Representation of plans: Activation in memory

The purpose of this study is to examine the temporal representation of plans in memory. Two experiments using a priming paradigm were conducted to investigate which plans would be activated in memory when participants processed a particular plan. The 64 undergraduates who participated in Experiment 1 were asked to memorise a 1-month schedule of plans. Results showed that when participants were presented with a particular plan as a prime, the preceding plan in the schedule was immediately activated. After the activation of the preceding plan, the plan following the prime plan in the schedule was activated. Experiment 2 was conducted to examine whether the sequential effect found in Experiment 1 might be based on day order (e.g., plans for day 1, plans for day 2, etc.) or simple ordering of plans (e.g., plan 1, plan 2, etc.). However, in the results of Experiment 2, with 48 undergraduate participants, the dynamic transition in the activation of plans along the time course, seen in Experiment 1, was not observed.     

Shopping as a coping behavior for stress

The purpose of this study was to demonstrate the effectiveness of diversion buying for stress release. Diversion buying was examined by survey, and it was found that women engaged in it more often than men. In Experiment 1, diversion buying was divided into an expenditure factor and an acquisition factor, in order to examine which was more effective for stress release; both had a significant main effect. The effectiveness of the acquisition factor was confirmed in Experiment 2. In Experiment 3, the expenditure factor was divided into the amount available for expenditure and the amount spent, in order to examine the effectiveness of each. It was shown that a certain amount of expenditure was needed for stress release; however, a high expenditure rate (spending most of the money) did not relieve stress.     

Attention demands influence 10- and 12-month-old infants' perseverative behavior

The present study examined the role of attentional demand on infants' perseverative behavior in a noncommunicative looking version of an A-not-B task. The research aimed at clarifying age-related improvements in the attention process that presumably underlies the development of cognitive control. In a between-subjects design, forty 10-month-olds and forty 12-month-olds were assigned to either a distractor or a no-distractor condition as a means of testing the role of attentional load. The authors used an eye tracker to record infants' looking behavior while they anticipated the reappearance of the target of interest as well as continuously throughout the task. The data demonstrated that 10-month-olds show more perseverative looking than do 12-month-olds and that increased attentional demand leads to more perseverative looking. Correct anticipation, however, was not affected by age or distraction. The results also failed to show that 12-month-olds are better than 10-month-olds at handling the increased attentional demand introduced in the distractor condition, in that the effect of the distractor was not larger for the younger infants. Our results are in line with the theoretical view of cognitive control as dependent on a limited attentional resource, which can explain perseverative behaviors in different tasks and at different ages.     

Is memory for plans unique? a study using common nouns as stimuli

The present study explored the question of whether the U-shape effect, which was observed in previous experiments on memory for fictitious plans is unique to the memory for plans or not, i.e., are plans for the morning and for the evening recalled better than those for the afternoon. To investigate we used a "common noun" as the material to be memorized instead of the "action phrase" as used in Watanabe and Kawaguchi's earlier experiments. Free recall tasks were performed in two experiments: in Exp. 1, a sample of 15 undergraduates memorized "hour" and "common noun" pairs, while in Exp. 2 another 15 undergraduates memorized "number" and "common noun" pairs. The results of these experiments indicated no significant effect for time of day. This suggests that the U-shape effect observed in Watanabe and Kawaguchi's experiments, in which participants were asked to memorize a combination of an "hour" and an "action phrase" is unique to memory for plans.     

Varieties of alexia from fusiform, posterior inferior temporal and posterior occipital gyrus lesions

Reading impairments of three alexia patients, two pure alexia and one alexia with agraphia, due to different lesions were examined quantitatively, using Kanji (Japanese morphogram) words, Kana (Japanese phonetic writing) words and Kana nonwords. Kana nonword reading was impaired in all three patients, suggesting that widespread areas in the affected occipital and occipitotemporal cortices were recruited in reading Kana characters (corresponding to European syllables). In addition, the findings in patient 1 (pure alexia for Kanji and Kana from a fusiform and lateral occipital gyri lesion) and patient 2 (pure alexia for Kana from a posterior occipital gyri lesion) suggested that pure alexia could be divided into two types, i.e. ventromedial type in which whole-word reading, together with letter identification, is primarily impaired because of a disconnection of word-form images from early visual analysis, and posterior type in which letter identification is cardinally impaired. Another type of alexia, alexia with agraphia for Kanji from a posterior inferior temporal cortex lesion (patient 3), results from deficient whole-word images of words per se, and thus should be designated "orthographic alexia with agraphia". To account for these impairments, a weighted dual-route hypothesis for reading is suggested.     

Developmental emergence of self-referential and inhibition mechanisms of body movements underling felicitous behaviors

In young infants, activation or inhibition of body movements on perception of environmental events is important to enable them to act on the world or understand the world. To reveal the development of this ability, we observed movement patterns in all four limbs under the two experimental conditions. Infants assigned to the interaction condition were provided a connection between their arm and a toy, which allowed movements of the critical arm to produce movements in the overhead mobile. Infants assigned to the stimulation condition were presented with similar movements of the toy emulated by the experimenter. In 3-month-old infants, the arm movements increased under the interaction condition, whereas they decreased under the stimulation condition. Such condition-dependent behavior dissociation was not observed in 2-month-old infants. These results suggest that the distinct behavior of an "observer" of environmental events was differentiated from that of a "player" interacting with the surroundings between 2 and 3 months of age. The emergence of differentiation of behaviors points toward the development of self-referential and inhibition mechanisms in the perceptual-motor and attention/evaluation system in the cortico-subcortical network.     

Initial-state dependency of learning in young infants

With the aim of investigating the effect of the initial state of pre-learning on subsequent infant learning (i.e., the initial-state dependency), we observed the limb movements in 3-month-old infants in the course of a motor learning task. The session comprised 2-min pre-learning and 4-min learning periods, and the infants learned to move a toy using a string attached to either an arm (arm-based learning, Experiment 1) or a leg (leg-based learning, Experiment 2). Infants were assigned to low- and high-state groups in the initial-state condition according to the average velocity of the arm (Experiment 1) or leg (Experiment 2) movements during the pre-learning period. The results revealed that, during the learning period, infants in the low-state group increased the movement of their limbs, whereas those in the high-state group showed no significant changes in the movement of most of their limbs. These results suggest that infants demonstrating a low average velocity of movement in the initial state easily observed and learned the circular causality between self-produced movements and environmental changes. On the other hand, it seemed that infants demonstrating a high average velocity of movement in the initial state could not or did not need to increase their limb movements (the toy would already be shaking enough to form striking movements).     

Finger-pressure waveforms measured on Clynes' Sentograph distinguish among emotions

We examined the transient finger-pressure when subjects were exposed to the schematic faces which depict "anger," "joy," "sadness," and "no emotion," and to two nonfacial stimuli. In Exp. 1, nine undergraduate women were asked to discriminate between those target stimuli and the nontarget stimuli by pressing on the finger rest of Clynes' Sentograph, without informing subjects that this experiment was to measure emotions. In Exp. 2, the same subjects were asked to express their feelings evoked by the schematic faces by pressing on the finger rest. Results indicate that, even on the discrimination task, the differentiation in the finger-pressure waveforms among emotions was observed. Such differentiation suggests the possibility of measuring the expression of emotions with finger pressure even when the subjects are not aware their emotions are being measured. The identifiable characteristics of the waveforms are the long duration for "sadness" and the strong intensity of pressure for "anger."