Neural correlates of morphological decomposition in a morphologically rich language: an fMRI study

By employing visual lexical decision and functional MRI, we studied the neural correlates of morphological decomposition in a highly inflected language (Finnish) where most inflected noun forms elicit a consistent processing cost during word recognition. This behavioral effect could reflect suffix stripping at the visual word form level and/or subsequent meaning integration at the semantic-syntactic level. The first alternative predicts increased activation for inflected vs. monomorphemic words in the left occipitotemporal cortex while the second alternative predicts left inferior frontal gyrus and/or left posterior temporal activation increases. The results show significant activation effects in the latter areas. This provides support for the second alternative, i.e., that the morphological processing cost stems from the semantic-syntactic level.     

Affect in the eyes: explicit and implicit evaluations

The present study investigated whether another individual’s gaze direction influences an observer’s affective responses. In Experiment 1, subjective self-ratings and an affective priming paradigm were employed to examine how participants explicitly and implicitly, respectively, evaluated the affective valence of direct gaze, averted gaze, and closed eyes. The explicit self-ratings showed that participants evaluated closed eyes more positively than direct gaze. However, the implicit priming task showed an inverse pattern of results indicating that direct gaze was automatically evaluated more positively than closed eyes were. Experiment 2 confirmed that the opposite patterns of results between the two tasks were not due to differences in presentation times of the gaze stimuli. The results provide evidence for automatic affective reactions to eye gaze and indicate a dissociation between explicit and implicit affective evaluations of eyes and gaze direction.     

CFS MATLAB toolbox: An experiment builder for continuous flash suppression (CFS) task

CFS toolbox is an open-source collection of MATLAB functions that utilizes PsychToolbox-3 (PTB-3). It is designed to allow a researcher to create and run continuous flash suppression experiments using a variety of experimental parameters (i.e., stimulus types and locations, noise characteristics, and experiment window settings). In a CFS experiment, one of the eyes at a time is presented with a dynamically changing noise pattern, while the other eye is concurrently presented with a static target stimulus, such as a Gabor patch. Due to the strong interocular suppression created by the dominant noise pattern mask, the target stimulus is rendered invisible for an extended duration. Very little knowledge of MATLAB is required for using the toolbox; experiments are generated by modifying csv files with the required parameters, and result data are output to text files for further analysis. The open-source code is available on the project page under a Creative Commons License (http://www.mikkonuutinen.arkku.net/CFS_toolbox/ and https://bitbucket.org/mikkonuutinen/cfs_toolbox).     

An interactional “live eye tracking” study in autism spectrum disorder: combining qualitative and quantitative approaches in the study of gaze

Recent studies on gaze behaviours in individuals with autism spectrum disorder (ASD) have utilised “live eye tracking.” Such research has focused on generating quantitative eye tracking measurements, which provide limited (if any) qualitative contextual details of the actual interactions in which gaze occurs. This article presents a novel methodological approach that combines live eye tracking with qualitative interaction analysis, multimodally informed conversation analysis. Drawing on eye tracking and wide-angle video recordings, this combination renders visible some of the functions, or what gaze “does,” in interactional situations. The participants include three children with ASD and their adult co-participants during body-movement gaming sessions. The article demonstrates how quantitative eye tracking research can be extended qualitatively using a microanalytic interaction analysis to recontextualise the gaze shifts identified. The findings in this article show that the co-participants treat a child’s gaze shifts differently depending on when these occur in a stream of other action. The study suggests that introducing this qualitative dimension to eye tracking research could increase its ecological validity and offer new insight into gaze behaviours in ASD.     

Central executive function in mild cognitive impairment: a PET activation study

Using positron emission tomography (PET), we explored the neural correlates of an executive function, dual tasking, in patients with amnestic mild cognitive impairment (aMCI) and in elderly controls. The experiment employed simple auditory and visual tasks that were presented both in isolation and simultaneously to create a task condition requiring enhanced attentional control. Behaviorally, both groups performed well, albeit the patients made more errors on the visual task. The PET analysis focused at prefrontal regions where group differences in task-related activation patterns were expected. During dual task performance, the patients showed attenuated activity in the left inferior frontal region when compared to the controls. This suggests abnormalities in the neural processes underlying attentional control in aMCI.     

Psychometric properties of the screen for child anxiety related emotional disorders (SCARED) among elementary school children in Finland

Anxiety disorders are the most common mental disorders in children and youth. Effective screening methods are needed to identify children in need of treatment. The Screen for Child Anxiety Related Emotional Disorders (SCARED) questionnaire is a widely used tool to assess childhood anxiety. We aim toevaluate the psychometric properties of the SCARED questionnaire, test the SCARED factor structure, and evaluate the prevalence of anxiety symptoms in a community sample of Finnish elementary school children, based on both a child and parent report. The sample included all pupils (n = 1,165) in grades 2 through 6 (ages 8–13) in four elementary schools in the city of Turku, Finland. Children completed a Finnish translation of the SCARED questionnaire at school, with one parent report questionnaire per child completed at home. In total, 663 child‐parent dyads (56.9%) completed the questionnaire. Internal consistency was high for both child and parent reports on all subscales (0.71–0.92), except for school avoidance (0.57 child, 0.63 parent report). Inter‐rater reliability ranged from poor to fair across subscales (intraclass correlation 0.27–0.47). Self‐reported anxiety scores were higher than the parent reported scores. Females had significantly higher total scores than males based on the child reports (p = 0.003), but not the parent reports. In the confirmatory factor analysis, hypothesized models did not have a good fit with the data, and modification was needed. The Finnish SCARED questionnaire has good internal consistency. Low child‐parent agreement calls for the importance of including both child and parental reports in the assessment of anxiety symptoms.     

Learning under your gaze: the mediating role of affective arousal between perceived direct gaze and memory performance

Previous studies have shown that cognitive performance can be affected by the presence of an observer and self-directed gaze. We investigated whether the effect of gaze direction (direct vs. downcast) on verbal memory is mediated by autonomic arousal. Male participants responded with enhanced affective arousal to both male and female storytellers’ direct gaze which, according to a path analysis, was negatively associated with the performance. On the other hand, parallel to this arousal-mediated effect, males’ performance was affected by another process impacting the performance positively and suggested to be related to effort allocation on the task. The effect of this process was observed only when the storyteller was a male. The participants remembered more details from a story told by a male with a direct vs. downcast gaze. The effect of gaze direction on performance was the opposite for female storytellers, which was explained by the arousal-mediated process. Surprisingly, these results were restricted to male participants only and no effects of gaze were observed among female participants. We also investigated whether the participants’ belief of being seen or not (through an electronic window) by the storyteller influenced the memory and arousal, but this manipulation had no effect on the results.     

Social competence group intervention (SOCO) for children with autism spectrum disorder: A pilot study

This study aimed to describe concept of social competence as a theoretical background for social skills group intervention for children with autism spectrum disorder (ASD). A model of social competence comprised of three components: social skills, social performance, and social adjustment. We also examined the feasibility and preliminary efficacy of the manualized Social Competence group intervention for children with autism spectrum disorder (SOCO) using a variety of outcome measures. The nine-month intervention included children groups, parental support groups and co-operation with teachers. A pilot study involved 23 children aged 7 to 12 years (n = 16 intervention, n = 7 control) and intervention outcomes were measured with questionnaires for parents and teachers, neuropsychological tests, and observations. The parents of the intervention group reported improvements in social skills and social adjustment, whereas the teachers reported increases in social performance. Findings also indicated that affect recognition skills, social overtures, and reactions to peers were improved in the intervention group. Although the evidence of the pilot study should be considered as preliminary, it gives some indication of the feasibility of the SOCO group intervention and supports the usability of the theoretical background and approach for multiple outcome measures.     

What is a nice smile like that doing in a place like this? Automatic affective responses to environments influence the recognition of facial expressions

An affective priming paradigm with pictures of environmental scenes and facial expressions as primes and targets, respectively, was employed in order to investigate the role of natural (e.g., vegetation) and built elements (e.g., buildings) in eliciting rapid affective responses. In Experiment 1, images of environmental scenes were digitally manipulated to make continua of priming pictures with a gradual increase of natural elements (and a decrease of built elements). The primes were followed by presentations of facial expressions of happiness and disgust as to-be-recognized target stimuli. The recognition times of happy faces decreased and the recognition times of disgusted faces increased as the quantity of natural/built material present in the primes increased/decreased. The physical changes also influenced the evaluated restorativeness and affective valence of the primes. In Experiment 2, the primes used in Experiment 1 were manipulated in such a way that they were void of any recognizable natural or built elements but contained either similar colours or similar shapes as primes in Experiment 1. This time the results showed no effect of priming. These results were interpreted to give support for a view that the priming effect by environmental pictures is due to the primes representing environmental scenes and not due to the presence of certain low-level colour or shape information in the primes. In all, the present results provide evidence that perception of environmental scenes elicits automatic affective responses and influences recognition of facial expressions.     

Mapping the identity of a viewed hand in the motor system: evidence from stimulus-response compatibility

Brain-imaging research has shown that a viewed acting hand is mapped to the observer's hand representation that corresponds with the identity of the hand. In contrast, behavioral research has suggested that rather than representing a seen hand in relation to one's own manual system, it is represented in relation to the midline of an imaginary body. This view was drawn from the finding that indicated that the posture of the viewed hand determines how the hand facilitates responses. The present study explored how an identity of a viewed static hand facilitates responses by varying the onset time and the posture of the hand. The results were in line with the view that an observed hand can activate the observer's hand representation that corresponds with the identity of the hand. However, the posture of the hand did not influence these mapping processes. What mattered was the perspective (i.e., egocentric vs. allocentric) from which the hand was viewed.