs about control affect beliefs about one's self-worth and coping strategies, which in turn can affect one's mental health.     

An examination of lower limb asymmetry in ankle isometric force control

While asymmetries have been observed between the dominant and non-dominant legs, it is unclear whether they have different abilities in isometric force control (IFC). The purpose of this study was to compare ankle IFC between the legs. IFC is important for stabilization rather than object manipulation, and people typically use their non-dominant leg for stabilization tasks. Additionally, studies suggested that a limb can better acquire a motor task when the control mechanism of the task is related to what the limb is specialized for. We hypothesized that the non-dominant leg would better (1) control ankle IFC with speed and accuracy, and (2) acquire an ankle IFC skill through direct learning and transfer of learning. Two participant groups practiced an IFC task using either their dominant or non-dominant ankle. In a virtual environment, subjects moved a cursor to hit 24 targets in a maze by adjusting the direction and magnitude of ankle isometric force with speed (measured by the time required to hit all targets or movement time) and accuracy (number of collisions to a maze wall). Both groups demonstrated similar movement time and accuracy between the dominant and non-dominant limbs before practicing the task. After practice, both groups showed improvement in both variables on both the practiced and non-practiced sides (p < .01), but no between-group difference was detected in the degree of improvement on each side. The ability to control and acquire the IFC skill was similar between the legs, which did not support the brain is lateralized for ankle IFC.     

Do young adults show conceptual knowledge of previous distractors?

Using implicit tests, older adults have been found to retain conceptual knowledge of previously seen task-irrelevant information. While younger adults typically do not show the same effect, evidence from one study [Gopie, N., Craik, F. I. M., & Hasher, L. (2011). A double dissociation of implicit and explicit memory in younger and older adults. Psychological Science, 22, 634–640. doi:10.1177/0956797611403321] suggests otherwise. In that study, young adults showed greater explicit than implicit memory for previous distractors on a word fragment completion task. This was interpreted as evidence for maintaining access to previous conceptual knowledge of the distractors. Here, we report two failures to replicate that original finding, followed by a third study designed to test directly whether young adults use conceptual-level information that was previously irrelevant. Our findings agree with others that young adults show weak to no evidence of conceptual knowledge of previously irrelevant information.     

A Computational Model of the Self‐Teaching Hypothesis Based on the Dual‐Route Cascaded Model of Reading

The self‐teaching hypothesis describes how children progress toward skilled sight‐word reading. It proposes that children do this via phonological recoding with assistance from contextual cues, to identify the target pronunciation for a novel letter string, and in so doing create an opportunity to self‐teach new orthographic knowledge. We present a new computational implementation of self‐teaching within the dual‐route cascaded (DRC) model of reading aloud, and we explore how decoding and contextual cues can work together to enable accurate self‐teaching under a variety of circumstances. The new model (ST‐DRC) uses DRC’s sublexical route and the interactivity between the lexical and sublexical routes to simulate phonological recoding. Known spoken words are activated in response to novel printed words, triggering an opportunity for orthographic learning, which is the basis for skilled sight‐word reading. ST‐DRC also includes new computational mechanisms for simulating how contextual information aids word identification, and it demonstrates how partial decoding and ambiguous context interact to achieve irregular‐word learning. Beyond modeling orthographic learning and self‐teaching, ST‐DRC’s performance suggests new avenues for empirical research on how difficult word classes such as homographs and potentiophones are learned.     

基于Think/No-think范式的动机性遗忘研究:行为与脑机制

想/不想范式(Think/No-think,TNT)是基于go/no-go范式提出来的用于研究动机性遗忘过程的实验范式,主要过程是指个体对于记忆的提取抑制可以导致随后该记忆的遗忘。近年来TNT范式的大量行为学研究都一致性地发现记忆提取抑制可以产生负性控制效应,验证了在实验室情境下对动机性遗忘进行研究的可行性。其中,负性控制效应指的是压抑条件的项目相对于基线条件的项目的回忆量有显著降低。关于动机性遗忘发生的神经机制的探讨已积累了大量的研究证据,总结脑电(EEG)和功能核磁共振(f MRI)两个模态的研究,我们提出了动机性遗忘发生的多模态功能网络模型。最后,在该模型的基础上,我们展望了TNT范式未来的研究方向,其中特别注意到同步EEG-f MRI技术的应用有望为我们揭示出记忆提取抑制导致的动机性遗忘发生的动态过程。     

Investigating Individual Differences in Toddler Search with Mixture Models

Children's performance on cognitive tasks is often described in categorical terms in that a child is described as either passing or failing a test, or knowing or not knowing some concept. We used binomial mixture models to determine whether individual children could be classified as passing or failing two search tasks, the DeLoache model room task and the Berthier et al. door task. The data support categorical classification of the children and suggest that the increase in average proportion correct with age is the result of an increasing proportion of children who can solve the tasks. Performance on the two tasks was concordant, and improving performance could be due to advances in a single psychological ability, such as cognitive control. Copyright © 2014 John Wiley & Sons, Ltd.