Testing an Associative Account of Semantic Satiation

ERIC Educational Resources Information Center

Tian, Xing; Huber, David E.

2010-01-01

How is the meaning of a word retrieved without interference from recently viewed words? The ROUSE theory of priming assumes a discounting process to reduce source confusion between subsequently presented words. As applied to semantic satiation, this theory predicted a loss of association between the lexical item and meaning. Four experiments…

Effects of degraded sensory input on memory for speech: behavioral data and a test of biologically constrained computational models.

PubMed

Piquado, Tepring; Cousins, Katheryn A Q; Wingfield, Arthur; Miller, Paul

2010-12-13

Poor hearing acuity reduces memory for spoken words, even when the words are presented with enough clarity for correct recognition. An "effortful hypothesis" suggests that the perceptual effort needed for recognition draws from resources that would otherwise be available for encoding the word in memory. To assess this hypothesis, we conducted a behavioral task requiring immediate free recall of word-lists, some of which contained an acoustically masked word that was just above perceptual threshold. Results show that masking a word reduces the recall of that word and words prior to it, as well as weakening the linking associations between the masked and prior words. In contrast, recall probabilities of words following the masked word are not affected. To account for this effect we conducted computational simulations testing two classes of models: Associative Linking Models and Short-Term Memory Buffer Models. Only a model that integrated both contextual linking and buffer components matched all of the effects of masking observed in our behavioral data. In this Linking-Buffer Model, the masked word disrupts a short-term memory buffer, causing associative links of words in the buffer to be weakened, affecting memory for the masked word and the word prior to it, while allowing links of words following the masked word to be spared. We suggest that these data account for the so-called "effortful hypothesis", where distorted input has a detrimental impact on prior information stored in short-term memory. Copyright © 2010 Elsevier B.V. All rights reserved.

Exploring the Changes in Students' Understanding of the Scientific Method Using Word Associations

ERIC Educational Resources Information Center

Gulacar, Ozcan; Sinan, Olcay; Bowman, Charles R.; Yildirim, Yetkin

2015-01-01

A study is presented that explores how students' knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them "experiment," "science fair," and "hypothesis," is used to probe the students' knowledge structures.…

The Effects of Synonymy on Second-Language Vocabulary Learning

ERIC Educational Resources Information Center

Webb, Stuart

2007-01-01

This article examines the effects of synonymy (i.e., learning words with and without high-frequency synonyms that were known to the learners) on word knowledge in a study of 84 Japanese students learning English. It employed 10 tests measuring 5 aspects of word knowledge (orthography, paradigmatic association, syntagmatic association, meaning and…

Stroop interference associated with efficient reading fluency and prelexical orthographic processing.

PubMed

Mano, Quintino R; Williamson, Brady J; Pae, Hye K; Osmon, David C

2016-01-01

The Stroop Color-Word Test involves a dynamic interplay between reading and executive functioning that elicits intuitions of word reading automaticity. One such intuition is that strong reading skills (i.e., more automatized word reading) play a disruptive role within the test, contributing to Stroop interference. However, evidence has accumulated that challenges this intuition. The present study examined associations among Stroop interference, reading skills (i.e., isolated word identification, grapheme-to-phoneme mapping, phonemic awareness, reading fluency) measured on standardized tests, and orthographic skills measured on experimental computerized tasks. Among university students (N = 152), correlational analyses showed greater Stroop interference to be associated with (a) relatively low scores on all standardized reading tests, and (b) longer response latencies on orthographic tasks. Hierarchical regression demonstrated that reading fluency and prelexical orthographic processing predicted unique and significant variance in Stroop interference beyond baseline rapid naming. Results suggest that strong reading skills, including orthographic processing, play a supportive role in resolving Stroop interference.

Episodic and semantic memory in posthypnotic amnesia: A reevaluation.

PubMed

Spanos, N P; Radtke, H L; Dubreuil, D L

1982-09-01

Recently, Kihlstrom found that a suggestion for posthypnotic amnesia produced impairments on episodic but not semantic memory tasks. During amnesia testing, highly and very highly susceptible subjects showed reduced recall for a previously learned word list but no deficits on a word association task designed to elicit the forgotten words as associates. He hypnotized that posthypnotic amnesia involved a dissociation between episodic and semantic components of memory. We tested the alternative hypothesis that Kihlstrom's findings resulted from experimental demands conveyed by the wording of the amnesia suggestion he employed. We found that subjects could be induced to show only episodic impairments (thereby replicating Kihlstrom) or both episodic and semantic impairments (contrary to Kihlstrom) by subtly varying the wording of amnesia suggestions. These findings are inconsistent with a dissociation hypothesis. Instead, they support the notion that hypnotic amnesia is a strategic enactment strongly influenced by expectations generated in the amnesia testing situation.

False recognition production indexes in forward associative strength (FAS) lists with three critical words.

PubMed

Beato, María Soledad; Arndt, Jason

2014-01-01

False memory illusions have been widely studied using the Deese/Roediger-McDermott paradigm (DRM). In this paradigm, participants study words semantically related to a single nonpresented critical word. In a memory test critical words are often falsely recalled and recognized. The present study was conducted to measure the levels of false recognition for seventy-five Spanish DRM word lists that have multiple critical words per list. Lists included three critical words (e.g., HELL, LUCEFER, and SATAN) simultaneously associated with six studied words (e.g., devil, demon, fire, red, bad, and evil). Different levels of forward associative strength (FAS) between the critical words and their studied associates were used in the construction of the lists. Specifically, we selected lists with the highest FAS values possible and FAS was continuously decreased in order to obtain the 75 lists. Six words per list, simultaneously associated with three critical words, were sufficient to produce false recognition. Furthermore, there was wide variability in rates of false recognition (e.g., 53% for DUNGEON, PRISON, and GRATES; 1% for BRACKETS, GARMENT, and CLOTHING). Finally, there was no correlation between false recognition and associative strength. False recognition variability could not be attributed to differences in the forward associative strength.

Manipulability impairs association-memory: revisiting effects of incidental motor processing on verbal paired-associates.

PubMed

Madan, Christopher R

2014-06-01

Imageability is known to enhance association-memory for verbal paired-associates. High-imageability words can be further subdivided by manipulability, the ease by which the named object can be functionally interacted with. Prior studies suggest that motor processing enhances item-memory, but impairs association-memory. However, these studies used action verbs and concrete nouns as the high- and low-manipulability words, respectively, confounding manipulability with word class. Recent findings demonstrated that nouns can serve as both high- and low-manipulability words (e.g., CAMERA and TABLE, respectively), allowing us to avoid this confound. Here participants studied pairs of words that consisted of all possible pairings of high- and low-manipulability words and were tested with immediate cued recall. Recall was worse for pairs that contained high-manipulability words. In free recall, participants recalled more high- than low-manipulability words. Our results provide further evidence that manipulability influences memory, likely occurring through automatic motor imagery. Copyright © 2014 Elsevier B.V. All rights reserved.

The role of backward associative strength in false recognition of DRM lists with multiple critical words.

PubMed

Beato, María S; Arndt, Jason

2017-08-01

Memory is a reconstruction of the past and is prone to errors. One of the most widely-used paradigms to examine false memory is the Deese/Roediger-McDermott (DRM) paradigm. In this paradigm, participants studied words associatively related to a non-presented critical word. In a subsequent memory test critical words are often falsely recalled and/or recognized. In the present study, we examined the influence of backward associative strength (BAS) on false recognition using DRM lists with multiple critical words. In forty-eight English DRM lists, we manipulated BAS while controlling forward associative strength (FAS). Lists included four words (e.g., prison, convict, suspect, fugitive) simultaneously associated with two critical words (e.g., CRIMINAL, JAIL). The results indicated that true recognition was similar in high-BAS and low-BAS lists, while false recognition was greater in high-BAS lists than in low-BAS lists. Furthermore, there was a positive correlation between false recognition and the probability of a resonant connection between the studied words and their associates. These findings suggest that BAS and resonant connections influence false recognition, and extend prior research using DRM lists associated with a single critical word to studies of DRM lists associated with multiple critical words.

The interpretation of dream meaning: Resolving ambiguity using Latent Semantic Analysis in a small corpus of text.

PubMed

Altszyler, Edgar; Ribeiro, Sidarta; Sigman, Mariano; Fernández Slezak, Diego

2017-11-01

Computer-based dreams content analysis relies on word frequencies within predefined categories in order to identify different elements in text. As a complementary approach, we explored the capabilities and limitations of word-embedding techniques to identify word usage patterns among dream reports. These tools allow us to quantify words associations in text and to identify the meaning of target words. Word-embeddings have been extensively studied in large datasets, but only a few studies analyze semantic representations in small corpora. To fill this gap, we compared Skip-gram and Latent Semantic Analysis (LSA) capabilities to extract semantic associations from dream reports. LSA showed better performance than Skip-gram in small size corpora in two tests. Furthermore, LSA captured relevant word associations in dream collection, even in cases with low-frequency words or small numbers of dreams. Word associations in dreams reports can thus be quantified by LSA, which opens new avenues for dream interpretation and decoding. Copyright © 2017 Elsevier Inc. All rights reserved.

[Effect of concreteness of target words on verbal working memory: an evaluation using Japanese version of reading span test].

PubMed

Kondo, H; Osaka, N

2000-04-01

Effects of concreteness and representation mode (kanji/hiragana) of target words on working memory during reading was tested using Japanese version of reading span test (RST), developed by Osaka and Osaka (1994). Concreteness and familiarity of target words and difficulty of sentences were carefully controlled. The words with high concreteness resulted in significantly higher RST scores, which suggests the high efficiency of working memory in processing these words. The results suggest that high concrete noun-words associated with visual clues consume less working memory capacity during reading. The effect of representation mode is different between subjects with high-RST and low-RST scores. Characteristic of the high concrete words that may be responsible for the effectiveness of processing are discussed.

Mayo's Older African Americans Normative Studies: norms for Boston Naming Test, Controlled Oral Word Association, Category Fluency, Animal Naming, Token Test, WRAT-3 Reading, Trail Making Test, Stroop Test, and Judgment of Line Orientation.

PubMed

Lucas, John A; Ivnik, Robert J; Smith, Glenn E; Ferman, Tanis J; Willis, Floyd B; Petersen, Ronald C; Graff-Radford, Neill R

2005-06-01

Normative data for older African Americans are presented for several clinical neuropsychological measures, including Boston Naming Test, Controlled Oral Word Association, Category Fluency, Token Test, WRAT-3 Reading, Trail Making Test, Stroop Color and Word Test, and Judgment of Line Orientation. Age-adjusted norms were derived from a sample of 309 cognitively normal, community-dwelling individuals, aged 56 through 94, participating in Mayo's Older African Americans Normative Studies (MOAANS). Years of education were modelled on age-scaled scores to derive regression Equations that may be applied for further demographic correction. These data should enhance interpretation of individual test performances and facilitate analysis of neuropsychological profile patterns in older African American patients who present for dementia evaluations.

Word Imageability Enhances Association-memory by Increasing Hippocampal Engagement.

PubMed

Caplan, Jeremy B; Madan, Christopher R

2016-10-01

The hippocampus is thought to support association-memory, particularly when tested with cued recall. One of the most well-known and studied factors that influences accuracy of verbal association-memory is imageability; participants remember pairs of high-imageability words better than pairs of low-imageability words. High-imageability words are also remembered better in tests of item-memory. However, we previously found that item-memory effects could not explain the enhancement in cued recall, suggesting that imageability enhances association-memory strength. Here we report an fMRI study designed to ask, what is the role of the hippocampus in the memory advantage for associations due to imageability? We tested two alternative hypotheses: (1) Recruitment Hypothesis: High-imageability pairs are remembered better because they recruit the underlying hippocampal association-memory function more effectively. Alternatively, (2) Bypassing Hypothesis: Imageability functions by making the association-forming process easier, enhancing memory in a way that bypasses the hippocampus, as has been found, for example, with explicit unitization imagery strategies. Results found, first, hippocampal BOLD signal was greater during study and recall of high- than low-imageability word pairs. Second, the difference in activity between recalled and forgotten pairs showed a main effect, but no significant interaction with imageability, challenging the bypassing hypothesis, but consistent with the predictions derived from the recruitment hypothesis. Our findings suggest that certain stimulus properties, like imageability, may leverage, rather than avoid, the associative function of the hippocampus to support superior association-memory.

Analysis of Secondary School Students' Perceptions about Information Technologies through a Word Association Test

ERIC Educational Resources Information Center

Eren, Fetah; Sahin, Ismail; Celik, Ismail; Akturk, Ahmet Oguz

2014-01-01

The aim of this study is to discover secondary school students' perceptions related to information technologies and the connections between concepts in their cognitive structures. A word association test consisting of six concepts related to information technologies is used to collect data from 244 secondary school students. Concept maps that…

Determination of Secondary School Students' Cognitive Structure, and Misconception in Ecological Concepts through Word Association Test

ERIC Educational Resources Information Center

Yücel, Elif Özata; Özkan, Mulis

2015-01-01

In this study, we determined cognitive structures and misconceptions about basic ecological concepts by using "word association" tests on secondary school students, age between 12-14 years. Eighty-nine students participated in this study. Before WAT was generated, basic ecological concepts that take place in the secondary science…

Event-related brain potentials in memory: correlates of episodic, semantic and implicit memory.

PubMed

Wieser, Stephan; Wieser, Heinz Gregor

2003-06-01

To study cognitive evoked potentials, recorded from scalp EEG and foramen ovale electrodes, during activation of explicit and implicit memory. The subgroups of explicit memory, episodic and semantic memory, are looked at separately. A word-learning task was used, which has been shown to activate hippocampus in H(2)(15)O positron emission tomography studies. Subjects had to study and remember word pairs using different learning strategies: (i) associative word learning (AWL), which activates the episodic memory, (ii) deep single word encoding (DSWE), which activates the semantic memory, and (iii) shallow single word encoding (SSWE), which activates the implicit memory and serves as a baseline. The test included the 'remember/know' paradigm as a behavioural learning control. During the task condition, a 10-20 scalp EEG with additional electrodes in both temporal lobes regions was recorded from 11 healthy volunteers. In one patient with mesiotemporal lobe epilepsy, the EEG was recorded from bilateral foramen ovale electrodes directly from mesial temporal lobe structures. Event-related potentials (ERPs) were calculated off-line and visual and statistical analyses were made. Associative learning strategy produced the best memory performance and the best noetic awareness experience, whereas shallow single word encoding produced the worst performance and the smallest noetic awareness. Deep single word encoding performance was in between. ERPs differed according to the test condition, during both encoding and retrieval, from both the scalp EEG and the foramen ovale electrode recordings. Encoding showed significant differences between the shallow single word encoding (SSWE), which is mainly a function of graphical characteristics, and the other two strategies, deep single word (DSWE) and associative learning (AWL), in which there is a semantic processing of the meaning. ERPs generated by these two categories, which are both functions of explicit memory, differed as well, indicating the presence or the absence of associative binding. Retrieval showed a significant test effect between the word pairs learned by association (AWL) and the ones learned by encoding the words in isolation of each other (DSWE and SSWE). The comparison of the ERPs generated by autonoetic awareness ('remember') and noetic awareness ('know') exhibited a significant test effect as well. The results of behavioural data, in particular that of the 'remember/know' procedure, are evidence that the task paradigm was efficient in activating different kinds of memory. Associative word learning generated a high degree of autonoetic awareness, which is a result of the episodic memory, whereas both kinds of single word learning generated less. AWL, DSWE and SSWE resulted in different electrophysiological correlates, both for encoding as well as retrieval, indicating that different brain structures were activated in different temporal sequence.

Does test-enhanced learning transfer for triple associates?

PubMed

Pan, Steven C; Wong, Carol M; Potter, Zachary E; Mejia, Jonathan; Rickard, Timothy C

2016-01-01

Test-enhanced learning and transfer for triple-associate word stimuli was assessed in three experiments. In each experiment, training and final-test trials involved the presentation of two words per triple associate (triplet), with the third word having to be retrieved. In agreement with the prior literature on different stimuli, training through testing with feedback yielded markedly better final-test performance than did restudy. However, in contrast to the positive transfer reported for paired associate stimuli, minimal or no positive transfer was observed, relative to a restudy control, from a trained cue combination (e.g., A, B, ?) to other cue combinations from the same triplet that required a different response (e.g., B, C, ?). That result also held when two unique cue combinations per triplet were tested during training, and for triplets with low and high average associative strengths. Supplementary analyses provided insight into the overall transfer effect: An incorrect response during training appears to yield positive transfer relative to restudy, whereas a correct response appears to yield no, or even negative, transfer. Cross-experiment analyses indicated that test-enhanced learning is not diminished when two or three cue combinations are presented during training. Thus, even though learning through testing is highly specific, testing on all possible stimulus-response combinations remains the most efficient strategy for the learning of triple associates.

Mark My Words: Tone of Voice Changes Affective Word Representations in Memory

PubMed Central

Schirmer, Annett

2010-01-01

The present study explored the effect of speaker prosody on the representation of words in memory. To this end, participants were presented with a series of words and asked to remember the words for a subsequent recognition test. During study, words were presented auditorily with an emotional or neutral prosody, whereas during test, words were presented visually. Recognition performance was comparable for words studied with emotional and neutral prosody. However, subsequent valence ratings indicated that study prosody changed the affective representation of words in memory. Compared to words with neutral prosody, words with sad prosody were later rated as more negative and words with happy prosody were later rated as more positive. Interestingly, the participants' ability to remember study prosody failed to predict this effect, suggesting that changes in word valence were implicit and associated with initial word processing rather than word retrieval. Taken together these results identify a mechanism by which speakers can have sustained effects on listener attitudes towards word referents. PMID:20169154

What is the connection between true and false memories? The differential roles of interitem associations in recall and recognition.

PubMed

McEvoy, C L; Nelson, D L; Komatsu, T

1999-09-01

Veridical memory for presented list words and false memory for nonpresented but related items were tested using the Deese/Roediger and McDermott paradigm. The strength and density of preexisting connections among the list words, and from the list words to the critical items, were manipulated. The likelihood of producing false memories in free recall varied with the strength of connections from the list words to the critical items but was inversely related to the density of the interconnections among the list words. In contrast, veridical recall of list words was positively related to the density of the interconnections. A final recognition test showed that both false and veridical memories were more likely when the list words were more densely interconnected. The results are discussed in terms of an associative model of memory, Processing Implicit and Explicit Representations (PIER 2) that describes the influence of implicitly activated preexisting information on memory performance.

Twelve-Month-Olds Privilege Words over Other Linguistic Sounds in an Associative Learning Task

ERIC Educational Resources Information Center

MacKenzie, Heather; Graham, Susan A.; Curtin, Suzanne

2011-01-01

We examined whether 12-month-old infants privilege words over other linguistic stimuli in an associative learning task. Sixty-four infants were presented with sets of either word-object, communicative sound-object, or consonantal sound-object pairings until they habituated. They were then tested on a "switch" in the sound to determine whether they…

Word frequency effects in immediate serial recall of pure and mixed lists: tests of the associative link hypothesis.

PubMed

Saint-Aubin, Jean; LeBlanc, Jacinthe

2005-12-01

In immediate serial recall, high-frequency words are better recalled than low-frequency words. Recently, it has been suggested that high-frequency words are better recalled because of their better long-term associative links, and not because of the intrinsic properties of their long-term representations. In the experiment reported here, recall performance was compared for pure lists of high- and low-frequency words, and for mixed lists composed of either one low- and five high-frequency words or the reverse. The usual advantage of high-frequency words was found with pure lists and this advantage was reduced, but still significant with mixed lists composed of five low-frequency words. However, the low-frequency word included in a high-frequency list was recalled just as well as high-frequency words. Results are challenging for the associative link hypothesis and are best interpreted within an item-based reconstruction hypothesis, along with a distinctiveness account.

Assessing neglect dyslexia with compound words.

PubMed

Reinhart, Stefan; Schunck, Alexander; Schaadt, Anna Katharina; Adams, Michaela; Simon, Alexandra; Kerkhoff, Georg

2016-10-01

The neglect syndrome is frequently associated with neglect dyslexia (ND), which is characterized by omissions or misread initial letters of single words. ND is usually assessed with standardized reading texts in clinical settings. However, particularly in the chronic phase of ND, patients often report reading deficits in everyday situations but show (nearly) normal performances in test situations that are commonly well-structured. To date, sensitive and standardized tests to assess the severity and characteristics of ND are lacking, although reading is of high relevance for daily life and vocational settings. Several studies found modulating effects of different word features on ND. We combined those features in a novel test to enhance test sensitivity in the assessment of ND. Low-frequency words of different length that contain residual pronounceable words when the initial letter strings are neglected were selected. We compared these words in a group of 12 ND-patients suffering from right-hemispheric first-ever stroke with word stimuli containing no existing residual words. Finally, we tested whether the serially presented words are more sensitive for the diagnosis of ND than text reading. The severity of ND was modulated strongly by the ND-test words and error frequencies in single word reading of ND words were on average more than 10 times higher than in a standardized text reading test (19.8% vs. 1.8%). The novel ND-test maximizes the frequency of specific ND-errors and is therefore more sensitive for the assessment of ND than conventional text reading tasks. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Determining the Turkish World Perceptions of Candidate Social Studies Teachers through Word Association Test

ERIC Educational Resources Information Center

Tokcan, Halil

2017-01-01

The purpose of this study is to observe prospective teachers' cognitive structures related to Turkish World. In this scanning model study, WAT (Word Association Test) had been applied to 332 prospective teachers in Nigde Ömer Halisdemir University. And they were asked to write what comes into their heads when it is said Turkish Republics and…

False memory in aging: effects of emotional valence on word recognition accuracy.

PubMed

Piguet, Olivier; Connally, Emily; Krendl, Anne C; Huot, Jessica R; Corkin, Suzanne

2008-06-01

Memory is susceptible to distortions. Valence and increasing age are variables known to affect memory accuracy and may increase false alarm production. Interaction between these variables and their impact on false memory was investigated in 36 young (18-28 years) and 36 older (61-83 years) healthy adults. At study, participants viewed lists of neutral words orthographically related to negative, neutral, or positive critical lures (not presented). Memory for these words was subsequently tested with a remember-know procedure. At test, items included the words seen at study and their associated critical lures, as well as sets of orthographically related neutral words not seen at study and their associated unstudied lures. Positive valence was shown to have two opposite effects on older adults' discrimination of the lures: It improved correct rejection of unstudied lures but increased false memory for critical lures (i.e., lures associated with words studied previously). Thus, increased salience triggered by positive valence may disrupt memory accuracy in older adults when discriminating among similar events. These findings likely reflect a source memory deficit due to decreased efficiency in cognitive control processes with aging.

Word frequency influences on the list length effect and associative memory in young and older adults.

PubMed

Badham, Stephen P; Whitney, Cora; Sanghera, Sumeet; Maylor, Elizabeth A

2017-07-01

Many studies show that age deficits in memory are smaller for information supported by pre-experimental experience. Many studies also find dissociations in memory tasks between words that occur with high and low frequencies in language, but the literature is mixed regarding the extent of word frequency effects in normal ageing. We examined whether age deficits in episodic memory could be influenced by manipulations of word frequency. In Experiment 1, young and older adults studied short and long lists of high- and low-frequency words for free recall. The list length effect (the drop in proportion recalled for longer lists) was larger in young compared to older adults and for high- compared to low-frequency words. In Experiment 2, young and older adults completed item and associative recognition memory tests with high- and low-frequency words. Age deficits were greater for associative memory than for item memory, demonstrating an age-related associative deficit. High-frequency words led to better associative memory performance whilst low-frequency words resulted in better item memory performance. In neither experiment was there any evidence for age deficits to be smaller for high- relative to low-frequency words, suggesting that word frequency effects on memory operate independently from effects due to cognitive ageing.

Priming for new associations in animacy decision: evidence for context dependency.

PubMed

Pecher, Diane; Raaijmakers, Jeroen

2004-10-01

In four experiments we investigated the context-dependent nature of semantic memory by looking at priming effects in animacy decision for newly formed associations. The first experiment investigated whether the priming effect depended on the nature of the prior relation between the word pairs. The results showed no such effect, replicating earlier findings. Experiments 2, 3, and 4 investigated the role of context overlap between study and test. In Experiment 2 priming for new associations was found only for word pairs that had been presented in the animacy decision task during study. Experiment 3 showed that in order to obtain priming effects for new associations these associations have to be studied in a study task that is aimed at unitized processing of the word pair at a semantic level. Experiment 4 showed that processing the pairs as separate words at an orthographic level cancelled the priming effect. The results are explained by assuming that priming results from the overlap of features that are activated during both study and test.

Cognitive Operations in the Generation Effect on a Recall Test: Role of Aging and Divided Attention

ERIC Educational Resources Information Center

Taconnat, Laurence; Isingrini, Michel

2004-01-01

Generation effect (generated words are better memorized than read words) of anagrams, rhymes, and associates of target words was examined in young, elderly, and very old subjects. Experiments 1 and 2 showed that only young subjects benefit from the generation effect in a free-recall test when the rule is of a phonological nature. Experiments 3, 4,…

Comparing different kinds of words and word-word relations to test an habituation model of priming.

PubMed

Rieth, Cory A; Huber, David E

2017-06-01

Huber and O'Reilly (2003) proposed that neural habituation exists to solve a temporal parsing problem, minimizing blending between one word and the next when words are visually presented in rapid succession. They developed a neural dynamics habituation model, explaining the finding that short duration primes produce positive priming whereas long duration primes produce negative repetition priming. The model contains three layers of processing, including a visual input layer, an orthographic layer, and a lexical-semantic layer. The predicted effect of prime duration depends both on this assumed representational hierarchy and the assumption that synaptic depression underlies habituation. The current study tested these assumptions by comparing different kinds of words (e.g., words versus non-words) and different kinds of word-word relations (e.g., associative versus repetition). For each experiment, the predictions of the original model were compared to an alternative model with different representational assumptions. Experiment 1 confirmed the prediction that non-words and inverted words require longer prime durations to eliminate positive repetition priming (i.e., a slower transition from positive to negative priming). Experiment 2 confirmed the prediction that associative priming increases and then decreases with increasing prime duration, but remains positive even with long duration primes. Experiment 3 replicated the effects of repetition and associative priming using a within-subjects design and combined these effects by examining target words that were expected to repeat (e.g., viewing the target word 'BACK' after the prime phrase 'back to'). These results support the originally assumed representational hierarchy and more generally the role of habituation in temporal parsing and priming. Copyright © 2017 Elsevier Inc. All rights reserved.

Young Children's Fast Mapping and Generalization of Words, Facts, and Pictograms

ERIC Educational Resources Information Center

Deak, Gedeon O.; Toney, Alexis J.

2013-01-01

To test general and specific processes of symbol learning, 4- and 5-year-old children learned three kinds of abstract associates for novel objects: words, facts, and pictograms. To test fast mapping (i.e., one-trial learning) and subsequent learning, comprehension was tested after each of four exposures. Production was also tested, as was…

Distinguishing familiarity from fluency for the compound word pair effect in associative recognition.

PubMed

Ahmad, Fahad N; Hockley, William E

2017-09-01

We examined whether processing fluency contributes to associative recognition of unitized pre-experimental associations. In Experiments 1A and 1B, we minimized perceptual fluency by presenting each word of pairs on separate screens at both study and test, yet the compound word (CW) effect (i.e., hit and false-alarm rates greater for CW pairs with no difference in discrimination) did not reduce. In Experiments 2A and 2B, conceptual fluency was examined by comparing transparent (e.g., hand bag) and opaque (e.g., rag time) CW pairs in lexical decision and associative recognition tasks. Lexical decision was faster for transparent CWs (Experiment 2A) but in associative recognition, the CW effect did not differ by CW pair type (Experiment 2B). In Experiments 3A and 3B, we examined whether priming that increases processing fluency would influence the CW effect. In Experiment 3A, CW and non-compound word pairs were preceded with matched and mismatched primes at test in an associative recognition task. In Experiment 3B, only transparent and opaque CW pairs were presented. Results showed that presenting matched versus mismatched primes at test did not influence the CW effect. The CW effect in yes-no associative recognition is due to reliance on enhanced familiarity of unitized CW pairs.

Language use statistics and prototypical grapheme colours predict synaesthetes' and non-synaesthetes' word-colour associations.

PubMed

Goodhew, Stephanie C; Kidd, Evan

2017-02-01

Synaesthesia is the neuropsychological phenomenon in which individuals experience unusual sensory associations, such as experiencing particular colours in response to particular words. While it was once thought the particular pairings between stimuli were arbitrary and idiosyncratic to particular synaesthetes, there is now growing evidence for a systematic psycholinguistic basis to the associations. Here we sought to assess the explanatory value of quantifiable lexical association measures (via latent semantic analysis; LSA) in the pairings observed between words and colours in synaesthesia. To test this, we had synaesthetes report the particular colours they experienced in response to given concept words, and found that language association between the concept and colour words provided highly reliable predictors of the reported pairings. These results provide convergent evidence for a psycholinguistic basis to synaesthesia, but in a novel way, showing that exposure to particular patterns of associations in language can predict the formation of particular synaesthetic lexical-colour associations. Consistent with previous research, the prototypical synaesthetic colour for the first letter of the word also played a role in shaping the colour for the whole word, and this effect also interacted with language association, such that the effect of the colour for the first letter was stronger as the association between the concept word and the colour word in language increased. Moreover, when a group of non-synaesthetes were asked what colours they associated with the concept words, they produced very similar reports to the synaesthetes that were predicted by both language association and prototypical synaesthetic colour for the first letter of the word. This points to a shared linguistic experience generating the associations for both groups. Copyright © 2016 Elsevier B.V. All rights reserved.

Investigation 8th Grade Students Secondary School Cognitive Structure about Principles of Ataturk through Word Association Test

ERIC Educational Resources Information Center

Akman, Ozkan; Koçoglu, Erol

2016-01-01

The purpose of this study is to present the connections between the concepts in perception and cognitive structures of secondary school 8th grade students for principles of Ataturk. Word association test is used in data collection. The number of the total participants in this research is 190. A frequency table is formed for the data obtained in…

Determining Biology Student Teachers' Cognitive Structure on the Concept of "Diffusion" through the Free Word-Association Test and the Drawing-Writing Technique

ERIC Educational Resources Information Center

Kurt, Hakan; Ekici, Gülay; Aktas, Murat; Aksu, Özlem

2013-01-01

The aim of the current study is to investigate student biology teachers' cognitive structures related to "diffusion" through the free word-association test and the drawing-writing technique. As the research design of the study, the qualitative research method was applied. The data were collected from 44 student biology teachers. The free…

The "Promise" of Three Methods of Word Association Analysis to L2 Lexical Research

ERIC Educational Resources Information Center

Zareva, Alla; Wolter, Brent

2012-01-01

The present study is an attempt to empirically test and compare the results of three methods of word association (WA) analysis. Two of the methods--namely, associative commonality and nativelikeness, and lexico-syntactic patterns of associative organization--have been traditionally used in both first language (L1) and second language (L2)…

Improving associative memory in older adults with unitization.

PubMed

Ahmad, Fahad N; Fernandes, Myra; Hockley, William E

2015-01-01

We examined if unitization inherent preexperimentally could reduce the associative deficit in older adults. In Experiment 1, younger and older adults studied compound word (CW; e.g., store keeper) and noncompound word (NCW; e.g., needle birth) pairs. We found a reduction in the age-related associative deficit such that older but not younger adults showed a discrimination advantage for CW relative to NCW pairs on a yes-no associative recognition test. These results suggest that CW compared to NCW word pairs provide schematic support that older adults can use to improve their memory. In Experiment 2, reducing study time in younger adults decreased associative recognition performance, but did not produce a discrimination advantage for CW pairs. In Experiment 3, both older and younger adults showed a discrimination advantage for CW pairs on a two-alternative forced-choice recognition test, which encourages greater use of familiarity. These results suggest that test format influenced young adults' use of familiarity during associative recognition of unitized pairs, and that older adults rely more on familiarity than recollection for associative recognition. Unitization of preexperimental associations, as in CW pairs, can alleviate age-related associative deficits.

An analysis of the meanings of pre-eclampsia for pregnant and postpartum women and health professionals in Rio Grande do Norte, Brazil.

PubMed

de Azevedo, Daniela Vasconcelos; de Araújo, Ana C P F; Clara Costa, Iris C

2011-12-01

To understand the meanings of pre-eclampsia for pregnant and postpartum women and health-care professionals. a word-association test and semi-structured interviews. A maternity hospital located in Natal, Rio Grande do Norte, Brazil that serves pregnant and postpartum women considered to be at high risk. 51 Pregnant women, 10 postpartum women and 87 health-care professionals completed a word-association test; 18 pregnant women, two postpartum women and 20 health-care professionals for the interviews. Thematic categories based on the word-association test and the interviews were created to help the data analysis. χ(2) test was used to compare the categories raised by both groups in the word-association test to determine the association between the frequencies of these categories. The meanings of pre-eclampsia to pregnant and postpartum women were fear, risk, care and lack of information. To the health-care professionals, the meanings were care, fear, risk, high blood pressure, oedema and proteinuria. The frequencies of the categories 'fear', 'care' and 'risk' were statistically different (χ(2) = 31.84, 14.5, 38.19, respectively; df = 2, p < 0.001) between the group of pregnant and postpartum women and the group of health-care professionals. For the first group, the most significant meanings were fear and risk, compared with care for the second group. The analysis of the interviews confirmed and deepened the results of the word-association test, and also demonstrated that the pregnant and postpartum women had no information about pre-eclampsia. There is a gap between how women and health professionals view their experiences of pre-eclampsia. A warm welcome to the health-care facility, with clear explanations about the disease and the procedures to be performed during the visits and hospitalisation would be important aspects for the physical and mental well-being of pregnant and postpartum women. Copyright © 2010 Elsevier Ltd. All rights reserved.

The reliability of eyetracking to assess attentional bias to threatening words in healthy individuals.

PubMed

Skinner, Ian W; Hübscher, Markus; Moseley, G Lorimer; Lee, Hopin; Wand, Benedict M; Traeger, Adrian C; Gustin, Sylvia M; McAuley, James H

2017-08-15

Eyetracking is commonly used to investigate attentional bias. Although some studies have investigated the internal consistency of eyetracking, data are scarce on the test-retest reliability and agreement of eyetracking to investigate attentional bias. This study reports the test-retest reliability, measurement error, and internal consistency of 12 commonly used outcome measures thought to reflect the different components of attentional bias: overall attention, early attention, and late attention. Healthy participants completed a preferential-looking eyetracking task that involved the presentation of threatening (sensory words, general threat words, and affective words) and nonthreatening words. We used intraclass correlation coefficients (ICCs) to measure test-retest reliability (ICC > .70 indicates adequate reliability). The ICCs(2, 1) ranged from -.31 to .71. Reliability varied according to the outcome measure and threat word category. Sensory words had a lower mean ICC (.08) than either affective words (.32) or general threat words (.29). A longer exposure time was associated with higher test-retest reliability. All of the outcome measures, except second-run dwell time, demonstrated low measurement error (<6%). Most of the outcome measures reported high internal consistency (α > .93). Recommendations are discussed for improving the reliability of eyetracking tasks in future research.

Voluntary explicit versus involuntary conceptual memory are associated with dissociable fMRI responses in hippocampus, amygdala, and parietal cortex for emotional and neutral word pairs.

PubMed

Ramponi, Cristina; Barnard, Philip J; Kherif, Ferath; Henson, Richard N

2011-08-01

Although functional neuroimaging studies have supported the distinction between explicit and implicit forms of memory, few have matched explicit and implicit tests closely, and most of these tested perceptual rather than conceptual implicit memory. We compared event-related fMRI responses during an intentional test, in which a group of participants used a cue word to recall its associate from a prior study phase, with those in an incidental test, in which a different group of participants used the same cue to produce the first associate that came to mind. Both semantic relative to phonemic processing at study, and emotional relative to neutral word pairs, increased target completions in the intentional test, but not in the incidental test, suggesting that behavioral performance in the incidental test was not contaminated by voluntary explicit retrieval. We isolated the neural correlates of successful retrieval by contrasting fMRI responses to studied versus unstudied cues for which the equivalent "target" associate was produced. By comparing the difference in this repetition-related contrast across the intentional and incidental tests, we could identify the correlates of voluntary explicit retrieval. This contrast revealed increased bilateral hippocampal responses in the intentional test, but decreased hippocampal responses in the incidental test. A similar pattern in the bilateral amygdale was further modulated by the emotionality of the word pairs, although surprisingly only in the incidental test. Parietal regions, however, showed increased repetition-related responses in both tests. These results suggest that the neural correlates of successful voluntary explicit memory differ in directionality, even if not in location, from the neural correlates of successful involuntary implicit (or explicit) memory, even when the incidental test taps conceptual processes.

Task demand influences relationships among sex, clustering strategy, and recall: 16-word versus 9-word list learning tests.

PubMed

Sunderaraman, Preeti; Blumen, Helena M; DeMatteo, David; Apa, Zoltan L; Cosentino, Stephanie

2013-06-01

We compared the relationships among sex, clustering strategy, and recall across different task demands using the 16-word California Verbal Learning Test-Second Edition (CVLT-II) and the 9-word Philadelphia (repeatable) Verbal Learning Test (PrVLT). Women generally score higher than men on verbal memory tasks, possibly because women tend to use semantic clustering. This sex difference has been established via word-list learning tests such as the CVLT-II. In a retrospective between-group study, we compared how 2 separate groups of cognitively healthy older adults performed on a longer and a shorter verbal learning test. The group completing the CVLT-II had 36 women and 26 men; the group completing the PrVLT had 27 women and 21 men. Overall, multiple regression analyses revealed that semantic clustering was significantly associated with total recall on both tests' lists (P<0.001). Sex differences in recall and semantic clustering diminished with the shorter PrVLT word list. Semantic clustering uniquely influenced recall on both the longer and shorter word lists. However, serial clustering and sex influenced recall depending on the length of the word list (ie, the task demand). These findings suggest a complex nonlinear relationship among verbal memory, clustering strategies, and task demand.

Investigation of the Cognitive Structures of Prospective Preschool Teachers on the Concepts of Circle, Disk and Annulus with the Word Association Test

ERIC Educational Resources Information Center

Gok Colak, Feride; Tugluk, Mehmet Nur

2017-01-01

This study aimed to investigate the cognitive structures of prospective preschool teachers and to identify their misconceptions about the concepts of circle, disk and annulus. In the study, the Word Association Test was used as the data collection instrument. The study was conducted in the fall semester of the 2014-2015 academic year with the…

Picture superiority doubly dissociates the ERP correlates of recollection and familiarity.

PubMed

Curran, Tim; Doyle, Jeanne

2011-05-01

Two experiments investigated the processes underlying the picture superiority effect on recognition memory. Studied pictures were associated with higher accuracy than studied words, regardless of whether test stimuli were words (Experiment 1) or pictures (Experiment 2). Event-related brain potentials (ERPs) recorded during test suggested that the 300-500 msec FN400 old/new effect, hypothesized to be related to familiarity-based recognition, benefited from study/test congruity, such that it was larger when study and test format remained constant than when they differed. The 500-800 msec parietal old/new effect, hypothesized to be related to recollection, benefited from studying pictures, regardless of test format. The parallel between the accuracy and parietal ERP results suggests that picture superiority may arise from encoding the distinctive attributes of pictures in a manner that enhances their later recollection. Furthermore, when words were tested, opposite effects of studying words versus studying pictures were observed on the FN400 (word > picture) versus parietal (picture > word) old/new effects--providing strong evidence for a crossover interaction between these components that is consistent with a dual-process perspective.

The Development of Associative Word Learning in Monolingual and Bilingual Infants

ERIC Educational Resources Information Center

Byers-Heinlein, Krista; Fennell, Christopher T.; Werker, Janet F.

2013-01-01

Children growing up bilingual face a unique linguistic environment. The current study investigated whether early bilingual experience influences the developmental trajectory of associative word learning, a foundational mechanism for lexical acquisition. Monolingual and bilingual infants (N = 98) were tested on their ability to learn…

Associative vocabulary learning: development and testing of two paradigms for the (re-) acquisition of action- and object-related words.

PubMed

Freundlieb, Nils; Ridder, Volker; Dobel, Christian; Enriquez-Geppert, Stefanie; Baumgaertner, Annette; Zwitserlood, Pienie; Gerloff, Christian; Hummel, Friedhelm C; Liuzzi, Gianpiero

2012-01-01

Despite a growing number of studies, the neurophysiology of adult vocabulary acquisition is still poorly understood. One reason is that paradigms that can easily be combined with neuroscientfic methods are rare. Here, we tested the efficiency of two paradigms for vocabulary (re-) acquisition, and compared the learning of novel words for actions and objects. Cortical networks involved in adult native-language word processing are widespread, with differences postulated between words for objects and actions. Words and what they stand for are supposed to be grounded in perceptual and sensorimotor brain circuits depending on their meaning. If there are specific brain representations for different word categories, we hypothesized behavioural differences in the learning of action-related and object-related words. Paradigm A, with the learning of novel words for body-related actions spread out over a number of days, revealed fast learning of these new action words, and stable retention up to 4 weeks after training. The single-session Paradigm B employed objects and actions. Performance during acquisition did not differ between action-related and object-related words (time*word category: p = 0.01), but the translation rate was clearly better for object-related (79%) than for action-related words (53%, p = 0.002). Both paradigms yielded robust associative learning of novel action-related words, as previously demonstrated for object-related words. Translation success differed for action- and object-related words, which may indicate different neural mechanisms. The paradigms tested here are well suited to investigate such differences with neuroscientific means. Given the stable retention and minimal requirements for conscious effort, these learning paradigms are promising for vocabulary re-learning in brain-lesioned people. In combination with neuroimaging, neuro-stimulation or pharmacological intervention, they may well advance the understanding of language learning to optimize therapeutic strategies.

The Frontal Hypothesis of Cognitive Aging: Factor Structure and Age Effects on Four "Frontal Tests" among Healthy Individuals

ERIC Educational Resources Information Center

Rodriguez-Aranda, Claudia; Sundet, Kjetil

2006-01-01

With 101 healthy aging adult participants, the authors investigated whether executive functions are a unitary concept. The authors established the factor structure of the Wisconsin Card Sorting Test (WCST; E. A. Berg, 1948), the Stroop color and word test (C. J. Golden, 1978), verbal fluency using the Controlled Oral Word Association Test (COWAT;…

Reading in developmental prosopagnosia: Evidence for a dissociation between word and face recognition.

PubMed

Starrfelt, Randi; Klargaard, Solja K; Petersen, Anders; Gerlach, Christian

2018-02-01

Recent models suggest that face and word recognition may rely on overlapping cognitive processes and neural regions. In support of this notion, face recognition deficits have been demonstrated in developmental dyslexia. Here we test whether the opposite association can also be found, that is, impaired reading in developmental prosopagnosia. We tested 10 adults with developmental prosopagnosia and 20 matched controls. All participants completed the Cambridge Face Memory Test, the Cambridge Face Perception test and a Face recognition questionnaire used to quantify everyday face recognition experience. Reading was measured in four experimental tasks, testing different levels of letter, word, and text reading: (a) single word reading with words of varying length,(b) vocal response times in single letter and short word naming, (c) recognition of single letters and short words at brief exposure durations (targeting the word superiority effect), and d) text reading. Participants with developmental prosopagnosia performed strikingly similar to controls across the four reading tasks. Formal analysis revealed a significant dissociation between word and face recognition, as the difference in performance with faces and words was significantly greater for participants with developmental prosopagnosia than for controls. Adult developmental prosopagnosics read as quickly and fluently as controls, while they are seemingly unable to learn efficient strategies for recognizing faces. We suggest that this is due to the differing demands that face and word recognition put on the perceptual system. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The Association between Mathematical Word Problems and Reading Comprehension

ERIC Educational Resources Information Center

Vilenius-Tuohimaa, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

2008-01-01

This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9-10 (Grade 4). The children's text comprehension and mathematical word problem-solving performance was tested. Technical reading skills were investigated in order to categorise participants as…

Picture Superiority Doubly Dissociates the ERP Correlates of Recollection and Familiarity

ERIC Educational Resources Information Center

Curran, Tim; Doyle, Jeanne

2011-01-01

Two experiments investigated the processes underlying the picture superiority effect on recognition memory. Studied pictures were associated with higher accuracy than studied words, regardless of whether test stimuli were words (Experiment 1) or pictures (Experiment 2). Event-related brain potentials (ERPs) recorded during test suggested that the…

Age-related differences in prefrontal cortex activity during retrieval monitoring: testing the compensation and dysfunction accounts.

PubMed

McDonough, Ian M; Wong, Jessica T; Gallo, David A

2013-05-01

Current theories of cognitive aging emphasize that the prefrontal cortex might not only be a major source of dysfunction but also a source of compensation. We evaluated neural activity associated with retrieval monitoring--or the selection and evaluation of recollected information during memory retrieval--for evidence of dysfunction or compensation. Younger and older adults studied pictures and words and were subsequently given criterial recollection tests during event-related functional magnetic resonance imaging. Although memory accuracy was greater on the picture test than the word test in both groups, activity in right dorsolateral prefrontal cortex (DLPFC) was associated with greater retrieval monitoring demands (word test > picture test) only in younger adults. Similarly, DLPFC activity was consistently associated with greater item difficulty (studied > nonstudied) only in younger adults. Older adults instead exhibited high levels of DLPFC activity for all of these conditions, and activity was greater than younger adults even when test performance was naturally matched across the groups (picture test). Correlations also differed between DLPFC activity and test performance across the groups. Collectively, these findings are more consistent with accounts of DLPFC dysfunction than compensation, suggesting that aging disrupts the otherwise beneficial coupling between DLPFC recruitment and retrieval monitoring demands.

Abstinence-related word associations and definitions of abstinence and virginity among missouri high school freshmen.

PubMed

Wilson, Kelly L; Smith, Matthew Lee; Menn, Mindy

2013-11-01

The ways in which adolescents define and view sex, abstinence, and virginity impact the efforts of sexuality educators and sexual health professionals. This study examined terminology used by nonsexually active high school students to define abstinence and virginity and identified words students associate with these terms. Purposes included (1) describing words/phrases associated with abstinence; (2) describing phrases for "being abstinent until marriage" and "being a virgin;" (3) assessing concordance between word dyads associated with abstinence; and (4) assessing concordance between phrases defining "abstinent until marriage" and "a virgin." In this study, 216 freshmen provided information about beliefs, behaviors, and perceptions. Pearson chi-square tests and Wilcoxon sign-rank tests assessed sex-based differences, definitions, and levels of concordance were conducted. Girls' friends took an abstinence pledge (p = .004) and their parents (p = .025) and best friends (p < .001) think they should abstain. Male counterparts reported being dissatisfied with current sex status (p = .002) and high acceptance of sex before marriage (p = .011). Boys were more likely to endorse "negative" words than girls. Professionals need to use relevant materials incorporating terminology that resonates with adolescents and programs that engage coherent participant discussions. © 2013, American School Health Association.

The picture superiority effect in associative recognition.

PubMed

Hockley, William E

2008-10-01

The picture superiority effect has been well documented in tests of item recognition and recall. The present study shows that the picture superiority effect extends to associative recognition. In three experiments, students studied lists consisting of random pairs of concrete words and pairs of line drawings; then they discriminated between intact (old) and rearranged (new) pairs of words and pictures at test. The discrimination advantage for pictures over words was seen in a greater hit rate for intact picture pairs, but there was no difference in the false alarm rates for the two types of stimuli. That is, there was no mirror effect. The same pattern of results was found when the test pairs consisted of the verbal labels of the pictures shown at study (Experiment 4), indicating that the hit rate advantage for picture pairs represents an encoding benefit. The results have implications for theories of the picture superiority effect and models of associative recognition.

Lexical association and false memory for words in two cultures.

PubMed

Lee, Yuh-shiow; Chiang, Wen-Chi; Hung, Hsu-Ching

2008-01-01

This study examined the relationship between language experience and false memory produced by the DRM paradigm. The word lists used in Stadler, et al. (Memory & Cognition, 27, 494-500, 1999) were first translated into Chinese. False recall and false recognition for critical non-presented targets were then tested on a group of Chinese users. The average co-occurrence rate of the list word and the critical word was calculated based on two large Chinese corpuses. List-level analyses revealed that the correlation between the American and Taiwanese participants was significant only in false recognition. More importantly, the co-occurrence rate was significantly correlated with false recall and recognition of Taiwanese participants, and not of American participants. In addition, the backward association strength based on Nelson et al. (The University of South Florida word association, rhyme and word fragment norms, 1999) was significantly correlated with false recall of American participants and not of Taiwanese participants. Results are discussed in terms of the relationship between language experiences and lexical association in creating false memory for word lists.

How vertical hand movements impact brain activity elicited by literally and metaphorically related words: an ERP study of embodied metaphor

PubMed Central

Bardolph, Megan; Coulson, Seana

2014-01-01

Embodied metaphor theory suggests abstract concepts are metaphorically linked to more experientially basic ones and recruit sensorimotor cortex for their comprehension. To test whether words associated with spatial attributes reactivate traces in sensorimotor cortex, we recorded EEG from the scalp of healthy adults as they read words while performing a concurrent task involving either upward- or downward- directed arm movements. ERPs were time-locked to words associated with vertical space—either literally (ascend, descend) or metaphorically (inspire, defeat)—as participants made vertical movements that were either congruent or incongruent with the words. Congruency effects emerged 200–300 ms after word onset for literal words, but not until after 500 ms post-onset for metaphorically related words. Results argue against a strong version of embodied metaphor theory, but support a role for sensorimotor simulation in concrete language. PMID:25566041

Sentence Context and Word-Picture Cued-Recall Paired-Associate Learning Procedure Boosts Recall in Normal and Mild Alzheimer's Disease Patients.

PubMed

Iodice, Rosario; Meilán, Juan José García; Ramos, Juan Carro; Small, Jeff A

2018-01-01

The aim of this study was to employ the word-picture paradigm to examine the effectiveness of combined pictorial illustrations and sentences as strong contextual cues. The experiment details the performance of word recall in healthy older adults (HOA) and mild Alzheimer's disease (AD). The researchers enhanced the words' recall with word-picture condition and when the pair was associated with a sentence contextualizing the two items. The sample was composed of 18 HOA and 18 people with mild AD. Participants memorized 15 pairs of words under word-word and word-picture conditions, with and without a sentence context. In the paired-associate test, the first item of the pair was read aloud by participants and used to elicit retrieval of the associated item. The findings suggest that both HOA and mild-AD pictures improved item recall compared to word condition such as sentences which further enabled item recall. Additionally, the HOA group performs better than the mild-AD group in all conditions. Word-picture and sentence context strengthen the encoding in the explicit memory task, both in HOA and mild AD. These results open a potential window to improve the memory for verbalized instructions and restore sequential abilities in everyday life, such as brushing one's teeth, fastening one's pants, or drying one's hands.

Sentence Context and Word-Picture Cued-Recall Paired-Associate Learning Procedure Boosts Recall in Normal and Mild Alzheimer's Disease Patients

PubMed Central

Meilán, Juan José García; Ramos, Juan Carro; Small, Jeff A.

2018-01-01

Introduction The aim of this study was to employ the word-picture paradigm to examine the effectiveness of combined pictorial illustrations and sentences as strong contextual cues. The experiment details the performance of word recall in healthy older adults (HOA) and mild Alzheimer's disease (AD). The researchers enhanced the words' recall with word-picture condition and when the pair was associated with a sentence contextualizing the two items. Method The sample was composed of 18 HOA and 18 people with mild AD. Participants memorized 15 pairs of words under word-word and word-picture conditions, with and without a sentence context. In the paired-associate test, the first item of the pair was read aloud by participants and used to elicit retrieval of the associated item. Results The findings suggest that both HOA and mild-AD pictures improved item recall compared to word condition such as sentences which further enabled item recall. Additionally, the HOA group performs better than the mild-AD group in all conditions. Conclusions Word-picture and sentence context strengthen the encoding in the explicit memory task, both in HOA and mild AD. These results open a potential window to improve the memory for verbalized instructions and restore sequential abilities in everyday life, such as brushing one's teeth, fastening one's pants, or drying one's hands. PMID:29849813

The Effects of Receptive and Productive Learning of Word Pairs on Vocabulary Knowledge

ERIC Educational Resources Information Center

Webb, Stuart

2009-01-01

English as a foreign language students in Japan learned target words in word pairs receptively and productively. Five aspects of vocabulary knowledge--orthography, association, syntax, grammatical functions, and meaning and form--were each measured by receptive and productive tests. The study uses an innovative methodology in that each target word…

The effects of environmental context on recognition memory and claims of remembering.

PubMed

Hockley, William E

2008-11-01

Recognition memory for words was tested in same or different contexts using the remember/know response procedure. Context was manipulated by presenting words in different screen colors and locations and by presenting words against real-world photographs. Overall hit and false-alarm rates were higher for tests presented in an old context compared to a new context. This concordant effect was seen in both remember responses and estimates of familiarity. Similar results were found for rearranged pairings of old study contexts and targets, for study contexts that were unique or were repeated with different words, and for new picture contexts that were physically similar to old contexts. Similar results were also found when subjects focused attention on the study words, but a different pattern of results was obtained when subjects explicitly associated the study words with their picture context. The results show that subjective feelings of recollection play a role in the effects of environmental context but are likely based more on a sense of familiarity that is evoked by the context than on explicit associations between targets and their study context.

Exploring the Changes in Students' Understanding of the Scientific Method Using Word Associations

NASA Astrophysics Data System (ADS)

Gulacar, Ozcan; Sinan, Olcay; Bowman, Charles R.; Yildirim, Yetkin

2015-10-01

A study is presented that explores how students' knowledge structures, as related to the scientific method, compare at different student ages. A word association test comprised of ten total stimulus words, among them experiment, science fair, and hypothesis, is used to probe the students' knowledge structures. Students from grades four, five, and eight, as well as first-year college students were tested to reveal their knowledge structures relating to the scientific method. Younger students were found to have a naïve view of the science process with little understanding of how science relates to the real world. However, students' conceptions about the scientific process appear to be malleable, with science fairs a potentially strong influencer. The strength of associations between words is observed to change from grade to grade, with younger students placing science fair near the center of their knowledge structure regarding the scientific method, whereas older students conceptualize the scientific method around experiment.

Manipulating Objects and Telling Words: A Study on Concrete and Abstract Words Acquisition

PubMed Central

Borghi, Anna M.; Flumini, Andrea; Cimatti, Felice; Marocco, Davide; Scorolli, Claudia

2011-01-01

Four experiments (E1–E2–E3–E4) investigated whether different acquisition modalities lead to the emergence of differences typically found between concrete and abstract words, as argued by the words as tools (WAT) proposal. To mimic the acquisition of concrete and abstract concepts, participants either manipulated novel objects or observed groups of objects interacting in novel ways (Training 1). In TEST 1 participants decided whether two elements belonged to the same category. Later they read the category labels (Training 2); labels could be accompanied by an explanation of their meaning. Then participants observed previously seen exemplars and other elements, and were asked which of them could be named with a given label (TEST 2). Across the experiments, it was more difficult to form abstract than concrete categories (TEST 1); even when adding labels, abstract words remained more difficult than concrete words (TEST 2). TEST 3 differed across the experiments. In E1 participants performed a feature production task. Crucially, the associations produced with the novel words reflected the pattern evoked by existing concrete and abstract words, as the first evoked more perceptual properties. In E2–E3–E4, TEST 3 consisted of a color verification task with manual/verbal (keyboard–microphone) responses. Results showed the microphone use to have an advantage over keyboard use for abstract words, especially in the explanation condition. This supports WAT: due to their acquisition modality, concrete words evoke more manual information; abstract words elicit more verbal information. This advantage was not present when linguistic information contrasted with perceptual one. Implications for theories and computational models of language grounding are discussed. PMID:21716582

I 5683 you: dialing phone numbers on cell phones activates key-concordant concepts.

PubMed

Topolinski, Sascha

2011-03-01

When people perform actions, effects associated with the actions are activated mentally, even if those effects are not apparent. This study tested whether sequences of simulations of virtual action effects can be integrated into a meaning of their own. Cell phones were used to test this hypothesis because pressing a key on a phone is habitually associated with both digits (dialing numbers) and letters (typing text messages). In Experiment 1, dialing digit sequences induced the meaning of words that share the same key sequence (e.g., 5683, LOVE). This occurred even though the letters were not labeled on the keypad, and participants were not aware of the digit-letter correspondences. In Experiment 2, subjects preferred dialing numbers implying positive words (e.g., 37326, DREAM) over dialing numbers implying negative words (e.g., 75463, SLIME). In Experiment 3, subjects preferred companies with phone numbers implying a company-related word (e.g., LOVE for a dating agency, CORPSE for a mortician) compared with companies with phone numbers implying a company-unrelated word.

Color-Word Stroop test performance across the adult life span.

PubMed

Uttl, B; Graf, P

1997-06-01

In the Color-Word Stroop test (CWST), the basic task is to name the ink color of rows of XXXs, and performance in this condition is compared with performance in naming the ink-color of color words under conditions where word meanings and ink colors mismatch or are incongruent (e.g., the word red printed in green ink). The present study investigated whether Stroop test interference, defined as the cost associated with ink-color naming in the incongruous stimulus condition versus in the basic color-naming condition, provides positive evidence for a kind of processing qualitatively different than that which is required for color naming or for word reading. Does the pattern of age-related differences in Stroop interference force the conclusion that the incongruous condition taps a qualitatively different kind of processing than that required for color naming or for word reading? We gave the CWST to 310 healthy adults. Their performance in each condition of the test replicates and extends previous findings. Structural equation modeling of the data showed a significant, direct link between age and performance in the latent factor associated with the incongruent condition. However, this direct link with age produced a relatively small increase in the model's fit; it amounted to only a .024 increase in the proportion of variance explained in the incongruent condition. In light of this small direct influence due to age, the most parsimonious explanation of our findings is that age effects in Stroop interference are due to age-related slowing (which is also indexed by color naming and by word reading) primarily; the findings do not provide evidence for a qualitatively different kind of processing that declines with age.

Emotional Involvement as a Factor in the Learning Process

ERIC Educational Resources Information Center

Mumpower, D. L.

1973-01-01

Sexual items on a pre-post vocabulary test of little known words in college level abnormal psychology produced the greatest evidence of learning; word associations and no aid'' conditions were used in comparison. (Editor)

ERP evidence for memory and predictive mechanisms in word-to-text integration

PubMed Central

Stafura, Joseph Z.; Rickles, Benjamin; Perfetti, Charles A.

2016-01-01

During reading, word-to-text integration processes proceed quickly and incrementally through both prospective (predictive) and retrospective (memory) processes. Across a sentence boundary, where prediction may be less functional, memorial processes may be especially important. We tested predictive and memory mechanisms with event-related potentials (ERPs) recorded on the first content word across a sentence boundary by manipulating the direction of association between this word and one from the preceding sentence. For comparison with this text comprehension (TC) task, we tested these same word pairs in a word meaning judgment (MJ) task. In both tasks we found reduced N400 amplitudes over central scalp electrodes when the two words were either forward-associated (FA) or backward-associated (BA), relative to task-specific baseline conditions. In the MJ task, FA pairs produced a greater reduction in the N400 reduction than BA pairs over right parietal areas. However, in the TC task, BA pairs produced a greater N400 reduction than FA pairs over left parietal electrodes. A temporal principal component analysis of TC and MJ data showed a component reflecting the central N400. Additional components from TC data reflected FA-BA differences during early (N200) and late (parietal N400 and LPC) phases of processing. Comprehension skill predicted association effects in the MJ task, especially FA, and the BA central N400 effects in the TC task. The results demonstrate that, beyond N400 indicators of prediction effects, ERPs reflect the role of memory processes in word-to-text integration across sentences, part of a dynamic interplay between anticipatory and memorial processes that support comprehension. PMID:27110578

Prevalence of impaired memory in hospitalized adults and associations with in-hospital sleep loss.

PubMed

Calev, Hila; Spampinato, Lisa M; Press, Valerie G; Meltzer, David O; Arora, Vineet M

2015-07-01

Effective inpatient teaching requires intact patient memory, but studies suggest hospitalized adults may have memory deficits. Sleep loss among inpatients could contribute to memory impairment. To assess memory in older hospitalized adults, and to test the association between sleep quantity, sleep quality, and memory, in order to identify a possible contributor to memory deficits in these patients. Prospective cohort study. General medicine and hematology/oncology inpatient wards. Fifty-nine hospitalized adults at least 50 years of age with no diagnosed sleep disorder. Immediate memory and memory after a 24-hour delay were assessed using a word recall and word recognition task from the University of Southern California Repeatable Episodic Memory Test. A vignette-based memory task was piloted as an alternative test more closely resembling discharge instructions. Sleep duration and efficiency overnight in the hospital were measured using actigraphy. Mean immediate recall was 3.8 words out of 15 (standard deviation = 2.1). Forty-nine percent of subjects had poor memory, defined as immediate recall score of 3 or lower. Median immediate recognition was 11 words out of 15 (interquartile range [IQR] = 9-13). Median delayed recall score was 1 word, and median delayed recognition was 10 words (IQR = 8-12). In-hospital sleep duration and efficiency were not significantly associated with memory. The medical vignette score was correlated with immediate recall (r = 0.49, P < 0.01). About half of the inpatients studied had poor memory while in the hospital, signaling that hospitalization might not be an ideal teachable moment. In-hospital sleep was not associated with memory scores. © 2015 Society of Hospital Medicine.

Prevalence of Impaired Memory in Hospitalized Adults and Associations with In-Hospital Sleep Loss

PubMed Central

Calev, Hila; Spampinato, Lisa M; Press, Valerie G; Meltzer, David O; Arora, Vineet M

2015-01-01

Background Effective inpatient teaching requires intact patient memory, but studies suggest hospitalized adults may have memory deficits. Sleep loss among inpatients could contribute to memory impairment. Objective To assess memory in older hospitalized adults, and to test the association between sleep quantity, sleep quality and memory, in order to identify a possible contributor to memory deficits in these patients. Design Prospective cohort study Setting General medicine and hematology/oncology inpatient wards Patients 59 hospitalized adults at least 50 years of age with no diagnosed sleep disorder. Measurements Immediate memory and memory after a 24-hour delay were assessed using a word recall and word recognition task from the University of Southern California Repeatable Episodic Memory Test (USC-REMT). A vignette-based memory task was piloted as an alternative test more closely resembling discharge instructions. Sleep duration and efficiency overnight in the hospital were measured using actigraphy. Results Mean immediate recall was 3.8 words out of 15 (SD=2.1). Forty-nine percent of subjects had poor memory, defined as immediate recall score of 3 or lower. Median immediate recognition was 11 words out of 15 (IQR=9, 13). Median delayed recall score was 1 word and median delayed recognition was 10 words (IQR= 8–12). In-hospital sleep duration and efficiency were not significantly associated with memory. The medical vignette score was correlated with immediate recall (r=0.49, p<0.01) Conclusions About half of inpatients studied had poor memory while in the hospital, signaling that hospitalization might not be an ideal teachable moment. In-hospital sleep was not associated with memory scores. PMID:25872763

Task Demand Influences Relationships Among Sex, Clustering Strategy, and Recall: 16-Word Versus 9-Word List Learning Tests

PubMed Central

Sunderaraman, Preeti; Blumen, Helena M.; DeMatteo, David; Apa, Zoltan; Cosentino, Stephanie

2013-01-01

Objective We compared the relationships among sex, clustering strategy, and recall across different task demands using the 16-word California Verbal Learning Test–Second Edition (CVLT-II) and the 9-word Philadelphia (repeatable) Verbal Learning Test (PrVLT). Background Women generally score higher than men on verbal memory tasks, possibly because women tend to use semantic clustering. This sex difference has been established via word-list learning tests such as the CVLT-II. Methods In a retrospective between-group study, we compared how 2 separate groups of cognitively healthy older adults performed on a longer and a shorter verbal learning test. The group completing the CVLT-II had 36 women and 26 men; the group completing the PrVLT had 27 women and 21 men. Results Overall, multiple regression analyses revealed that semantic clustering was significantly associated with total recall on both tests’ lists (P < 0.001). Sex differences in recall and semantic clustering diminished with the shorter PrVLT word list. Conclusions Semantic clustering uniquely influenced recall on both the longer and shorter word lists. However, serial clustering and sex influenced recall depending on the length of the word list (ie, the task demand). These findings suggest a complex nonlinear relationship among verbal memory, clustering strategies, and task demand. PMID:23812171

Relationships between Structural and Acoustic Properties of Maternal Talk and Children's Early Word Recognition

ERIC Educational Resources Information Center

Suttora, Chiara; Salerni, Nicoletta; Zanchi, Paola; Zampini, Laura; Spinelli, Maria; Fasolo, Mirco

2017-01-01

This study aimed to investigate specific associations between structural and acoustic characteristics of infant-directed (ID) speech and word recognition. Thirty Italian-acquiring children and their mothers were tested when the children were 1;3. Children's word recognition was measured with the looking-while-listening task. Maternal ID speech was…

Elaboration of Cognitive Knowledge of Biology from Childhood to Adulthood.

ERIC Educational Resources Information Center

Fisher, Kathleen M.

Word association techniques were used to examine the growth of biological knowledge over a period of years, from fourth-grade to college students. Results were analyzed by classifying stimulus-response word pairs according to the nature of the relationship between the words in each pair. Three hypotheses were tested: (1) the proportion of enactive…

Observational Word Learning: Beyond Propose-But-Verify and Associative Bean Counting.

PubMed

Roembke, Tanja; McMurray, Bob

2016-04-01

Learning new words is difficult. In any naming situation, there are multiple possible interpretations of a novel word. Recent approaches suggest that learners may solve this problem by tracking co-occurrence statistics between words and referents across multiple naming situations (e.g. Yu & Smith, 2007), overcoming the ambiguity in any one situation. Yet, there remains debate around the underlying mechanisms. We conducted two experiments in which learners acquired eight word-object mappings using cross-situational statistics while eye-movements were tracked. These addressed four unresolved questions regarding the learning mechanism. First, eye-movements during learning showed evidence that listeners maintain multiple hypotheses for a given word and bring them all to bear in the moment of naming. Second, trial-by-trial analyses of accuracy suggested that listeners accumulate continuous statistics about word/object mappings, over and above prior hypotheses they have about a word. Third, consistent, probabilistic context can impede learning, as false associations between words and highly co-occurring referents are formed. Finally, a number of factors not previously considered in prior analysis impact observational word learning: knowledge of the foils, spatial consistency of the target object, and the number of trials between presentations of the same word. This evidence suggests that observational word learning may derive from a combination of gradual statistical or associative learning mechanisms and more rapid real-time processes such as competition, mutual exclusivity and even inference or hypothesis testing.

Normative data for Chinese compound remote associate problems.

PubMed

Wu, Ching-Lin; Chen, Hsueh-Chih

2017-12-01

The Remote Associates Test (RAT) is a well-known measure of creativity, with each item on the RAT is composed of three unrelated stimulus words. The participant's task is to find an answer in the form of a word that could combine with each of the stimulus words, thus forming three new actual nouns. Researchers have modified the RAT to develop compound remote associate problems that emphasize combining vocabulary to form compound words. In the field of creativity research for Mandarin speakers, the Chinese RAT has been widely applied for over 10 years. The original RAT, compound remote associate problems, and Chinese RAT have various common advantages, such as being convenient to use and having objective scoring; additionally, the development of items for certain tests is easy and satisfies the requirements of psychological assessments in terms of the quantity of items. Currently, many language editions of the RAT and compound remote associate problems already exist. In particular, the English and Italian versions of these tests already have derived normative data. Because approximately 20% of the world's population are native Mandarin speakers, and because increasing numbers of people are choosing Mandarin as a second language, the need to increase Mandarin-language resources is growing; however, normative data for the Chinese RAT still do not exist. To address this issue, in the present study we developed Chinese compound remote associate problems and analyzed the passing rates by items, problem solving times, and various normative data, using the responses of 253 subjects in three experiments.

What does "disability" mean for medical students? An exploration of the words medical students associate with the term "disability".

PubMed

Byron, Margaret; Cockshott, Zoë; Brownett, Hilary; Ramkalawan, Tina

2005-02-01

Disability teaching is a core theme in undergraduate medical education. Medical students bring a range of experiences of disability to their medical training. The principal aim of this study was to explore the words that medical students associate with the term "disability" and to consider how the resulting information could inform teaching. A secondary aim was to see if a short disability course changed the word associations. Students were asked to write down 2 words that came to mind when they heard the word "disability", before and after a 4-day course in disability. Words from 4 cohorts were analysed by frequency and the following word dichotomies: visual icons/personal attributes; loss/enabling, and medical model/social model. A random sample of students took part in focus groups at the beginning and end of the course. A total of 381 students provided 667 before-course words and 189 students provided 336 after-course words. Before the course, words denoting visual icons of disability, and loss were prominent, accounting for 85% of the words, and 74% of the words describing personal attributes were negative. Focus group responses at this stage reflected an eagerness to help but patronising terms were prominent, along with concern about political correctness. Students also expressed nervousness about encountering disabled people. In response, teaching was adapted to make it more learner-focused, to offer a safe environment in which students can test out their language, to build on the positive associations and to develop a range of pre-course creative activities with disabled people. After the course a considerable and significant shift in emphasis was observed, with a reduction in the use of visual icon words, an increase in words denoting enablement, and an increase in words relating to the social model of disability and to positive personal attributes (P < 0.001). Focus group participants at this stage reported greater confidence in approaching disabled people but continued to question political correctness. Medical students associate disability predominantly with depersonalised or negative words. A short disability course appears to change these associations. Reasons for this and implications for teaching are discussed.

Novel word acquisition in aphasia: Facing the word-referent ambiguity of natural language learning contexts.

PubMed

Peñaloza, Claudia; Mirman, Daniel; Tuomiranta, Leena; Benetello, Annalisa; Heikius, Ida-Maria; Järvinen, Sonja; Majos, Maria C; Cardona, Pedro; Juncadella, Montserrat; Laine, Matti; Martin, Nadine; Rodríguez-Fornells, Antoni

2016-06-01

Recent research suggests that some people with aphasia preserve some ability to learn novel words and to retain them in the long-term. However, this novel word learning ability has been studied only in the context of single word-picture pairings. We examined the ability of people with chronic aphasia to learn novel words using a paradigm that presents new word forms together with a limited set of different possible visual referents and requires the identification of the correct word-object associations on the basis of online feedback. We also studied the relationship between word learning ability and aphasia severity, word processing abilities, and verbal short-term memory (STM). We further examined the influence of gross lesion location on new word learning. The word learning task was first validated with a group of forty-five young adults. Fourteen participants with chronic aphasia were administered the task and underwent tests of immediate and long-term recognition memory at 1 week. Their performance was compared to that of a group of fourteen matched controls using growth curve analysis. The learning curve and recognition performance of the aphasia group was significantly below the matched control group, although above-chance recognition performance and case-by-case analyses indicated that some participants with aphasia had learned the correct word-referent mappings. Verbal STM but not word processing abilities predicted word learning ability after controlling for aphasia severity. Importantly, participants with lesions in the left frontal cortex performed significantly worse than participants with lesions that spared the left frontal region both during word learning and on the recognition tests. Our findings indicate that some people with aphasia can preserve the ability to learn a small novel lexicon in an ambiguous word-referent context. This learning and recognition memory ability was associated with verbal STM capacity, aphasia severity and the integrity of the left inferior frontal region. Copyright © 2016 Elsevier Ltd. All rights reserved.

Novel word acquisition in aphasia: Facing the word-referent ambiguity of natural language learning contexts

PubMed Central

Peñaloza, Claudia; Mirman, Daniel; Tuomiranta, Leena; Benetello, Annalisa; Heikius, Ida-Maria; Järvinen, Sonja; Majos, Maria C.; Cardona, Pedro; Juncadella, Montserrat; Laine, Matti; Martin, Nadine; Rodríguez-Fornells, Antoni

2017-01-01

Recent research suggests that some people with aphasia preserve some ability to learn novel words and to retain them in the long-term. However, this novel word learning ability has been studied only in the context of single word-picture pairings. We examined the ability of people with chronic aphasia to learn novel words using a paradigm that presents new word forms together with a limited set of different possible visual referents and requires the identification of the correct word-object associations on the basis of online feedback. We also studied the relationship between word learning ability and aphasia severity, word processing abilities, and verbal short-term memory (STM). We further examined the influence of gross lesion location on new word learning. The word learning task was first validated with a group of forty-five young adults. Fourteen participants with chronic aphasia were administered the task and underwent tests of immediate and long-term recognition memory at 1 week. Their performance was compared to that of a group of fourteen matched controls using growth curve analysis. The learning curve and recognition performance of the aphasia group was significantly below the matched control group, although above-chance recognition performance and case-by-case analyses indicated that some participants with aphasia had learned the correct word-referent mappings. Verbal STM but not word processing abilities predicted word learning ability after controlling for aphasia severity. Importantly, participants with lesions in the left frontal cortex performed significantly worse than participants with lesions that spared the left frontal region both during word learning and on the recognition tests. Our findings indicate that some people with aphasia can preserve the ability to learn a small novel lexicon in an ambiguous word-referent context. This learning and recognition memory ability was associated with verbal STM capacity, aphasia severity and the integrity of the left inferior frontal region. PMID:27085892

Memory and the Korsakoff syndrome: not remembering what is remembered.

PubMed

d'Ydewalle, Géry; Van Damme, Ilse

2007-03-14

Following the distinction between involuntary unconscious memory, involuntary conscious memory, and intentional retrieval, the focus of the present paper is whether there is an impairment of involuntary conscious memory among Korsakoff patients. At study, participants generated associations versus counted the number of letters with enclosed spaces or the number of vowels in the target words (semantic versus perceptual processing). In the Direct tests, stems were to be used to retrieve the targets with either guessing or no guessing allowed; in the Opposition tests, the stems were to be completed with the first word that came to mind but using another word if that first word was a target word; and in the Indirect tests, no reference was made to the target words from the study phase. In the Direct tests, the performance of Korsakoff patients was not necessarily worse than the one of healthy controls, provided guessing was allowed. More critical for the Korsakoff patients was the deficient involuntary conscious memory. The deficiency explained the suppression failures in the Opposition tests, the absence of performance differences between the Indirect and Opposition tests, the absence of a beneficial effect in providing information about the status of the stem, the performance boost when allowed to guess, and the very low rate of "Know"/"Remember" responses.

Depth versus Breadth of Lexical Repertoire: Assessing Their Roles in EFL Students' Incidental Vocabulary Acquisition

ERIC Educational Resources Information Center

Ehsanzadeh, Seyed Jafar

2012-01-01

This study explores the roles of depth and breadth of lexical repertoire in L2 lexical inferencing success and incidental vocabulary acquisition through reading. Students read a graded reader containing 13 pseudo-words and attempted to infer the meanings of underlined target words. The Word Associates Test (WAT, Read, 2004) and the Vocabulary…

In a Concurrent Memory and Auditory Perception Task, the Pupil Dilation Response Is More Sensitive to Memory Load Than to Auditory Stimulus Characteristics.

PubMed

Zekveld, Adriana A; Kramer, Sophia E; Rönnberg, Jerker; Rudner, Mary

2018-06-19

Speech understanding may be cognitively demanding, but it can be enhanced when semantically related text cues precede auditory sentences. The present study aimed to determine whether (a) providing text cues reduces pupil dilation, a measure of cognitive load, during listening to sentences, (b) repeating the sentences aloud affects recall accuracy and pupil dilation during recall of cue words, and (c) semantic relatedness between cues and sentences affects recall accuracy and pupil dilation during recall of cue words. Sentence repetition following text cues and recall of the text cues were tested. Twenty-six participants (mean age, 22 years) with normal hearing listened to masked sentences. On each trial, a set of four-word cues was presented visually as text preceding the auditory presentation of a sentence whose meaning was either related or unrelated to the cues. On each trial, participants first read the cue words, then listened to a sentence. Following this they spoke aloud either the cue words or the sentence, according to instruction, and finally on all trials orally recalled the cues. Peak pupil dilation was measured throughout listening and recall on each trial. Additionally, participants completed a test measuring the ability to perceive degraded verbal text information and three working memory tests (a reading span test, a size-comparison span test, and a test of memory updating). Cue words that were semantically related to the sentence facilitated sentence repetition but did not reduce pupil dilation. Recall was poorer and there were more intrusion errors when the cue words were related to the sentences. Recall was also poorer when sentences were repeated aloud. Both behavioral effects were associated with greater pupil dilation. Larger reading span capacity and smaller size-comparison span were associated with larger peak pupil dilation during listening. Furthermore, larger reading span and greater memory updating ability were both associated with better cue recall overall. Although sentence-related word cues facilitate sentence repetition, our results indicate that they do not reduce cognitive load during listening in noise with a concurrent memory load. As expected, higher working memory capacity was associated with better recall of the cues. Unexpectedly, however, semantic relatedness with the sentence reduced word cue recall accuracy and increased intrusion errors, suggesting an effect of semantic confusion. Further, speaking the sentence aloud also reduced word cue recall accuracy, probably due to articulatory suppression. Importantly, imposing a memory load during listening to sentences resulted in the absence of formerly established strong effects of speech intelligibility on the pupil dilation response. This nullified intelligibility effect demonstrates that the pupil dilation response to a cognitive (memory) task can completely overshadow the effect of perceptual factors on the pupil dilation response. This highlights the importance of taking cognitive task load into account during auditory testing.This is an open access article distributed under the Creative Commons Attribution License 4.0 (CCBY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

The effect of recall, reproduction, and restudy on word learning: a pre-registered study.

PubMed

Krishnan, Saloni; Watkins, Kate E; Bishop, Dorothy V M

2017-08-04

Certain manipulations, such as testing oneself on newly learned word associations (recall), or the act of repeating a word during training (reproduction), can lead to better learning and retention relative to simply providing more exposure to the word (restudy). Such benefit has been observed for written words. Here, we test how these training manipulations affect learning of words presented aurally, when participants are required to produce these novel phonological forms in a recall task. Participants (36 English-speaking adults) learned 27 pseudowords, which were paired with 27 unfamiliar pictures. They were given cued recall practice for 9 of the words, reproduction practice for another set of 9 words, and the remaining 9 words were restudied. Participants were tested on their recognition (3-alternative forced choice) and recall (saying the pseudoword in response to a picture) of these items immediately after training, and a week after training. Our hypotheses were that reproduction and restudy practice would lead to better learning immediately after training, but that cued recall practice would lead to better retention in the long term. In all three conditions, recognition performance was extremely high immediately after training, and a week following training, indicating that participants had acquired associations between the novel pictures and novel words. In addition, recognition and cued recall performance was better immediately after training relative to a week later, confirming that participants forgot some words over time. However, results in the cued recall task did not support our hypotheses. Immediately after training, participants showed an advantage for cued Recall over the Restudy condition, but not over the Reproduce condition. Furthermore, there was no boost for the cued Recall condition over time relative to the other two conditions. Results from a Bayesian analysis also supported this null finding. Nonetheless, we found a clear effect of word length, with shorter words being better learned than longer words, indicating that our method was sufficiently sensitive to detect an impact of condition on learning. Our primary hypothesis about training conditions conferring specific advantages for production of novel words presented aurally, especially over long intervals, was not supported by this data. Although there may be practical reasons for preferring a particular method for training expressive vocabulary, no difference in effectiveness was detected when presenting words aurally: reproducing, recalling or restudying a word led to the same production accuracy.

Do domestic dogs learn words based on humans' referential behaviour?

PubMed

Tempelmann, Sebastian; Kaminski, Juliane; Tomasello, Michael

2014-01-01

Some domestic dogs learn to comprehend human words, although the nature and basis of this learning is unknown. In the studies presented here we investigated whether dogs learn words through an understanding of referential actions by humans rather than simple association. In three studies, each modelled on a study conducted with human infants, we confronted four word-experienced dogs with situations involving no spatial-temporal contiguity between the word and the referent; the only available cues were referential actions displaced in time from exposure to their referents. We found that no dogs were able to reliably link an object with a label based on social-pragmatic cues alone in all the tests. However, one dog did show skills in some tests, possibly indicating an ability to learn based on social-pragmatic cues.

Cluster analysis of the clinical histories of cattle affected with bovine anaemia associated with Theileria orientalis Ikeda type infection.

PubMed

Lawrence, K E; Forsyth, S F; Vaatstra, B L; McFadden, Amj; Pulford, D J; Govindaraju, K; Pomroy, W E

2017-11-01

AIM To determine the most commonly used words in the clinical histories of animals naturally infected with Theileria orientalis Ikeda type; whether these words differed between cases categorised by age, farm type or haematocrit (HCT), and if there was any clustering of the common words in relation to these categories. METHODS Clinical histories were transcribed for 605 cases of bovine anaemia associated with T. orientalis (TABA), that were submitted to laboratories with blood samples which tested positive for T. orientalis Ikeda type infection by PCR analysis, between October 2012 and November 2014. χ 2 tests were used to determine whether the proportion of submissions for each word was similar across the categories of HCT (normal, moderate anaemia or severe anaemia), farm type (dairy or beef) and age (young or old). Correspondence analysis (CA) was carried out on a contingency table of the frequency of the 28 most commonly used history words, cross-tabulated by age categories (young, old or unknown). Agglomerative hierarchical clustering, using Ward's method, was then performed on the coordinates from the correspondence analysis. RESULTS The six most commonly used history words were jaundice (204/605), lethargic (162/605), pale mucous membranes (161/605), cow (151/605), anaemia (147/605), and off milk (115/605). The proportion of cases with some history words differed between categories of age, farm type and HCT. The cluster analysis indicated that the recorded history words were grouped in two main clusters. The first included the words weight loss, tachycardia, pale mucous membranes, anaemia, lethargic and thin, and was associated with adult (p<0.001), severe anaemia (p<0.001) and dairy (p<0.001). The second cluster included the words deaths, ill-thrift, calves, calf and diarrhoea, and was associated with young (p<0.001), normal HCT (p<0.001), beef (p<0.001) and moderate anaemia (p<0.001). CONCLUSIONS AND CLINICAL RELEVANCE Cluster analysis of words recorded in clinical histories submitted with blood samples from cases of TABA indicates that two potentially different disease syndromes were associated with T. orientalis Ikeda type infection. One was consistent with the affected cattle suffering from a severe regenerative extravascular haemolytic anaemia, the second displaying as ill thrift and diarrhoea, particularly in young beef cattle.

Identifying cognitive predictors of reactive and proactive aggression.

PubMed

Brugman, Suzanne; Lobbestael, Jill; Arntz, Arnoud; Cima, Maaike; Schuhmann, Teresa; Dambacher, Franziska; Sack, Alexander T

2015-01-01

The aim of this study was to identify implicit cognitive predictors of aggressive behavior. Specifically, the predictive value of an attentional bias for aggressive stimuli and automatic association of the self and aggression was examined for reactive and proactive aggressive behavior in a non-clinical sample (N = 90). An Emotional Stroop Task was used to measure an attentional bias. With an idiographic Single-Target Implicit Association Test, automatic associations were assessed between words referring to the self (e.g., the participants' name) and words referring to aggression (e.g., fighting). The Taylor Aggression Paradigm (TAP) was used to measure reactive and proactive aggressive behavior. Furthermore, self-reported aggressiveness was assessed with the Reactive Proactive Aggression Questionnaire (RPQ). Results showed that heightened attentional interference for aggressive words significantly predicted more reactive aggression, while lower attentional bias towards aggressive words predicted higher levels of proactive aggression. A stronger self-aggression association resulted in more proactive aggression, but not reactive aggression. Self-reports on aggression did not additionally predict behavioral aggression. This implies that the cognitive tests employed in our study have the potential to discriminate between reactive and proactive aggression. Aggr. Behav. 41:51-64 2015. © 2014 Wiley Periodicals, Inc. © 2014 Wiley Periodicals, Inc.

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers.

PubMed

Bae, Young Seh; Chiang, Hsu-Min; Hickson, Linda

2015-07-01

This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman's rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and (c) Children with TD had higher everyday mathematical knowledge than did children with ASD.

Sleep spindles during a nap correlate with post sleep memory performance for highly rewarded word-pairs.

PubMed

Studte, Sara; Bridger, Emma; Mecklinger, Axel

2017-04-01

The consolidation of new associations is thought to depend in part on physiological processes engaged during non-REM (NREM) sleep, such as slow oscillations and sleep spindles. Moreover, NREM sleep is thought to selectively benefit associations that are adaptive for the future. In line with this, the current study investigated whether different reward cues at encoding are associated with changes in sleep physiology and memory retention. Participants' associative memory was tested after learning a list of arbitrarily paired words both before and after taking a 90-min nap. During learning, word-pairs were preceded by a cue indicating either a high or a low reward for correct memory performance at test. The motivation manipulation successfully impacted retention such that memory declined to a greater extent from pre- to post sleep for low rewarded than for high rewarded word-pairs. In line with previous studies, positive correlations between spindle density during NREM sleep and general memory performance pre- and post-sleep were found. In addition to this, however, a selective positive relationship between memory performance for highly rewarded word-pairs at posttest and spindle density during NREM sleep was also observed. These results support the view that motivationally salient memories are preferentially consolidated and that sleep spindles may be an important underlying mechanism for selective consolidation. Copyright © 2016 Elsevier Inc. All rights reserved.

Priming in a free association task as a function of association directionality.

PubMed

Zeelenberg, R; Shiffrin, R M; Raaijmakers, J G

1999-11-01

Two experiments investigated priming in free association, a conceptual implicit memory task. The stimuli consisted of bidirectionally associated word pairs (e.g., BEACH-SAND) and unidirectionally associated word pairs that have no association from the target response back to the stimulus cue (e.g., BONE-DOG). In the study phase, target words (e.g., SAND, DOG) were presented in an incidental learning task. In the test phase, participants generated an associate to the stimulus cues (e.g., BEACH, BONE). In both experiments, priming was obtained for targets (e.g., SAND) that had an association back to the cue, but not for targets (e.g., DOG) for which such a backward association was absent. These results are problematic for theoretical accounts that attribute priming in free association to the strengthening of target responses. It is argued that priming in free association depends on the strengthening of cue-target associations.

Effects of Sleep on Word Pair Memory in Children - Separating Item and Source Memory Aspects.

PubMed

Wang, Jing-Yi; Weber, Frederik D; Zinke, Katharina; Noack, Hannes; Born, Jan

2017-01-01

Word paired-associate learning is a well-established task to demonstrate sleep-dependent memory consolidation in adults as well as children. Sleep has also been proposed to benefit episodic features of memory, i.e., a memory for an event (item) bound into the spatiotemporal context it has been experienced in (source). We aimed to explore if sleep enhances word pair memory in children by strengthening the episodic features of the memory, in particular. Sixty-one children (8-12 years) studied two lists of word pairs with 1 h in between. Retrieval testing comprised cued recall of the target word of each word pair (item memory) and recalling in which list the word pair had appeared in (source memory). Retrieval was tested either after 1 h (short retention interval) or after 11 h, with this long retention interval covering either nocturnal sleep or daytime wakefulness. Compared with the wake interval, sleep enhanced separate recall of both word pairs and the lists per se , while recall of the combination of the word pair and the list it had appeared in remained unaffected by sleep. An additional comparison with adult controls ( n = 37) suggested that item-source bound memory (combined recall of word pair and list) is generally diminished in children. Our results argue against the view that the sleep-induced enhancement in paired-associate learning in children is a consequence of sleep specifically enhancing the episodic features of the memory representation. On the contrary, sleep in children might strengthen item and source representations in isolation, while leaving the episodic memory representations (item-source binding) unaffected.

Multimodal Word Meaning Induction From Minimal Exposure to Natural Text.

PubMed

Lazaridou, Angeliki; Marelli, Marco; Baroni, Marco

2017-04-01

By the time they reach early adulthood, English speakers are familiar with the meaning of thousands of words. In the last decades, computational simulations known as distributional semantic models (DSMs) have demonstrated that it is possible to induce word meaning representations solely from word co-occurrence statistics extracted from a large amount of text. However, while these models learn in batch mode from large corpora, human word learning proceeds incrementally after minimal exposure to new words. In this study, we run a set of experiments investigating whether minimal distributional evidence from very short passages suffices to trigger successful word learning in subjects, testing their linguistic and visual intuitions about the concepts associated with new words. After confirming that subjects are indeed very efficient distributional learners even from small amounts of evidence, we test a DSM on the same multimodal task, finding that it behaves in a remarkable human-like way. We conclude that DSMs provide a convincing computational account of word learning even at the early stages in which a word is first encountered, and the way they build meaning representations can offer new insights into human language acquisition. Copyright © 2017 Cognitive Science Society, Inc.

Depth of processing effects on neural correlates of memory encoding: relationship between findings from across- and within-task comparisons.

PubMed

Otten, L J; Henson, R N; Rugg, M D

2001-02-01

Neuroimaging studies have implicated the prefrontal cortex and medial temporal areas in the successful encoding of verbal material into episodic memory. The present study used event-related functional MRI to investigate whether the brain areas associated with successful episodic encoding of words in a semantic study task are a subset of those demonstrating depth of processing effects. In addition, we tested whether the brain areas associated with successful episodic encoding differ depending on the nature of the study task. At study, 15 volunteers were cued to make either animacy or alphabetical decisions about words. A recognition memory test including confidence judgements followed after a delay of 15 min. Prefrontal and medial temporal regions showed greater functional MRI activations for semantically encoded words relative to alphabetically encoded words. Two of these regions (left anterior hippocampus and left ventral inferior frontal gyrus) showed greater activation for semantically encoded words that were subsequently recognized confidently. However, other regions (left posterior hippocampus and right inferior frontal cortex) demonstrated subsequent memory effects, but not effects of depth of processing. Successful memory for alphabetically encoded words was also associated with greater activation in the left anterior hippocampus and left ventral inferior frontal gyrus. The findings suggest that episodic encoding for words in a semantic study task involves a subset of the regions activated by deep relative to shallow processing. The data provide little evidence that successful episodic encoding during a shallow study task depends upon regions different from those that support the encoding of deeply studied words. Instead, the findings suggest that successful episodic encoding during a shallow study task relies on a subset of the regions engaged during successful encoding in a deep task.

Pupillary Responses to Words That Convey a Sense of Brightness or Darkness

PubMed Central

Mathôt, Sebastiaan; Grainger, Jonathan; Strijkers, Kristof

2017-01-01

Theories about embodiment of language hold that when you process a word’s meaning, you automatically simulate associated sensory input (e.g., perception of brightness when you process lamp) and prepare associated actions (e.g., finger movements when you process typing). To test this latter prediction, we measured pupillary responses to single words that conveyed a sense of brightness (e.g., day) or darkness (e.g., night) or were neutral (e.g., house). We found that pupils were largest for words conveying darkness, of intermediate size for neutral words, and smallest for words conveying brightness. This pattern was found for both visually presented and spoken words, which suggests that it was due to the words’ meanings, rather than to visual or auditory properties of the stimuli. Our findings suggest that word meaning is sufficient to trigger a pupillary response, even when this response is not imposed by the experimental task, and even when this response is beyond voluntary control. PMID:28613135

Figure-ground asymmetries in the Implicit Association Test (IAT).

PubMed

Rothermund, K; Wentura, D

2001-01-01

Based on the assumption that binary classification tasks are often processed asymmetrically (figure-ground asymmetries), two experiments showed that association alone cannot account for effects observed in the Implicit Association Test (IAT). Experiment 1 (N = 16) replicated a standard version of the IAT effect using old vs. young names as target categories and good and bad words as attribute categories. However, reliable compatibility effects were also found for a modified version of the task in which neutral words vs. nonwords instead of good vs. bad words were used as attribute categories. In Experiment 2 (N = 8), a reversed IAT effect was observed after the figure-ground asymmetry in the target dimension had been inverted by a previous go/nogo detection task in which participants searched for exemplars of the category "young." The experiments support the hypothesis that figure-ground asymmetries produce compatibility effects in the IAT and suggest that IAT effects do not rely exclusively on evaluative associations between the target and attribute categories.

Levodopa enhances explicit new-word learning in healthy adults: a preliminary study.

PubMed

Shellshear, Leanne; MacDonald, Anna D; Mahoney, Jeffrey; Finch, Emma; McMahon, Katie; Silburn, Peter; Nathan, Pradeep J; Copland, David A

2015-09-01

While the role of dopamine in modulating executive function, working memory and associative learning has been established; its role in word learning and language processing more generally is not clear. This preliminary study investigated the impact of increased synaptic dopamine levels on new-word learning ability in healthy young adults using an explicit learning paradigm. A double-blind, placebo-controlled, between-groups design was used. Participants completed five learning sessions over 1 week with levodopa or placebo administered at each session (five doses, 100 mg). Each session involved a study phase followed by a test phase. Test phases involved recall and recognition tests of the new (non-word) names previously paired with unfamiliar objects (half with semantic descriptions) during the study phase. The levodopa group showed superior recall accuracy for new words over five learning sessions compared with the placebo group and better recognition accuracy at a 1-month follow-up for words learnt with a semantic description. These findings suggest that dopamine boosts initial lexical acquisition and enhances longer-term consolidation of words learnt with semantic information, consistent with dopaminergic enhancement of semantic salience. Copyright © 2015 John Wiley & Sons, Ltd.

Evidence that gendered wording in job advertisements exists and sustains gender inequality.

PubMed

Gaucher, Danielle; Friesen, Justin; Kay, Aaron C

2011-07-01

Social dominance theory (Sidanius & Pratto, 1999) contends that institutional-level mechanisms exist that reinforce and perpetuate existing group-based inequalities, but very few such mechanisms have been empirically demonstrated. We propose that gendered wording (i.e., masculine- and feminine-themed words, such as those associated with gender stereotypes) may be a heretofore unacknowledged, institutional-level mechanism of inequality maintenance. Employing both archival and experimental analyses, the present research demonstrates that gendered wording commonly employed in job recruitment materials can maintain gender inequality in traditionally male-dominated occupations. Studies 1 and 2 demonstrated the existence of subtle but systematic wording differences within a randomly sampled set of job advertisements. Results indicated that job advertisements for male-dominated areas employed greater masculine wording (i.e., words associated with male stereotypes, such as leader, competitive, dominant) than advertisements within female-dominated areas. No difference in the presence of feminine wording (i.e., words associated with female stereotypes, such as support, understand, interpersonal) emerged across male- and female-dominated areas. Next, the consequences of highly masculine wording were tested across 3 experimental studies. When job advertisements were constructed to include more masculine than feminine wording, participants perceived more men within these occupations (Study 3), and importantly, women found these jobs less appealing (Studies 4 and 5). Results confirmed that perceptions of belongingness (but not perceived skills) mediated the effect of gendered wording on job appeal (Study 5). The function of gendered wording in maintaining traditional gender divisions, implications for gender parity, and theoretical models of inequality are discussed. PsycINFO Database Record (c) 2011 APA, all rights reserved.

Memory bias in health anxiety is related to the emotional valence of health-related words.

PubMed

Ferguson, Eamonn; Moghaddam, Nima G; Bibby, Peter A

2007-03-01

A model based on the associative strength of object evaluations is tested to explain why those who score higher on health anxiety have a better memory for health-related words. Sixty participants observed health and nonhealth words. A recognition memory task followed a free recall task and finally subjects provided evaluations (emotionality, imageability, and frequency) for all the words. Hit rates for health words, d', c, and psychological response times (PRTs) for evaluations were examined using multi-level modelling (MLM) and regression. Health words had a higher hit rate, which was greater for those with higher levels of health anxiety. The higher hit rate for health words is partly mediated by the extent to which health words are evaluated as emotionally unpleasant, and this was stronger for (moderated by) those with higher levels of health anxiety. Consistent with the associative strength model, those with higher levels of health anxiety demonstrated faster PRTs when making emotional evaluations of health words compared to nonhealth words, while those lower in health anxiety were slower to evaluate health words. Emotional evaluations speed the recognition of health words for high health anxious individuals. These findings are discussed with respect to the wider literature on cognitive processes in health anxiety, automatic processing, implicit attitudes, and emotions in decision making.

Do Domestic Dogs Learn Words Based on Humans’ Referential Behaviour?

PubMed Central

Tempelmann, Sebastian; Kaminski, Juliane; Tomasello, Michael

2014-01-01

Some domestic dogs learn to comprehend human words, although the nature and basis of this learning is unknown. In the studies presented here we investigated whether dogs learn words through an understanding of referential actions by humans rather than simple association. In three studies, each modelled on a study conducted with human infants, we confronted four word-experienced dogs with situations involving no spatial-temporal contiguity between the word and the referent; the only available cues were referential actions displaced in time from exposure to their referents. We found that no dogs were able to reliably link an object with a label based on social-pragmatic cues alone in all the tests. However, one dog did show skills in some tests, possibly indicating an ability to learn based on social-pragmatic cues. PMID:24646732

Using Serial and Discrete Digit Naming to Unravel Word Reading Processes

PubMed Central

Altani, Angeliki; Protopapas, Athanassios; Georgiou, George K.

2018-01-01

During reading acquisition, word recognition is assumed to undergo a developmental shift from slow serial/sublexical processing of letter strings to fast parallel processing of whole word forms. This shift has been proposed to be detected by examining the size of the relationship between serial- and discrete-trial versions of word reading and rapid naming tasks. Specifically, a strong association between serial naming of symbols and single word reading suggests that words are processed serially, whereas a strong association between discrete naming of symbols and single word reading suggests that words are processed in parallel as wholes. In this study, 429 Grade 1, 3, and 5 English-speaking Canadian children were tested on serial and discrete digit naming and word reading. Across grades, single word reading was more strongly associated with discrete naming than with serial naming of digits, indicating that short high-frequency words are processed as whole units early in the development of reading ability in English. In contrast, serial naming was not a unique predictor of single word reading across grades, suggesting that within-word sequential processing was not required for the successful recognition for this set of words. Factor mixture analysis revealed that our participants could be clustered into two classes, namely beginning and more advanced readers. Serial naming uniquely predicted single word reading only among the first class of readers, indicating that novice readers rely on a serial strategy to decode words. Yet, a considerable proportion of Grade 1 students were assigned to the second class, evidently being able to process short high-frequency words as unitized symbols. We consider these findings together with those from previous studies to challenge the hypothesis of a binary distinction between serial/sublexical and parallel/lexical processing in word reading. We argue instead that sequential processing in word reading operates on a continuum, depending on the level of reading proficiency, the degree of orthographic transparency, and word-specific characteristics. PMID:29706918

Using Serial and Discrete Digit Naming to Unravel Word Reading Processes.

PubMed

Altani, Angeliki; Protopapas, Athanassios; Georgiou, George K

2018-01-01

During reading acquisition, word recognition is assumed to undergo a developmental shift from slow serial/sublexical processing of letter strings to fast parallel processing of whole word forms. This shift has been proposed to be detected by examining the size of the relationship between serial- and discrete-trial versions of word reading and rapid naming tasks. Specifically, a strong association between serial naming of symbols and single word reading suggests that words are processed serially, whereas a strong association between discrete naming of symbols and single word reading suggests that words are processed in parallel as wholes. In this study, 429 Grade 1, 3, and 5 English-speaking Canadian children were tested on serial and discrete digit naming and word reading. Across grades, single word reading was more strongly associated with discrete naming than with serial naming of digits, indicating that short high-frequency words are processed as whole units early in the development of reading ability in English. In contrast, serial naming was not a unique predictor of single word reading across grades, suggesting that within-word sequential processing was not required for the successful recognition for this set of words. Factor mixture analysis revealed that our participants could be clustered into two classes, namely beginning and more advanced readers. Serial naming uniquely predicted single word reading only among the first class of readers, indicating that novice readers rely on a serial strategy to decode words. Yet, a considerable proportion of Grade 1 students were assigned to the second class, evidently being able to process short high-frequency words as unitized symbols. We consider these findings together with those from previous studies to challenge the hypothesis of a binary distinction between serial/sublexical and parallel/lexical processing in word reading. We argue instead that sequential processing in word reading operates on a continuum, depending on the level of reading proficiency, the degree of orthographic transparency, and word-specific characteristics.

Memory Asymmetry of Forward and Backward Associations in Recognition Tasks

PubMed Central

Yang, Jiongjiong; Zhu, Zijian; Mecklinger, Axel; Fang, Zhiyong; Li, Han

2013-01-01

There is an intensive debate on whether memory for serial order is symmetric. The objective of this study was to explore whether associative asymmetry is modulated by memory task (recognition vs. cued recall). Participants were asked to memorize word triples (Experiment 1–2) or pairs (Experiment 3–6) during the study phase. They then recalled the word by a cue during a cued recall task (Experiment 1–4), and judged whether the presented two words were in the same or in a different order compared to the study phase during a recognition task (Experiment 1–6). To control for perceptual matching between the study and test phase, participants were presented with vertical test pairs when they made directional judgment in Experiment 5. In Experiment 6, participants also made associative recognition judgments for word pairs presented at the same or the reversed position. The results showed that forward associations were recalled at similar levels as backward associations, and that the correlations between forward and backward associations were high in the cued recall tasks. On the other hand, the direction of forward associations was recognized more accurately (and more quickly) than backward associations, and their correlations were comparable to the control condition in the recognition tasks. This forward advantage was also obtained for the associative recognition task. Diminishing positional information did not change the pattern of associative asymmetry. These results suggest that associative asymmetry is modulated by cued recall and recognition manipulations, and that direction as a constituent part of a memory trace can facilitate associative memory. PMID:22924326

Semantic priming, not repetition priming, is to blame for false hearing.

PubMed

Rogers, Chad S

2017-08-01

Contextual and sensory information are combined in speech perception. Conflict between the two can lead to false hearing, defined as a high-confidence misidentification of a spoken word. Rogers, Jacoby, and Sommers (Psychology and Aging, 27(1), 33-45, 2012) found that older adults are more susceptible to false hearing than are young adults, using a combination of semantic priming and repetition priming to create context. In this study, the type of context (repetition vs. sematic priming) responsible for false hearing was examined. Older and young adult participants read and listened to a list of paired associates (e.g., ROW-BOAT) and were told to remember the pairs for a later memory test. Following the memory test, participants identified words masked in noise that were preceded by a cue word in the clear. Targets were semantically associated to the cue (e.g., ROW-BOAT), unrelated to the cue (e.g., JAW-PASS), or phonologically related to a semantic associate of the cue (e.g., ROW-GOAT). How often each cue word and its paired associate were presented prior to the memory test was manipulated (0, 3, or 5 times) to test effects of repetition priming. Results showed repetitions had no effect on rates of context-based listening or false hearing. However, repetition did significantly increase sensory information as a basis for metacognitive judgments in young and older adults. This pattern suggests that semantic priming dominates as the basis for false hearing and highlights context and sensory information operating as qualitatively different bases for listening and metacognition.

Retrieval monitoring is influenced by information value: the interplay between importance and confidence on false memory.

PubMed

McDonough, Ian M; Bui, Dung C; Friedman, Michael C; Castel, Alan D

2015-10-01

The perceived value of information can influence one's motivation to successfully remember that information. This study investigated how information value can affect memory search and evaluation processes (i.e., retrieval monitoring). In Experiment 1, participants studied unrelated words associated with low, medium, or high values. Subsequent memory tests required participants to selectively monitor retrieval for different values. False memory effects were smaller when searching memory for high-value than low-value words, suggesting that people more effectively monitored more important information. In Experiment 2, participants studied semantically-related words, and the need for retrieval monitoring was reduced at test by using inclusion instructions (i.e., endorsement of any word related to the studied words) compared with standard instructions. Inclusion instructions led to increases in false recognition for low-value, but not for high-value words, suggesting that under standard-instruction conditions retrieval monitoring was less likely to occur for important information. Experiment 3 showed that words retrieved with lower confidence were associated with more effective retrieval monitoring, suggesting that the quality of the retrieved memory influenced the degree and effectiveness of monitoring processes. Ironically, unless encouraged to do so, people were less likely to carefully monitor important information, even though people want to remember important memories most accurately. Copyright © 2015 Elsevier B.V. All rights reserved.

Remembering 'zeal' but not 'thing': reverse frequency effects as a consequence of deregulated semantic processing.

PubMed

Hoffman, Paul; Jefferies, Elizabeth; Ralph, Matthew A Lambon

2011-02-01

More efficient processing of high frequency (HF) words is a ubiquitous finding in healthy individuals, yet frequency effects are often small or absent in stroke aphasia. We propose that some patients fail to show the expected frequency effect because processing of HF words places strong demands on semantic control and regulation processes, counteracting the usual effect. This may occur because HF words appear in a wide range of linguistic contexts, each associated with distinct semantic information. This theory predicts that in extreme circumstances, patients with impaired semantic control should show an outright reversal of the normal frequency effect. To test this prediction, we tested two patients with impaired semantic control with a delayed repetition task that emphasised activation of semantic representations. By alternating HF and low frequency (LF) trials, we demonstrated a significant repetition advantage for LF words, principally because of perseverative errors in which patients produced the previous LF response in place of the HF target. These errors indicated that HF words were more weakly activated than LF words. We suggest that when presented with no contextual information, patients generate a weak and unstable pattern of semantic activation for HF words because information relating to many possible contexts and interpretations is activated. In contrast, LF words are associated with more stable patterns of activation because similar semantic information is activated whenever they are encountered. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Role of Cognitive Load in Intentional Forgetting Using the Think/No-Think Task.

PubMed

Noreen, Saima; de Fockert, Jan W

2017-01-01

We investigated the role of cognitive control in intentional forgetting by manipulating working memory load during the think/no-think task. In two experiments, participants learned a series of cue-target word pairs and were asked to recall the target words associated with some cues or to avoid thinking about the target associated with other cues. In addition to this, participants also performed a modified version of the n-back task which required them to respond to the identity of a single target letter present in the currently presented cue word (n = 0 condition, low working memory load), and in either the previous cue word (n = 1 condition, high working memory load, Experiment 1) or the cue word presented two trials previously (n = 2 condition, high working memory load, Experiment 2). Participants' memory for the target words was subsequently tested using same and novel independent probes. In both experiments it was found that although participants were successful at forgetting on both the same and independent-probe tests in the low working memory load condition, they were only successful at forgetting on the same-probe test in the high working memory load condition. We argue that our findings suggest that the high load working memory task diverted attention from direct suppression and acted as an interference-based strategy. Thus, when cognitive resources are limited participants can switch between the strategies they use to prevent unwanted memories from coming to mind.

Brain serotonin 4 receptor binding is inversely associated with verbal memory recall.

PubMed

Stenbæk, Dea S; Fisher, Patrick M; Ozenne, Brice; Andersen, Emil; Hjordt, Liv V; McMahon, Brenda; Hasselbalch, Steen G; Frokjaer, Vibe G; Knudsen, Gitte M

2017-04-01

We have previously identified an inverse relationship between cerebral serotonin 4 receptor (5-HT 4 R) binding and nonaffective episodic memory in healthy individuals. Here, we investigate in a novel sample if the association is related to affective components of memory, by examining the association between cerebral 5-HT 4 R binding and affective verbal memory recall. Twenty-four healthy volunteers were scanned with the 5-HT 4 R radioligand [ 11 C]SB207145 and positron emission tomography, and were tested with the Verbal Affective Memory Test-24. The association between 5-HT 4 R binding and affective verbal memory was evaluated using a linear latent variable structural equation model. We observed a significant inverse association across all regions between 5-HT 4 R binding and affective verbal memory performances for positive ( p  = 5.5 × 10 -4 ) and neutral ( p  = .004) word recall, and an inverse but nonsignificant association for negative ( p  = .07) word recall. Differences in the associations with 5-HT 4 R binding between word categories (i.e., positive, negative, and neutral) did not reach statistical significance. Our findings replicate our previous observation of a negative association between 5-HT 4 R binding and memory performance in an independent cohort and provide novel evidence linking 5-HT 4 R binding, as a biomarker for synaptic 5-HT levels, to the mnestic processing of positive and neutral word stimuli in healthy humans.

Learning builds on learning: Infants' use of native language sound patterns to learn words

PubMed Central

Graf Estes, Katharine

2014-01-01

The present research investigated how infants apply prior knowledge of environmental regularities to support new learning. The experiments tested whether infants could exploit experience with native language (English) phonotactic patterns to facilitate associating sounds with meanings during word learning. Fourteen-month-olds heard fluent speech that contained cues for detecting target words; they were embedded in sequences that occur across word boundaries. A separate group heard the target words embedded without word boundary cues. Infants then participated in an object label-learning task. With the opportunity to use native language patterns to segment the target words, infants subsequently learned the labels. Without this experience, infants failed. Novice word learners can take advantage of early learning about sounds scaffold lexical development. PMID:24980741

Encoding Deficits Impede Word Learning and Memory in Adults With Developmental Language Disorders

PubMed Central

Gordon, Katherine; Eden, Nichole; Arbisi-Kelm, Tim; Oleson, Jacob

2017-01-01

Purpose The aim of this study was to determine whether the word-learning challenges associated with developmental language disorder (DLD) result from encoding or retention deficits. Method In Study 1, 59 postsecondary students with DLD and 60 with normal development (ND) took the California Verbal Learning Test–Second Edition, Adult Version (Delis, Kramer, Kaplan, & Ober, 2000). In Study 2, 23 postsecondary students with DLD and 24 with ND attempted to learn 9 novel words in each of 3 training conditions: uncued test, cued test, and no test (passive study). Retention was measured 1 day and 1 week later. Results By the end of training, students with DLD had encoded fewer familiar words (Study 1) and fewer novel words (Study 2) than their ND peers as evinced by word recall. They also demonstrated poorer encoding as evinced by slower growth in recall from Trials 1 to 2 (Studies 1 and 2), less semantic clustering of recalled words, and poorer recognition (Study 1). The DLD and ND groups were similar in the relative amount of information they could recall after retention periods of 5 and 20 min (Study 1). After a 1-day retention period, the DLD group recalled less information that had been encoded via passive study, but they performed as well as their ND peers when recalling information that had been encoded via tests (Study 2). Compared to passive study, encoding via tests also resulted in more robust lexical engagement after a 1-week retention for DLD and ND groups. Conclusions Encoding, not retention, is the problematic stage of word learning for adults with DLD. Self-testing with feedback lessens the deficit. Supplemental Materials https://doi.org/10.23641/asha.5435200 PMID:28980007

Relationships between Speech Intelligibility and Word Articulation Scores in Children with Hearing Loss

PubMed Central

Ertmer, David J.

2012-01-01

Purpose This investigation sought to determine whether scores from a commonly used word-based articulation test are closely associated with speech intelligibility in children with hearing loss. If the scores are closely related, articulation testing results might be used to estimate intelligibility. If not, the importance of direct assessment of intelligibility would be reinforced. Methods Forty-four children with hearing losses produced words from the Goldman-Fristoe Test of Articulation-2 and sets of 10 short sentences. Correlation analyses were conducted between scores for seven word-based predictor variables and percent-intelligible scores derived from listener judgments of stimulus sentences. Results Six of seven predictor variables were significantly correlated with percent-intelligible scores. However, regression analysis revealed that no single predictor variable or multi- variable model accounted for more than 25% of the variability in intelligibility scores. Implications The findings confirm the importance of assessing connected speech intelligibility directly. PMID:20220022

Investigation of Pre-Service English Language Teachers' Cognitive Structures about Some Key Concepts in Approaches and Methods in Language Teaching Course through Word Association Test

ERIC Educational Resources Information Center

Ersanli, Ceylan Yangin

2016-01-01

This study aims to map the cognitive structure of pre-service English language (EL) teachers about three key concepts related to approaches and methods in language teaching so as to discover their learning process and misconceptions. The study involves both qualitative and quantitative data. The researcher administrated a Word Association Test…

Production does not improve memory for face-name associations.

PubMed

Hourihan, Kathleen L; Smith, Alexis R S

2016-06-01

Strategies for learning face-name associations are generally difficult and time-consuming. However, research has shown that saying a word aloud improves our memory for that word relative to words from the same set that were read silently. Such production effects have been shown for words, pictures, text material, and even word pairs. Can production improve memory for face-name associations? In Experiment 1, participants studied face-name pairs by reading half of the names aloud and half of the names silently, and were tested with cued recall. In Experiment 2, names were repeated aloud (or silently) for the full trial duration. Neither experiment showed a production effect in cued recall. Bayesian analyses showed positive support for the null effect. One possibility is that participants spontaneously implemented more elaborate encoding strategies that overrode any influence of production. However, a more likely explanation for the null production effect is that only half of each stimulus pair was produced-the name, but not the face. Consistent with this explanation, in Experiment 3 a production effect was not observed in cued recall of word-word pairs in which only the target words were read aloud or silently. Averaged across all 3 experiments, aloud targets were more likely to be recalled than silent targets (though not associated with the correct cue). The production effect in associative memory appears to require both members of a pair to be produced. Surprisingly, production shows little promise as a strategy for improving memory for the names of people we have just met. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Is there something quantum-like about the human mental lexicon?

PubMed Central

Bruza, Peter; Kitto, Kirsty; Nelson, Douglas; McEvoy, Cathy

2010-01-01

Following an early claim by Nelson & McEvoy (35) suggesting that word associations can display ‘spooky action at a distance behaviour’, a serious investigation of the potentially quantum nature of such associations is currently underway. In this paper quantum theory is proposed as a framework suitable for modelling the human mental lexicon, specifically the results obtained from both intralist and extralist word association experiments. Some initial models exploring this hypothesis are discussed, and experiments capable of testing these models proposed. PMID:20224806

Mood-congruent attention and memory bias in dysphoria: Exploring the coherence among information-processing biases.

PubMed

Koster, Ernst H W; De Raedt, Rudi; Leyman, Lemke; De Lissnyder, Evi

2010-03-01

Recent studies indicate that depression is characterized by mood-congruent attention bias at later stages of information-processing. Moreover, depression has been associated with enhanced recall of negative information. The present study tested the coherence between attention and memory bias in dysphoria. Stable dysphoric (n = 41) and non-dysphoric (n = 41) undergraduates first performed a spatial cueing task that included negative, positive, and neutral words. Words were presented for 250 ms under conditions that allowed or prevented elaborate processing. Memory for the words presented in the cueing task was tested using incidental free recall. Dysphoric individuals exhibited an attention bias for negative words in the condition that allowed elaborate processing, with the attention bias for negative words predicting free recall of negative words. Results demonstrate the coherence of attention and memory bias in dysphoric individuals and provide suggestions on the influence of attention bias on further processing of negative material. 2009 Elsevier Ltd. All rights reserved.

Vocabulary Knowledge Predicts Lexical Processing: Evidence from a Group of Participants with Diverse Educational Backgrounds

PubMed Central

Mainz, Nina; Shao, Zeshu; Brysbaert, Marc; Meyer, Antje S.

2017-01-01

Vocabulary knowledge is central to a speaker's command of their language. In previous research, greater vocabulary knowledge has been associated with advantages in language processing. In this study, we examined the relationship between individual differences in vocabulary and language processing performance more closely by (i) using a battery of vocabulary tests instead of just one test, and (ii) testing not only university students (Experiment 1) but young adults from a broader range of educational backgrounds (Experiment 2). Five vocabulary tests were developed, including multiple-choice and open antonym and synonym tests and a definition test, and administered together with two established measures of vocabulary. Language processing performance was measured using a lexical decision task. In Experiment 1, vocabulary and word frequency were found to predict word recognition speed while we did not observe an interaction between the effects. In Experiment 2, word recognition performance was predicted by word frequency and the interaction between word frequency and vocabulary, with high-vocabulary individuals showing smaller frequency effects. While overall the individual vocabulary tests were correlated and showed similar relationships with language processing as compared to a composite measure of all tests, they appeared to share less variance in Experiment 2 than in Experiment 1. Implications of our findings concerning the assessment of vocabulary size in individual differences studies and the investigation of individuals from more varied backgrounds are discussed. PMID:28751871

Is red the colour of danger? Testing an implicit red-danger association.

PubMed

Pravossoudovitch, Karyn; Cury, Francois; Young, Steve G; Elliot, Andrew J

2014-01-01

Research using participant's self-reports has documented a link between red and danger. In this research, we used two different variants of a Stroop word evaluation task to test for the possibility of an implicit red-danger association using carefully controlled colour stimuli (equated on lightness and chroma). Experiment 1, using words as stimuli, yielded strong evidence of a link between red and danger, and weaker evidence of a green-safety association. Experiment 2, using symbols as stimuli, again yielded strong evidence of a link between red and danger; no green effects were observed. The findings were discussed in terms of the power and promise of red in signal communication.

Early Neural Markers of Implicit Attitudes: N170 Modulated by Intergroup and Evaluative Contexts in IAT.

PubMed

Ibáñez, Agustín; Gleichgerrcht, Ezequiel; Hurtado, Esteban; González, Ramiro; Haye, Andrés; Manes, Facundo F

2010-01-01

The Implicit Association Test (IAT) is the most popular measure to evaluate implicit attitudes. Nevertheless, its neural correlates are not yet fully understood. We examined event related potentials (ERPs) in response to face- and word processing while indigenous and non-indigenous participants performed an IAT displaying faces (ingroup and outgroup members) and words (positive and negative valence) as targets of category judgments. The N170 component was modulated by valence of words and by ingroup/outgroup face categorization. Contextual effects (face-words implicitly associated in the task) had an influence on the N170 amplitude modulation. On the one hand, in face categorization, right N170 showed differences according to the association between social categories of faces and affective valence of words. On the other, in word categorization, left N170 presented a similar modulation when the task implied a negative-valence associated with ingroup faces. Only indigenous participants showed a significant IAT effect and N170 differences. Our results demonstrate an early ERP blending of stimuli processing with both intergroup and evaluative contexts, suggesting an integration of contextual information related to intergroup attitudes during the early stages of word and face processing. To our knowledge, this is the first report of early ERPs during an ethnicity IAT, opening a new branch of exchange between social neuroscience and social psychology of attitudes.

Richness of information about novel words influences how episodic and semantic memory networks interact during lexicalization.

PubMed

Takashima, Atsuko; Bakker, Iske; van Hell, Janet G; Janzen, Gabriele; McQueen, James M

2014-01-01

The complementary learning systems account of declarative memory suggests two distinct memory networks, a fast-mapping, episodic system involving the hippocampus, and a slower semantic memory system distributed across the neocortex in which new information is gradually integrated with existing representations. In this study, we investigated the extent to which these two networks are involved in the integration of novel words into the lexicon after extensive learning, and how the involvement of these networks changes after 24h. In particular, we explored whether having richer information at encoding influences the lexicalization trajectory. We trained participants with two sets of novel words, one where exposure was only to the words' phonological forms (the form-only condition), and one where pictures of unfamiliar objects were associated with the words' phonological forms (the picture-associated condition). A behavioral measure of lexical competition (indexing lexicalization) indicated stronger competition effects for the form-only words. Imaging (fMRI) results revealed greater involvement of phonological lexical processing areas immediately after training in the form-only condition, suggesting that tight connections were formed between novel words and existing lexical entries already at encoding. Retrieval of picture-associated novel words involved the episodic/hippocampal memory system more extensively. Although lexicalization was weaker in the picture-associated condition, overall memory strength was greater when tested after a 24hour delay, probably due to the availability of both episodic and lexical memory networks to aid retrieval. It appears that, during lexicalization of a novel word, the relative involvement of different memory networks differs according to the richness of the information about that word available at encoding. © 2013.

Cognitive and anatomic double dissociation in the representation of concrete and abstract words in semantic variant and behavioral variant frontotemporal degeneration.

PubMed

Cousins, Katheryn A Q; York, Collin; Bauer, Laura; Grossman, Murray

2016-04-01

We examine the anatomic basis for abstract and concrete lexical representations in semantic memory by assessing patients with focal neurodegenerative disease. Prior evidence from healthy adult studies suggests that there may be an anatomical dissociation between abstract and concrete representations: abstract words more strongly activate the left inferior frontal gyrus relative to concrete words, while concrete words more strongly activate left anterior-inferior temporal regions. However, this double dissociation has not been directly examined. We test this dissociation in two patient groups with focal cortical atrophy in each of these regions, the behavioral variant of Frontotemporal Degeneration (bvFTD) and the semantic variant of Primary Progressive Aphasia (svPPA). We administered an associativity judgment task for abstract and concrete words, where subjects select which of two words is best associated with a given target word. Both bvFTD and svPPA patients were significantly impaired in their overall performance compared to controls. While controls treated concrete and abstract words equally, we found a category-specific double dissociation in patients' judgments: bvFTD patients showed a concreteness effect (CE), with significantly worse performance for abstract compared to concrete words, while svPPA patients showed reversal of the CE, with significantly worse performance for concrete over abstract words. Regression analyses also revealed an anatomic double dissociation: The CE is associated with inferior frontal atrophy in bvFTD, while reversal of the CE is associated with left anterior-inferior temporal atrophy in svPPA. These results support a cognitive and anatomic model of semantic memory organization where abstract and concrete representations are supported by dissociable neuroanatomic substrates. Copyright © 2016 Elsevier Ltd. All rights reserved.

Stereotype threat reduces false recognition when older adults are forewarned.

PubMed

Wong, Jessica T; Gallo, David A

2016-01-01

Exposing older adults to ageing stereotypes can reduce their memory for studied information--a phenomenon attributed to stereotype threat--but little is known about stereotype effects on false memory. Here, we assessed ageing stereotype effects on the Deese-Roediger-McDermott false memory illusion. Older adults studied lists of semantically associated words, and then read a passage about age-related memory decline (threat condition) or an age-neutral passage (control condition). They then took a surprise memory test with a warning to avoid false recognition of non-studied associates. Relative to the control condition, activating stereotype threat reduced the recognition of both studied and non-studied words, implicating a conservative criterion shift for associated test words. These results indicate that stereotype threat can reduce false memory, and they help to clarify mixed results from prior ageing research. Consistent with the regulatory focus hypothesis, threat motivates older adults to respond more conservatively when error-prevention is emphasised at retrieval.

Top-down processing of symbolic meanings modulates the visual word form area.

PubMed

Song, Yiying; Tian, Moqian; Liu, Jia

2012-08-29

Functional magnetic resonance imaging (fMRI) studies on humans have identified a region in the left middle fusiform gyrus consistently activated by written words. This region is called the visual word form area (VWFA). Recently, a hypothesis, called the interactive account, is proposed that to effectively analyze the bottom-up visual properties of words, the VWFA receives predictive feedback from higher-order regions engaged in processing sounds, meanings, or actions associated with words. Further, this top-down influence on the VWFA is independent of stimulus formats. To test this hypothesis, we used fMRI to examine whether a symbolic nonword object (e.g., the Eiffel Tower) intended to represent something other than itself (i.e., Paris) could activate the VWFA. We found that scenes associated with symbolic meanings elicited a higher VWFA response than those not associated with symbolic meanings, and such top-down modulation on the VWFA can be established through short-term associative learning, even across modalities. In addition, the magnitude of the symbolic effect observed in the VWFA was positively correlated with the subjective experience on the strength of symbol-referent association across individuals. Therefore, the VWFA is likely a neural substrate for the interaction of the top-down processing of symbolic meanings with the analysis of bottom-up visual properties of sensory inputs, making the VWFA the location where the symbolic meaning of both words and nonword objects is represented.

The effect of encoding manipulation on word-stem cued recall: an event-related potential study.

PubMed

Fay, Séverine; Isingrini, Michel; Ragot, Richard; Pouthas, Viviane

2005-08-01

The purpose of the present study was to find out whether the neural correlates of explicit retrieval from episodic memory would vary according to conditions at encoding when the words were presented in separate study/test blocks. Event-related potentials (ERPs) were recorded while participants performed a word-stem cued-recall task. Deeply (semantically) studied words were associated with higher levels of recall and faster response times than shallowly (lexically) studied words. Robust ERP old/new effects were observed for each encoding condition. They varied in magnitude, being largest in the semantic condition. As expected, scalp distributions also differed: for deeply studied words, the old/new effect resembled that found in previous ERP studies of word-stem cued-recall tasks (parietal and right frontal effects, between 400-800 and 800-1100 ms post-stimulus), whereas for shallowly studied words, the parietal old/new effect was absent in the latter latency window. These results can be interpreted as reflecting access to different kinds of memory representation depending on the nature of the processing engaged during encoding. Furthermore, differences in the ERPs elicited by new items indicate that subjects adopted different processing strategies in the test blocks following each encoding condition.

Applicability of the Compensatory Encoding Model in Foreign Language Reading: An Investigation with Chinese College English Language Learners

PubMed Central

Han, Feifei

2017-01-01

While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified into language-oriented strategies, content-oriented strategies, re-reading, pausing, and meta-comment. The correlation analyses showed that while word recognition and working memory were only significantly related to frequency of language-oriented strategies, re-reading, and pausing, but not with reading comprehension. Jointly viewed, the results of the two studies, complimenting each other, supported the applicability of the Compensatory Encoding Model in FL reading with Chinese college ELLs. PMID:28522984

Applicability of the Compensatory Encoding Model in Foreign Language Reading: An Investigation with Chinese College English Language Learners.

PubMed

Han, Feifei

2017-01-01

While some first language (L1) reading models suggest that inefficient word recognition and small working memory tend to inhibit higher-level comprehension processes; the Compensatory Encoding Model maintains that slow word recognition and small working memory do not normally hinder reading comprehension, as readers are able to operate metacognitive strategies to compensate for inefficient word recognition and working memory limitation as long as readers process a reading task without time constraint. Although empirical evidence is accumulated for support of the Compensatory Encoding Model in L1 reading, there is lack of research for testing of the Compensatory Encoding Model in foreign language (FL) reading. This research empirically tested the Compensatory Encoding Model in English reading among Chinese college English language learners (ELLs). Two studies were conducted. Study one focused on testing whether reading condition varying time affects the relationship between word recognition, working memory, and reading comprehension. Students were tested on a computerized English word recognition test, a computerized Operation Span task, and reading comprehension in time constraint and non-time constraint reading. The correlation and regression analyses showed that the strength of association was much stronger between word recognition, working memory, and reading comprehension in time constraint than that in non-time constraint reading condition. Study two examined whether FL readers were able to operate metacognitive reading strategies as a compensatory way of reading comprehension for inefficient word recognition and working memory limitation in non-time constraint reading. The participants were tested on the same computerized English word recognition test and Operation Span test. They were required to think aloud while reading and to complete the comprehension questions. The think-aloud protocols were coded for concurrent use of reading strategies, classified into language-oriented strategies, content-oriented strategies, re-reading, pausing, and meta-comment. The correlation analyses showed that while word recognition and working memory were only significantly related to frequency of language-oriented strategies, re-reading, and pausing, but not with reading comprehension. Jointly viewed, the results of the two studies, complimenting each other, supported the applicability of the Compensatory Encoding Model in FL reading with Chinese college ELLs.

How phonological awareness mediates the relation between working memory and word reading efficiency in children with dyslexia.

PubMed

Knoop-van Campen, Carolien A N; Segers, Eliane; Verhoeven, Ludo

2018-05-01

This study examined the relation between working memory, phonological awareness, and word reading efficiency in fourth-grade children with dyslexia. To test whether the relation between phonological awareness and word reading efficiency differed for children with dyslexia versus typically developing children, we assessed phonological awareness and word reading efficiency in 50 children with dyslexia (aged 9;10, 35 boys) and 613 typically developing children (aged 9;5, 279 boys). Phonological awareness was found to be associated with word reading efficiency, similar for children with dyslexia and typically developing children. To find out whether the relation between working memory and word reading efficiency in the group with dyslexia could be explained by phonological awareness, the children with dyslexia were also tested on working memory. Results of a mediation analysis showed a significant indirect effect of working memory on word reading efficiency via phonological awareness. Working memory predicted reading efficiency, via its relation with phonological awareness in children with dyslexia. This indicates that working memory is necessary for word reading efficiency via its impact on phonological awareness and that phonological awareness continues to be important for word reading efficiency in older children with dyslexia. © 2018 The Authors Dyslexia Published by John Wiley & Sons Ltd.

A brief introduction to the word associate test

PubMed Central

Verplanck, William S.

1992-01-01

An examination format assessing the intraverbal repertoire of individuals in psychology is described and results using it reported. The Associate Test is easy to prepare, to take, and to grade. Its reliability measures are satisfactory; its ability to predict later behavior is reported upon. The Associate Test is computer friendly, and its methods can be applied for examination in any field, and at any level. PMID:22477050

Meaningful Memory in Acute Anorexia Nervosa Patients-Comparing Recall, Learning, and Recognition of Semantically Related and Semantically Unrelated Word Stimuli.

PubMed

Terhoeven, Valentin; Kallen, Ursula; Ingenerf, Katrin; Aschenbrenner, Steffen; Weisbrod, Matthias; Herzog, Wolfgang; Brockmeyer, Timo; Friederich, Hans-Christoph; Nikendei, Christoph

2017-03-01

It is unclear whether observed memory impairment in anorexia nervosa (AN) depends on the semantic structure (categorized words) of material to be encoded. We aimed to investigate the processing of semantically related information in AN. Memory performance was assessed in a recall, learning, and recognition test in 27 adult women with AN (19 restricting, 8 binge-eating/purging subtype; average disease duration: 9.32 years) and 30 healthy controls using an extended version of the Rey Auditory Verbal Learning Test, applying semantically related and unrelated word stimuli. Short-term memory (immediate recall, learning), regardless of semantics of the words, was significantly worse in AN patients, whereas long-term memory (delayed recall, recognition) did not differ between AN patients and controls. Semantics of stimuli do not have a better effect on memory recall in AN compared to CO. Impaired short-term versus long-term memory is discussed in relation to dysfunctional working memory in AN. Copyright © 2016 John Wiley & Sons, Ltd and Eating Disorders Association. Copyright © 2016 John Wiley & Sons, Ltd and Eating Disorders Association.

The role of reference in cross-situational word learning.

PubMed

Wang, Felix Hao; Mintz, Toben H

2018-01-01

Word learning involves massive ambiguity, since in a particular encounter with a novel word, there are an unlimited number of potential referents. One proposal for how learners surmount the problem of ambiguity is that learners use cross-situational statistics to constrain the ambiguity: When a word and its referent co-occur across multiple situations, learners will associate the word with the correct referent. Yu and Smith (2007) propose that these co-occurrence statistics are sufficient for word-to-referent mapping. Alternative accounts hold that co-occurrence statistics alone are insufficient to support learning, and that learners are further guided by knowledge that words are referential (e.g., Waxman & Gelman, 2009). However, no behavioral word learning studies we are aware of explicitly manipulate subjects' prior assumptions about the role of the words in the experiments in order to test the influence of these assumptions. In this study, we directly test whether, when faced with referential ambiguity, co-occurrence statistics are sufficient for word-to-referent mappings in adult word-learners. Across a series of cross-situational learning experiments, we varied the degree to which there was support for the notion that the words were referential. At the same time, the statistical information about the words' meanings was held constant. When we overrode support for the notion that words were referential, subjects failed to learn the word-to-referent mappings, but otherwise they succeeded. Thus, cross-situational statistics were useful only when learners had the goal of discovering mappings between words and referents. We discuss the implications of these results for theories of word learning in children's language acquisition. Copyright © 2017 Elsevier B.V. All rights reserved.

Word learning in adults with second-language experience: effects of phonological and referent familiarity.

PubMed

Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

2013-04-01

The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar versus unfamiliar referents and whether successful word learning is associated with increased second-language experience. Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically familiar novel words (constructed using English sounds) or phonologically unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition task. A median-split procedure identified high-ability and low-ability word learners in each condition, and the two groups were compared on measures of second-language experience. Findings suggest that the ability to accurately match newly learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: in which phonologically unfamiliar novel words were paired with familiar referents. Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults.

Word learning in adults with second language experience: Effects of phonological and referent familiarity

PubMed Central

Kaushanskaya, Margarita; Yoo, Jeewon; Van Hecke, Stephanie

2014-01-01

Purpose The goal of this research was to examine whether phonological familiarity exerts different effects on novel word learning for familiar vs. unfamiliar referents, and whether successful word-learning is associated with increased second-language experience. Method Eighty-one adult native English speakers with various levels of Spanish knowledge learned phonologically-familiar novel words (constructed using English sounds) or phonologically-unfamiliar novel words (constructed using non-English and non-Spanish sounds) in association with either familiar or unfamiliar referents. Retention was tested via a forced-choice recognition-task. A median-split procedure identified high-ability and low-ability word-learners in each condition, and the two groups were compared on measures of second-language experience. Results Findings suggest that the ability to accurately match newly-learned novel names to their appropriate referents is facilitated by phonological familiarity only for familiar referents but not for unfamiliar referents. Moreover, more extensive second-language learning experience characterized superior learners primarily in one word-learning condition: Where phonologically-unfamiliar novel words were paired with familiar referents. Conclusions Together, these findings indicate that phonological familiarity facilitates novel word learning only for familiar referents, and that experience with learning a second language may have a specific impact on novel vocabulary learning in adults. PMID:22992709

Clue Insensitivity in Remote Associates Test Problem Solving

ERIC Educational Resources Information Center

Smith, Steven M.; Sifonis, Cynthia M.; Angello, Genna

2012-01-01

Does spreading activation from incidentally encountered hints cause incubation effects? We used Remote Associates Test (RAT) problems to examine effects of incidental clues on impasse resolution. When solution words were seen incidentally 3-sec before initially unsolved problems were retested, more problems were resolved (Experiment 1). When…

The representation of getting ill in adolescents with systemic lupus erythematosus.

PubMed

Ceppas Resende, Ondina Lúcia; Barbosa, Maria Tereza Serrano; Simões, Bruno Francisco Teixeira; Velasque, Luciane de Souza

This study, developed in a federal hospital in the city of Rio de Janeiro, has aimed to analyze the social representation of chronic disease and its treatment, in the perspective of adolescents and their caregivers. The sample consisted of 31 adolescents (11-21 years) with systemic lupus erythematosus and 19 caregivers (32-66 years), followed in the pediatrics and in the internal medicine outpatient clinics for a period of six months. Data was collected from the free association of words test, using chronic disease and treatment of chronic disease impulses, and later submitted to the Multiple Correspondence Analysis using the R software. The group of adolescents associated the impulse chronic disease with the words medication, bad, illness, difficulty, no cure, faith and joy; and in the group of caregivers, to care, treatment, no cure and the word 'no'. The impulse treatment of chronic disease was associated, in the group of adolescents, with the words patience, improvement, help, affection, care and bad; and in the group of caregivers, to caring, hope, schedule, knowledge, obedience, medication, professional and improvement. Caregivers also associated impulses and words according to age: chronic disease was associated with the word care (over 61 years), pain and impotence (42-61 years), treatment (22-41 years); and treatment of chronic disease, with the words strength (over 61 years), professional, knowledge and improvement (42-61 years), affection and schedule (22-41 years). Considering as subjective and dynamic the experience of getting ill, knowing the representations can contribute to the orientation of conduct and type of psychotherapeutic intervention needed. Copyright © 2016 Elsevier Editora Ltda. All rights reserved.

Taboo words: the effect of emotion on memory for peripheral information.

PubMed

Guillet, Rebecca; Arndt, Jason

2009-09-01

In three experiments, we examined memory for peripheral information that occurred in the same context as emotion-inducing information. In the first two experiments, participants studied either a sentence (Experiment 1) or a pair of words (Experiments 2A-2C) containing a neutral peripheral word, as well as a neutral, negative-valence, or taboo word, to induce an emotional response. At retrieval, the participants were asked to recall the neutral peripheral word from a sentence fragment or emotion-inducing word cue. In Experiment 3, we presented word pairs at encoding and tested memory with associative recognition. In all three experiments, memory for peripheral words was enhanced when it was encoded in the presence of emotionally arousing taboo words but not when it was encoded in the presence of words that were only negative in valence. These data are consistent with priority-binding theory (MacKay et al., 2004) and inconsistent with the attention-narrowing hypothesis (Easterbrook, 1959), as well as with object-based binding theory (Mather, 2007).

The low-frequency encoding disadvantage: Word frequency affects processing demands.

PubMed

Diana, Rachel A; Reder, Lynne M

2006-07-01

Low-frequency words produce more hits and fewer false alarms than high-frequency words in a recognition task. The low-frequency hit rate advantage has sometimes been attributed to processes that operate during the recognition test (e.g., L. M. Reder et al., 2000). When tasks other than recognition, such as recall, cued recall, or associative recognition, are used, the effects seem to contradict a low-frequency advantage in memory. Four experiments are presented to support the claim that in addition to the advantage of low-frequency words at retrieval, there is a low-frequency disadvantage during encoding. That is, low-frequency words require more processing resources to be encoded episodically than high-frequency words. Under encoding conditions in which processing resources are limited, low-frequency words show a larger decrement in recognition than high-frequency words. Also, studying items (pictures and words of varying frequencies) along with low-frequency words reduces performance for those stimuli. Copyright 2006 APA, all rights reserved.

Using speakers' referential intentions to model early cross-situational word learning.

PubMed

Frank, Michael C; Goodman, Noah D; Tenenbaum, Joshua B

2009-05-01

Word learning is a "chicken and egg" problem. If a child could understand speakers' utterances, it would be easy to learn the meanings of individual words, and once a child knows what many words mean, it is easy to infer speakers' intended meanings. To the beginning learner, however, both individual word meanings and speakers' intentions are unknown. We describe a computational model of word learning that solves these two inference problems in parallel, rather than relying exclusively on either the inferred meanings of utterances or cross-situational word-meaning associations. We tested our model using annotated corpus data and found that it inferred pairings between words and object concepts with higher precision than comparison models. Moreover, as the result of making probabilistic inferences about speakers' intentions, our model explains a variety of behavioral phenomena described in the word-learning literature. These phenomena include mutual exclusivity, one-trial learning, cross-situational learning, the role of words in object individuation, and the use of inferred intentions to disambiguate reference.

Social interaction facilitates word learning in preverbal infants: Word-object mapping and word segmentation.

PubMed

Hakuno, Yoko; Omori, Takahide; Yamamoto, Jun-Ichi; Minagawa, Yasuyo

2017-08-01

In natural settings, infants learn spoken language with the aid of a caregiver who explicitly provides social signals. Although previous studies have demonstrated that young infants are sensitive to these signals that facilitate language development, the impact of real-life interactions on early word segmentation and word-object mapping remains elusive. We tested whether infants aged 5-6 months and 9-10 months could segment a word from continuous speech and acquire a word-object relation in an ecologically valid setting. In Experiment 1, infants were exposed to a live tutor, while in Experiment 2, another group of infants were exposed to a televised tutor. Results indicate that both younger and older infants were capable of segmenting a word and learning a word-object association only when the stimuli were derived from a live tutor in a natural manner, suggesting that real-life interaction enhances the learning of spoken words in preverbal infants. Copyright © 2017 Elsevier Inc. All rights reserved.

Neural correlates of differential retrieval orientation: Sustained and item-related components.

PubMed

Woodruff, C Chad; Uncapher, Melina R; Rugg, Michael D

2006-01-01

Retrieval orientation refers to a cognitive state that biases processing of retrieval cues in service of a specific goal. The present study used a mixed fMRI design to investigate whether adoption of different retrieval orientations - as indexed by differences in the activity elicited by retrieval cues corresponding to unstudied items - is associated with differences in the state-related activity sustained across a block of test trials sharing a common retrieval goal. Subjects studied mixed lists comprising visually presented words and pictures. They then undertook a series of short test blocks in which all test items were visually presented words. The blocks varied according to whether the test items were used to cue retrieval of studied words or studied pictures. In several regions, neural activity elicited by correctly classified new items differed according to whether words or pictures were the targeted material. The loci of these effects suggest that one factor driving differential cue processing is modulation of the degree of overlap between cue and targeted memory representations. In addition to these item-related effects, neural activity sustained throughout the test blocks also differed according to the nature of the targeted material. These findings indicate that the adoption of different retrieval orientations is associated with distinct neural states. The loci of these sustained effects were distinct from those where new item activity varied, suggesting that the effects may play a role in biasing retrieval cue processing in favor of the current retrieval goal.

Memory, priority encoding, and overcoming high-value proactive interference in younger and older adults.

PubMed

Friedman, Michael C; Castel, Alan D

2013-01-01

It is often necessary to remember important information while directing attention away from encoding less valuable information. To examine how aging influences the ability to control and update the encoding of high-value information, younger and older adults studied six lists of words that varied in terms of the point values associated with each word. The words were paired with the same high and low point values for three study-test cycles, but on the fourth and subsequent cycles the value-word pairings were switched such that the lowest value pairs became the highest values (and vice versa). For the first three study-test cycles, younger adults outperformed older adults in terms of the number of words recalled and overall point totals, but performance was similar in terms of selectively remembering high-value words. When the values were switched, both groups displayed substantial interference from the previous pairings. Although both groups improved with additional study-test cycles, only younger adults were able to fully recover from the interference effects. A similar, and more pronounced, set of results were obtained when positive and negative point values were paired with the words. The findings are interpreted in a value-directed remembering framework, emphasizing the role of benefits and costs of strategic encoding and age-related differences in the effects of interference on memory.

[Attempt for development of rapid word reading test for children--evaluation of reliability and validity].

PubMed

Hashimoto, Ryusaku; Kashiwagi, Mitsuru; Suzuki, Shuhei

2008-09-01

We developed a rapid word reading test for examining the phonological processing ability of Japanese children. We prepared two versions of the test, version A and B. Each test has word and non-word tasks. Twenty-two healthy boys of third grade in primary schools participated in this validation study. For criterion related validity, we performed the serial Hiragana reading test, the sentence reading test, Raven's coloured progressive matrices (RCPM), the Token test for children, the Kana word dictation test, the standardized comprehension test of abstract words (SCTAW), and Trail Circle test. The reading times of the newly developed test correlated moderately or highly with those of the serial Hiragana reading test and the sentence reading test. However, the scores of the other tests (RCPM, Token test for children, Kana word dictation test, SCTAW, Trail Circle test) did not correlated with the reading time of the rapid word reading test. Test-retest reliabilities in the word tasks were more than moderate: 0.52 and 0.76 in versions A and B, while those in the non-word tasks were high: 0.91 and 0.88 in versions A and B. The correlation coefficient between versions A and B was 0.7 for the word tasks and 0.92 for the non-word tasks. This study showed that the rapid word reading test has substantial validity and reliability for testing the phonological processing ability of Japanese children. In addition, the non-word tasks were more suitable for selectively examining the speed of the grapheme to phoneme conversion process.

Motormouth: mere exposure depends on stimulus-specific motor simulations.

PubMed

Topolinski, Sascha; Strack, Fritz

2009-03-01

The authors apply an embodied account to mere exposure, arguing that through the repeated exposure of a particular stimulus, motor responses specifically associated to that stimulus are repeatedly simulated, thus trained, and become increasingly fluent. This increased fluency drives preferences for repeated stimuli. This hypothesis was tested by blocking stimulus-specific motor simulations during repeated exposure. In Experiment 1, chewing gum while evaluating stimuli destroyed mere exposure effects (MEEs) for words but not for visual characters. However, concurrently kneading a ball left both MEEs unaffected. In Experiment 2, concurrently whispering an unrelated word destroyed MEEs for words but not for characters, even when implemented either exclusively during the initial presentation or during the test phase and when the first presentation involved an evaluation or a mere study of the stimuli. In Experiment 3, a double dissociation between 2 classes of stimuli was demonstrated, namely, words (oral) and tunes (vocal). A concurrent oral task (tongue movements) destroyed MEEs for words but not for tone sequences. A concurrent vocal task (humming "mm-hm") destroyed MEEs for tone sequences but not for words. (c) 2009 APA, all rights reserved

Retrieval monitoring and anosognosia in Alzheimer's disease.

PubMed

Gallo, David A; Chen, Jennifer M; Wiseman, Amy L; Schacter, Daniel L; Budson, Andrew E

2007-09-01

This study explored the relationship between episodic memory and anosognosia (a lack of deficit awareness) among patients with mild Alzheimer's disease (AD). Participants studied words and pictures for subsequent memory tests. Healthy older adults made fewer false recognition errors when trying to remember pictures compared with words, suggesting that the perceptual distinctiveness of picture memories enhanced retrieval monitoring (the distinctiveness heuristic). In contrast, although participants with AD could discriminate between studied and nonstudied items, they had difficulty recollecting the specific presentation formats (words or pictures), and they had limited use of the distinctiveness heuristic. Critically, the demands of the memory test modulated the relationship between memory accuracy and anosognosia. Greater anosognosia was associated with impaired memory accuracy when participants with AD tried to remember words but not when they tried to remember pictures. These data further delineate the retrieval monitoring difficulties among individuals with AD and suggest that anosognosia measures are most likely to correlate with memory tests that require the effortful retrieval of nondistinctive information. (PsycINFO Database Record (c) 2007 APA, all rights reserved).

Unconscious mood-congruent memory bias in depression.

PubMed

Watkins, P C; Vache, K; Verney, S P; Muller, S; Mathews, A

1996-02-01

The purpose of this study was to investigate an unconscious or implicit mood-congruent memory (MCM) bias in clinical depression. Many studies have shown an explicit memory bias, but no study has yet found an implicit MCM bias in clinical depression. The authors compared depressed and control group participants on a conceptually driven implicit memory test. After studying words of positive, neutral, and negative affective valences, participants produced free associations to various cues. Implicit memory or priming was demonstrated by the production of more studied than unstudied words to the association cues. Depressed participants showed more priming of negative words, whereas controls showed more priming of positive words, thus supporting the MCM pattern. Also, no implicit memory deficit was found in depressed participants. These findings are discussed in the context of several prominent theories of cognition and depression.

The role of emotionality in the acquisition of new concrete and abstract words.

PubMed

Ferré, Pilar; Ventura, David; Comesaña, Montserrat; Fraga, Isabel

2015-01-01

A processing advantage for emotional words relative to neutral words has been widely demonstrated in the monolingual domain (e.g., Kuperman et al., 2014). It is also well-known that, in bilingual speakers who have a certain degree of proficiency in their second language, the effects of the affective content of words on cognition are not restricted to the native language (e.g., Ferré et al., 2010). The aim of the present study was to test whether this facilitatory effect can also be obtained during the very early stages of word acquisition. In the context of a novel word learning paradigm, participants were trained on a set of Basque words by associating them to their Spanish translations. Words' concreteness and affective valence were orthogonally manipulated. Immediately after the learning phase and 1 week later, participants were tested in a Basque go-no go lexical decision task as well as in a translation task in which they had to provide the Spanish translation of the Basque words. A similar pattern of results was found across tasks and sessions, revealing main effects of concreteness and emotional content as well as an interaction between both factors. Thus, the emotional content facilitated the acquisition of abstract, but not concrete words, in the new language, with a more reliable effect for negative words than for positive ones. The results are discussed in light of the embodied theoretical view of semantic representation proposed by Kousta et al. (2011).

Lexical Association and False Memory for Words in Two Cultures

ERIC Educational Resources Information Center

Lee, Yuh-Shiow; Chiang, Wen-Chi; Hung, Hsu-Ching

2008-01-01

This study examined the relationship between language experience and false memory produced by the DRM paradigm. The word lists used in Stadler, et al. (Memory & Cognition, 27, 494-500, 1999) were first translated into Chinese. False recall and false recognition for critical non-presented targets were then tested on a group of Chinese users.…

Encoding Deficits Impede Word Learning and Memory in Adults with Developmental Language Disorders

ERIC Educational Resources Information Center

McGregor, Karla K.; Gordon, Katherine; Eden, Nichole; Arbisi-Kelm, Tim; Oleson, Jacob

2017-01-01

Purpose: The aim of this study was to determine whether the word-learning challenges associated with developmental language disorder (DLD) result from encoding or retention deficits. Method In Study 1, 59 postsecondary students with DLD and 60 with normal development (ND) took the California Verbal Learning Test-Second Edition, Adult Version…

Qualitative Differences in the Representation of Abstract versus Concrete Words: Evidence from the Visual-World Paradigm

ERIC Educational Resources Information Center

Dunabeitia, Jon Andoni; Aviles, Alberto; Afonso, Olivia; Scheepers, Christoph; Carreiras, Manuel

2009-01-01

In the present visual-world experiment, participants were presented with visual displays that included a target item that was a semantic associate of an abstract or a concrete word. This manipulation allowed us to test a basic prediction derived from the qualitatively different representational framework that supports the view of different…

Left temporal and temporoparietal brain activity depends on depth of word encoding: a magnetoencephalographic study in healthy young subjects.

PubMed

Walla, P; Hufnagl, B; Lindinger, G; Imhof, H; Deecke, L; Lang, W

2001-03-01

Using a 143-channel whole-head magnetoencephalograph (MEG) we recorded the temporal changes of brain activity from 26 healthy young subjects (14 females) related to shallow perceptual and deep semantic word encoding. During subsequent recognition tests, the subjects had to recognize the previously encoded words which were interspersed with new words. The resulting mean memory performances across all subjects clearly mirrored the different levels of encoding. The grand averaged event-related fields (ERFs) associated with perceptual and semantic word encoding differed significantly between 200 and 550 ms after stimulus onset mainly over left superior temporal and left superior parietal sensors. Semantic encoding elicited higher brain activity than perceptual encoding. Source localization procedures revealed that neural populations of the left temporal and temporoparietal brain areas showed different activity strengths across the whole group of subjects depending on depth of word encoding. We suggest that the higher brain activity associated with deep encoding as compared to shallow encoding was due to the involvement of more neural systems during the processing of visually presented words. Deep encoding required more energy than shallow encoding but for all that led to a better memory performance. Copyright 2001 Academic Press.

Semantic and phonological schema influence spoken word learning and overnight consolidation.

PubMed

Havas, Viktória; Taylor, Jsh; Vaquero, Lucía; de Diego-Balaguer, Ruth; Rodríguez-Fornells, Antoni; Davis, Matthew H

2018-06-01

We studied the initial acquisition and overnight consolidation of new spoken words that resemble words in the native language (L1) or in an unfamiliar, non-native language (L2). Spanish-speaking participants learned the spoken forms of novel words in their native language (Spanish) or in a different language (Hungarian), which were paired with pictures of familiar or unfamiliar objects, or no picture. We thereby assessed, in a factorial way, the impact of existing knowledge (schema) on word learning by manipulating both semantic (familiar vs unfamiliar objects) and phonological (L1- vs L2-like novel words) familiarity. Participants were trained and tested with a 12-hr intervening period that included overnight sleep or daytime awake. Our results showed (1) benefits of sleep to recognition memory that were greater for words with L2-like phonology and (2) that learned associations with familiar but not unfamiliar pictures enhanced recognition memory for novel words. Implications for complementary systems accounts of word learning are discussed.

Near or far: The effect of spatial distance and vocabulary knowledge on word learning.

PubMed

Axelsson, Emma L; Perry, Lynn K; Scott, Emilly J; Horst, Jessica S

2016-01-01

The current study investigated the role of spatial distance in word learning. Two-year-old children saw three novel objects named while the objects were either in close proximity to each other or spatially separated. Children were then tested on their retention for the name-object associations. Keeping the objects spatially separated from each other during naming was associated with increased retention for children with larger vocabularies. Children with a lower vocabulary size demonstrated better retention if they saw objects in close proximity to each other during naming. This demonstrates that keeping a clear view of objects during naming improves word learning for children who have already learned many words, but keeping objects within close proximal range is better for children at earlier stages of vocabulary acquisition. The effect of distance is therefore not equal across varying vocabulary sizes. The influences of visual crowding, cognitive load, and vocabulary size on word learning are discussed. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

Individual language experience modulates rapid formation of cortical memory circuits for novel words

PubMed Central

Kimppa, Lilli; Kujala, Teija; Shtyrov, Yury

2016-01-01

Mastering multiple languages is an increasingly important ability in the modern world; furthermore, multilingualism may affect human learning abilities. Here, we test how the brain’s capacity to rapidly form new representations for spoken words is affected by prior individual experience in non-native language acquisition. Formation of new word memory traces is reflected in a neurophysiological response increase during a short exposure to novel lexicon. Therefore, we recorded changes in electrophysiological responses to phonologically native and non-native novel word-forms during a perceptual learning session, in which novel stimuli were repetitively presented to healthy adults in either ignore or attend conditions. We found that larger number of previously acquired languages and earlier average age of acquisition (AoA) predicted greater response increase to novel non-native word-forms. This suggests that early and extensive language experience is associated with greater neural flexibility for acquiring novel words with unfamiliar phonology. Conversely, later AoA was associated with a stronger response increase for phonologically native novel word-forms, indicating better tuning of neural linguistic circuits to native phonology. The results suggest that individual language experience has a strong effect on the neural mechanisms of word learning, and that it interacts with the phonological familiarity of the novel lexicon. PMID:27444206

An exploratory study of linguistic-colour associations across languages in multilingual synaesthetes.

PubMed

Barnett, Kylie J; Feeney, Joanne; Gormley, Michael; Newell, Fiona N

2009-07-01

In one of the most common forms of synaesthesia, linguistic-colour synaesthesia, colour is induced by stimuli such as numbers, letters, days of the week, and months of the year. It is not clear, however, whether linguistic-colour synaesthesia is determined more by higher level semantic information--that is, word meaning--or by lower level grapheme or phoneme structure. To explore this issue, we tested whether colour is consistently induced by grapheme or phoneme form or word meaning in bilingual and trilingual linguistic-colour synaesthetes. We reasoned that if the induced colour was related to word meaning, rather than to the acoustic or visual properties of the words, then the induced colours would remain consistent across languages. We found that colours were not consistently related to word meaning across languages. Instead, induced colours were more related to form properties of the word across languages, particularly visual structure. However, the type of inducing stimulus influenced specific colour associations. For example, colours to months of the year were more consistent across languages than were colours to numbers or days of the week. Furthermore, the effect of inducing stimuli was also associated with the age of acquisition of additional languages. Our findings are discussed with reference to a critical period in language acquisition on synaesthesia.

Dynamic burstiness of word-occurrence and network modularity in textbook systems

NASA Astrophysics Data System (ADS)

Cui, Xue-Mei; Yoon, Chang No; Youn, Hyejin; Lee, Sang Hoon; Jung, Jean S.; Han, Seung Kee

2017-12-01

We show that the dynamic burstiness of word occurrence in textbook systems is attributed to the modularity of the word association networks. At first, a measure of dynamic burstiness is introduced to quantify burstiness of word occurrence in a textbook. The advantage of this measure is that the dynamic burstiness is decomposable into two contributions: one coming from the inter-event variance and the other from the memory effects. Comparing network structures of physics textbook systems with those of surrogate random textbooks without the memory or variance effects are absent, we show that the network modularity increases systematically with the dynamic burstiness. The intra-connectivity of individual word representing the strength of a tie with which a node is bound to a module accordingly increases with the dynamic burstiness, suggesting individual words with high burstiness are strongly bound to one module. Based on the frequency and dynamic burstiness, physics terminology is classified into four categories: fundamental words, topical words, special words, and common words. In addition, we test the correlation between the dynamic burstiness of word occurrence and network modularity using a two-state model of burst generation.

Specifying the role of the left prefrontal cortex in word selection

PubMed Central

Ries, S. K; Karzmark, C. R.; Navarrete, E.; Knight, R. T.; Dronkers, N. F.

2015-01-01

Word selection allows us to choose words during language production. This is often viewed as a competitive process wherein a lexical representation is retrieved among semantically-related alternatives. The left prefrontal cortex (LPFC) is thought to help overcome competition for word selection through top-down control. However, whether the LPFC is always necessary for word selection remains unclear. We tested 6 LPFC-injured patients and controls in two picture naming paradigms varying in terms of item repetition. Both paradigms elicited the expected semantic interference effects (SIE), reflecting interference caused by semantically-related representations in word selection. However, LPFC patients as a group showed a larger SIE than controls only in the paradigm involving item repetition. We argue that item repetition increases interference caused by semantically-related alternatives, resulting in increased LPFC-dependent cognitive control demands. The remaining network of brain regions associated with word selection appears to be sufficient when items are not repeated. PMID:26291289

Importance Sampling of Word Patterns in DNA and Protein Sequences

PubMed Central

Chan, Hock Peng; Chen, Louis H.Y.

2010-01-01

Abstract Monte Carlo methods can provide accurate p-value estimates of word counting test statistics and are easy to implement. They are especially attractive when an asymptotic theory is absent or when either the search sequence or the word pattern is too short for the application of asymptotic formulae. Naive direct Monte Carlo is undesirable for the estimation of small probabilities because the associated rare events of interest are seldom generated. We propose instead efficient importance sampling algorithms that use controlled insertion of the desired word patterns on randomly generated sequences. The implementation is illustrated on word patterns of biological interest: palindromes and inverted repeats, patterns arising from position-specific weight matrices (PSWMs), and co-occurrences of pairs of motifs. PMID:21128856

A word by any other intonation: fMRI evidence for implicit memory traces for pitch contours of spoken words in adult brains.

PubMed

Inspector, Michael; Manor, David; Amir, Noam; Kushnir, Tamar; Karni, Avi

2013-01-01

Intonation may serve as a cue for facilitated recognition and processing of spoken words and it has been suggested that the pitch contour of spoken words is implicitly remembered. Thus, using the repetition suppression (RS) effect of BOLD-fMRI signals, we tested whether the same spoken words are differentially processed in language and auditory brain areas depending on whether or not they retain an arbitrary intonation pattern. Words were presented repeatedly in three blocks for passive and active listening tasks. There were three prosodic conditions in each of which a different set of words was used and specific task-irrelevant intonation changes were applied: (i) All words presented in a set flat monotonous pitch contour (ii) Each word had an arbitrary pitch contour that was set throughout the three repetitions. (iii) Each word had a different arbitrary pitch contour in each of its repetition. The repeated presentations of words with a set pitch contour, resulted in robust behavioral priming effects as well as in significant RS of the BOLD signals in primary auditory cortex (BA 41), temporal areas (BA 21 22) bilaterally and in Broca's area. However, changing the intonation of the same words on each successive repetition resulted in reduced behavioral priming and the abolition of RS effects. Intonation patterns are retained in memory even when the intonation is task-irrelevant. Implicit memory traces for the pitch contour of spoken words were reflected in facilitated neuronal processing in auditory and language associated areas. Thus, the results lend support for the notion that prosody and specifically pitch contour is strongly associated with the memory representation of spoken words.

A Word by Any Other Intonation: FMRI Evidence for Implicit Memory Traces for Pitch Contours of Spoken Words in Adult Brains

PubMed Central

Inspector, Michael; Manor, David; Amir, Noam; Kushnir, Tamar; Karni, Avi

2013-01-01

Objectives Intonation may serve as a cue for facilitated recognition and processing of spoken words and it has been suggested that the pitch contour of spoken words is implicitly remembered. Thus, using the repetition suppression (RS) effect of BOLD-fMRI signals, we tested whether the same spoken words are differentially processed in language and auditory brain areas depending on whether or not they retain an arbitrary intonation pattern. Experimental design Words were presented repeatedly in three blocks for passive and active listening tasks. There were three prosodic conditions in each of which a different set of words was used and specific task-irrelevant intonation changes were applied: (i) All words presented in a set flat monotonous pitch contour (ii) Each word had an arbitrary pitch contour that was set throughout the three repetitions. (iii) Each word had a different arbitrary pitch contour in each of its repetition. Principal findings The repeated presentations of words with a set pitch contour, resulted in robust behavioral priming effects as well as in significant RS of the BOLD signals in primary auditory cortex (BA 41), temporal areas (BA 21 22) bilaterally and in Broca's area. However, changing the intonation of the same words on each successive repetition resulted in reduced behavioral priming and the abolition of RS effects. Conclusions Intonation patterns are retained in memory even when the intonation is task-irrelevant. Implicit memory traces for the pitch contour of spoken words were reflected in facilitated neuronal processing in auditory and language associated areas. Thus, the results lend support for the notion that prosody and specifically pitch contour is strongly associated with the memory representation of spoken words. PMID:24391713

Written threat: Electrophysiological evidence for an attention bias to affective words in social anxiety disorder.

PubMed

Wabnitz, Pascal; Martens, Ulla; Neuner, Frank

2016-01-01

Social anxiety disorder (SAD) is associated with heightened sensitivity to threat cues, typically represented by emotional facial expressions. To examine if this bias can be transferred to a general hypersensitivity or whether it is specific to disorder relevant cues, we investigated electrophysiological correlates of emotional word processing (alpha activity and event-related potentials) in 20 healthy participants and 20 participants with SAD. The experimental task was a silent reading of neutral, positive, physically threatening and socially threatening words (the latter were abusive swear words) while responding to a randomly presented dot. Subsequently, all participants were asked to recall as many words as possible during an unexpected recall test. Participants with SAD showed blunted sensory processing followed by a rapid processing of emotional words during early stages (early posterior negativity - EPN). At later stages, all participants showed enhanced processing of negative (physically and socially threatening) compared to neutral and positive words (N400). Moreover, at later processing stages alpha activity was increased specifically for negative words in participants with SAD but not in healthy controls. Recall of emotional words for all subjects was best for socially threatening words, followed by negative and positive words irrespective of social anxiety. The present findings indicate that SAD is associated with abnormalities in emotional word processing characterised by early hypervigilance to emotional cues followed by cognitive avoidance at later processing stages. Most importantly, the specificity of these attentional biases seems to change as a function of time with a general emotional bias at early and a more specific bias at later processing stages.

Associations of cumulative Pb exposure and longitudinal changes in Mini-Mental Status Exam scores, global cognition and domains of cognition: The VA Normative Aging Study.

PubMed

Farooqui, Zishaan; Bakulski, Kelly M; Power, Melinda C; Weisskopf, Marc G; Sparrow, David; Spiro, Avron; Vokonas, Pantel S; Nie, Linda H; Hu, Howard; Park, Sung Kyun

2017-01-01

Lead (Pb) exposure has been associated with poorer cognitive function cross-sectionally in aging adults, however the association between cumulative Pb exposure and longitudinal changes in cognition is little characterized. In a 1993-2007 subcohort of the VA Normative Aging Study (Mini-mental status exam (MMSE) n=741; global cognition summary score n=715), we used linear mixed effects models to test associations between cumulative Pb exposure (patella or tibia bone Pb) and repeated measures of cognition (MMSE, individual cognitive tests, and global cognition summary). Cox proportional hazard modeling assessed the risk of an MMSE score falling below 25. Among men 51-98 at baseline, higher patella Pb concentration (IQR: 21μg/g) was associated with -0.13 lower baseline MMSE (95% CI: -0.25, -0.004) and faster longitudinal MMSE decline (-0.016 units/year, 95% CI: -0.032, -0.0004) over 15 years. Each IQR increase in patella Pb was associated with increased risk of a MMSE score below 25 (HR=1.21, 95% CI: 0.99, 1.49; p=0.07). There were no significant associations between Pb and global cognition (both baseline and longitudinal change). Patella Pb was associated with faster longitudinal decline in Word List Total Recall in the language domain (0.014 units/year, 95% CI: -0.026, -0.001) and Word List Delayed Recall in the memory domain (0.014 units/year, 95% CI: -0.027, -0.002). We found weaker associations with tibia Pb. Cumulative Pb exposure is associated with faster declines in MMSE and Word List Total and Delayed Recall tests. These findings support the hypothesis that Pb exposure accelerates cognitive aging. Copyright © 2016 Elsevier Inc. All rights reserved.

The role of emotionality in the acquisition of new concrete and abstract words

PubMed Central

Ferré, Pilar; Ventura, David; Comesaña, Montserrat; Fraga, Isabel

2015-01-01

A processing advantage for emotional words relative to neutral words has been widely demonstrated in the monolingual domain (e.g., Kuperman et al., 2014). It is also well-known that, in bilingual speakers who have a certain degree of proficiency in their second language, the effects of the affective content of words on cognition are not restricted to the native language (e.g., Ferré et al., 2010). The aim of the present study was to test whether this facilitatory effect can also be obtained during the very early stages of word acquisition. In the context of a novel word learning paradigm, participants were trained on a set of Basque words by associating them to their Spanish translations. Words’ concreteness and affective valence were orthogonally manipulated. Immediately after the learning phase and 1 week later, participants were tested in a Basque go-no go lexical decision task as well as in a translation task in which they had to provide the Spanish translation of the Basque words. A similar pattern of results was found across tasks and sessions, revealing main effects of concreteness and emotional content as well as an interaction between both factors. Thus, the emotional content facilitated the acquisition of abstract, but not concrete words, in the new language, with a more reliable effect for negative words than for positive ones. The results are discussed in light of the embodied theoretical view of semantic representation proposed by Kousta et al. (2011). PMID:26217289

Beyond word recognition: understanding pediatric oral health literacy.

PubMed

Richman, Julia Anne; Huebner, Colleen E; Leggott, Penelope J; Mouradian, Wendy E; Mancl, Lloyd A

2011-01-01

Parental oral health literacy is proposed to be an indicator of children's oral health. The purpose of this study was to test if word recognition, commonly used to assess health literacy, is an adequate measure of pediatric oral health literacy. This study evaluated 3 aspects of oral health literacy and parent-reported child oral health. A 3-part pediatric oral health literacy inventory was created to assess parents' word recognition, vocabulary knowledge, and comprehension of 35 terms used in pediatric dentistry. The inventory was administered to 45 English-speaking parents of children enrolled in Head Start. Parents' ability to read dental terms was not associated with vocabulary knowledge (r=0.29, P<.06) or comprehension (r=0.28, P>.06) of the terms. Vocabulary knowledge was strongly associated with comprehension (r=0.80, P<.001). Parent-reported child oral health status was not associated with word recognition, vocabulary knowledge, or comprehension; however parents reporting either excellent or fair/poor ratings had higher scores on all components of the inventory. Word recognition is an inadequate indicator of comprehension of pediatric oral health concepts; pediatric oral health literacy is a multifaceted construct. Parents with adequate reading ability may have difficulty understanding oral health information.

When fear forms memories: threat of shock and brain potentials during encoding and recognition.

PubMed

Weymar, Mathias; Bradley, Margaret M; Hamm, Alfons O; Lang, Peter J

2013-03-01

The anticipation of highly aversive events is associated with measurable defensive activation, and both animal and human research suggests that stress-inducing contexts can facilitate memory. Here, we investigated whether encoding stimuli in the context of anticipating an aversive shock affects recognition memory. Event-related potentials (ERPs) were measured during a recognition test for words that were encoded in a font color that signaled threat or safety. At encoding, cues signaling threat of shock, compared to safety, prompted enhanced P2 and P3 components. Correct recognition of words encoded in the context of threat, compared to safety, was associated with an enhanced old-new ERP difference (500-700 msec; centro-parietal), and this difference was most reliable for emotional words. Moreover, larger old-new ERP differences when recognizing emotional words encoded in a threatening context were associated with better recognition, compared to words encoded in safety. Taken together, the data indicate enhanced memory for stimuli encoded in a context in which an aversive event is merely anticipated, which could assist in understanding effects of anxiety and stress on memory processes. Copyright © 2012 Elsevier Ltd. All rights reserved.

Revision of the Word Association Test for assessing associations of patients reporting satanic ritual abuse in childhood.

PubMed

Leavitt, F; Labott, S M

1998-11-01

A growing number of psychiatric patients report satanic ritual abuse, prompting research into this controversial area. In the current study, the Word Association Test (WAT) was modified to assess experience with satanic abuse. Pilot work resulted in norms for two domains: normative and satanic. Female psychiatric patients were compared on their associations in two studies. Based on a sexual history, they were grouped into those reporting sexual abuse, those reporting satanic ritual abuse (SRA), and those without a history of sexual abuse (controls). In both studies, SRA patients gave significantly more total associations, significantly fewer normative associations, and significantly more satanic associations than did the other two groups. These results suggest that an experience base is shared by individuals reporting SRA that is not found in individuals who do not report satanic abuse (even if they do report sexual abuse). The implications of these findings are discussed from the perspective of arguments advanced by advocates and critics of SRA.

Comparison of the neural correlates of retrieval success in tests of cued recall and recognition memory.

PubMed

Okada, Kayoko; Vilberg, Kaia L; Rugg, Michael D

2012-03-01

The neural correlates of successful retrieval on tests of word stem recall and recognition memory were compared. In the recall test, subjects viewed word stems, half of which were associated with studied items and half with unstudied items, and for each stem attempted to recall a corresponding study word. In the recognition test, old/new judgments were made on old and new words. The neural correlates of successful retrieval were identified by contrasting activity elicited by correctly endorsed test items. Old > new effects common to the two tasks were found in medial and lateral parietal and right entorhinal cortex. Common new > old effects were identified in medial and left frontal cortex, and left anterior intra-parietal sulcus. Greater old > new effects were evident for cued recall in inferior parietal regions abutting those demonstrating common effects, whereas larger new > old effects were found for recall in left frontal cortex and the anterior cingulate. New > old effects were also found for the recall task in right lateral anterior prefrontal cortex, where they were accompanied by old > new effects during recognition. It is concluded that successful recall and recognition are associated with enhanced activity in a common set of recollection-sensitive parietal regions, and that the greater activation in these regions during recall reflects the greater dependence of that task on recollection. Larger new > old effects during recall are interpreted as reflections of the greater opportunity for iterative retrieval attempts when retrieval cues are partial rather than copy cues. Copyright © 2011 Wiley Periodicals, Inc.

Comparison of the neural correlates of retrieval success in tests of cued recall and recognition memory

PubMed Central

Okada, Kayoko; Vilberg, Kaia L.; Rugg, Michael D.

2011-01-01

The neural correlates of successful retrieval on tests of word stem recall and recognition memory were compared. In the recall test, subjects viewed word stems, half of which were associated with studied items and half with unstudied items, and for each stem attempted to recall a corresponding study word. In the recognition test, old/new judgments were made on old and new words. The neural correlates of successful retrieval were identified by contrasting activity elicited by correctly endorsed test items. Old > new effects common to the two tasks were found in medial and lateral parietal, and right entorhinal cortex. Common new > old effects were identified in medial and left frontal cortex, and left anterior intra-parietal sulcus. Greater old > new effects were evident for cued recall in inferior parietal regions abutting those demonstrating common effects, whereas larger new > old effects were found for recall in left frontal cortex and the anterior cingulate. New > old effects were also found for the recall task in right lateral anterior prefrontal cortex, where they were accompanied by old > new effects during recognition. It is concluded that successful recall and recognition are associated with enhanced activity in a common set of recollection-sensitive parietal regions, and that the greater activation in these regions during recall reflects the greater dependence of that task on recollection. Larger new > old effects during recall are interpreted as reflections of the greater opportunity for iterative retrieval attempts when retrieval cues are partial rather than copy cues. PMID:21455941

Anatomic, clinical, and neuropsychological correlates of spelling errors in primary progressive aphasia.

PubMed

Shim, Hyungsub; Hurley, Robert S; Rogalski, Emily; Mesulam, M-Marsel

2012-07-01

This study evaluates spelling errors in the three subtypes of primary progressive aphasia (PPA): agrammatic (PPA-G), logopenic (PPA-L), and semantic (PPA-S). Forty-one PPA patients and 36 age-matched healthy controls were administered a test of spelling. The total number of errors and types of errors in spelling to dictation of regular words, exception words and nonwords, were recorded. Error types were classified based on phonetic plausibility. In the first analysis, scores were evaluated by clinical diagnosis. Errors in spelling exception words and phonetically plausible errors were seen in PPA-S. Conversely, PPA-G was associated with errors in nonword spelling and phonetically implausible errors. In the next analysis, spelling scores were correlated to other neuropsychological language test scores. Significant correlations were found between exception word spelling and measures of naming and single word comprehension. Nonword spelling correlated with tests of grammar and repetition. Global language measures did not correlate significantly with spelling scores, however. Cortical thickness analysis based on MRI showed that atrophy in several language regions of interest were correlated with spelling errors. Atrophy in the left supramarginal gyrus and inferior frontal gyrus (IFG) pars orbitalis correlated with errors in nonword spelling, while thinning in the left temporal pole and fusiform gyrus correlated with errors in exception word spelling. Additionally, phonetically implausible errors in regular word spelling correlated with thinning in the left IFG pars triangularis and pars opercularis. Together, these findings suggest two independent systems for spelling to dictation, one phonetic (phoneme to grapheme conversion), and one lexical (whole word retrieval). Copyright © 2012 Elsevier Ltd. All rights reserved.

Introducing Network Analysis into Science Education: Methodological Research Examining Secondary School Students' Understanding of "Decomposition"

ERIC Educational Resources Information Center

Schizas, Dimitrios; Katrana, Evagelia; Stamou, George

2013-01-01

In the present study we used the technique of word association tests to assess students' cognitive structures during the learning period. In particular, we tried to investigate what students living near a protected area in Greece (Dadia forest) knew about the phenomenon of decomposition. Decomposition was chosen as a stimulus word because it…

The Contributions of Working Memory and Executive Functioning to Problem Representation and Solution Generation in Algebraic Word Problems

ERIC Educational Resources Information Center

Lee, Kerry; Ng, Ee Lynn; Ng, Swee Fong

2009-01-01

Solving algebraic word problems involves multiple cognitive phases. The authors used a multitask approach to examine the extent to which working memory and executive functioning are associated with generating problem models and producing solutions. They tested 255 11-year-olds on working memory (Counting Recall, Letter Memory, and Keep Track),…

A Behavior Analytically Modified Implicit Association Test for Measuring Sexual Categorization of Children

ERIC Educational Resources Information Center

Gavin, Amanda; Roche, Bryan; Ruiz, Maria R.; Hogan, Maria; O'Reilly, Anthony

2012-01-01

The current study assessed the sexual categorization of children among a random sample of adults from the general population. Twenty-seven males and 27 females (N = 54) were exposed to a categorization task that assessed their ability to discriminate adult- from child-related words and sexual from non-sexual words. Then, in a modified Implicit…

Age differences in suprathreshold sensory function.

PubMed

Heft, Marc W; Robinson, Michael E

2014-02-01

While there is general agreement that vision and audition decline with aging, observations for the somatosensory senses and taste are less clear. The purpose of this study was to assess age differences in multimodal sensory perception in healthy, community-dwelling participants. Participants (100 females and 78 males aged 20-89 years) judged the magnitudes of sensations associated with graded levels of thermal, tactile, and taste stimuli in separate testing sessions using a cross-modality matching (CMM) procedure. During each testing session, participants also rated words that describe magnitudes of percepts associated with differing-level sensory stimuli. The words provided contextual anchors for the sensory ratings, and the word-rating task served as a control for the CMM. The mean sensory ratings were used as dependent variables in a MANOVA for each sensory domain, with age and sex as between-subject variables. These analyses were repeated with the grand means for the word ratings as a covariate to control for the rating task. The results of this study suggest that there are modest age differences for somatosensory and taste domains. While the magnitudes of these differences are mediated somewhat by age differences in the rating task, differences in warm temperature, tactile, and salty taste persist.

Relations between emotion, memory, and attention: evidence from taboo stroop, lexical decision, and immediate memory tasks.

PubMed

MacKay, Donald G; Shafto, Meredith; Taylor, Jennifer K; Marian, Diane E; Abrams, Lise; Dyer, Jennifer R

2004-04-01

This article reports five experiments demonstrating theoretically coherent effects of emotion on memory and attention. Experiments 1-3 demonstrated three taboo Stroop effects that occur when people name the color of taboo words. One effect is longer color-naming times for taboo than for neutral words, an effect that diminishes with word repetition. The second effect is superior recall of taboo words in surprise memory tests following color naming. The third effect is better recognition memory for colors consistently associated with taboo words rather than with neutral words. None of these effects was due to retrieval factors, attentional disengagement processes, response inhibition, or strategic attention shifts. Experiments 4 and 5 demonstrated that taboo words impair immediate recall of the preceding and succeeding words in rapidly presented lists but do not impair lexical decision times. We argue that taboo words trigger specific emotional reactions that facilitate the binding of taboo word meaning to salient contextual aspects, such as occurrence in a task and font color in taboo Stroop tasks.

Interaction between episodic and semantic memory networks in the acquisition and consolidation of novel spoken words.

PubMed

Takashima, Atsuko; Bakker, Iske; van Hell, Janet G; Janzen, Gabriele; McQueen, James M

2017-04-01

When a novel word is learned, its memory representation is thought to undergo a process of consolidation and integration. In this study, we tested whether the neural representations of novel words change as a function of consolidation by observing brain activation patterns just after learning and again after a delay of one week. Words learned with meanings were remembered better than those learned without meanings. Both episodic (hippocampus-dependent) and semantic (dependent on distributed neocortical areas) memory systems were utilised during recognition of the novel words. The extent to which the two systems were involved changed as a function of time and the amount of associated information, with more involvement of both systems for the meaningful words than for the form-only words after the one-week delay. These results suggest that the reason the meaningful words were remembered better is that their retrieval can benefit more from these two complementary memory systems. Copyright © 2016 Elsevier Inc. All rights reserved.

Lateralised sleep spindles relate to false memory generation.

PubMed

Shaw, John J; Monaghan, Padraic

2017-12-01

Sleep is known to enhance false memories: After presenting participants with lists of semantically related words, sleeping before recalling these words results in a greater acceptance of unseen "lure" words related in theme to previously seen words. Furthermore, the right hemisphere (RH) seems to be more prone to false memories than the left hemisphere (LH). In the current study, we investigated the sleep architecture associated with these false memory and lateralisation effects in a nap study. Participants viewed lists of related words, then stayed awake or slept for approximately 90min, and were then tested for recognition of previously seen-old, unseen-new, or unseen-lure words presented either to the LH or RH. Sleep increased acceptance of unseen-lure words as previously seen compared to the wake group, particularly for RH presentations of word lists. RH lateralised stage 2 sleep spindle density relative to the LH correlated with this increase in false memories, suggesting that RH sleep spindles enhanced false memories in the RH. Copyright © 2017 Elsevier Ltd. All rights reserved.

Learning the language of time: Children's acquisition of duration words.

PubMed

Tillman, Katharine A; Barner, David

2015-05-01

Children use time words like minute and hour early in development, but take years to acquire their precise meanings. Here we investigate whether children assign meaning to these early usages, and if so, how. To do this, we test their interpretation of seven time words: second, minute, hour, day, week, month, and year. We find that preschoolers infer the orderings of time words (e.g., hour>minute), but have little to no knowledge of the absolute durations they encode. Knowledge of absolute duration is learned much later in development - many years after children first start using time words in speech - and in many children does not emerge until they have acquired formal definitions for the words. We conclude that associating words with the perception of duration does not come naturally to children, and that early intuitive meanings of time words are instead rooted in relative orderings, which children may infer from their use in speech. Copyright © 2015 Elsevier Inc. All rights reserved.

Strength of Temporal White Matter Pathways Predicts Semantic Learning.

PubMed

Ripollés, Pablo; Biel, Davina; Peñaloza, Claudia; Kaufmann, Jörn; Marco-Pallarés, Josep; Noesselt, Toemme; Rodríguez-Fornells, Antoni

2017-11-15

Learning the associations between words and meanings is a fundamental human ability. Although the language network is cortically well defined, the role of the white matter pathways supporting novel word-to-meaning mappings remains unclear. Here, by using contextual and cross-situational word learning, we tested whether learning the meaning of a new word is related to the integrity of the language-related white matter pathways in 40 adults (18 women). The arcuate, uncinate, inferior-fronto-occipital and inferior-longitudinal fasciculi were virtually dissected using manual and automatic deterministic fiber tracking. Critically, the automatic method allowed assessing the white matter microstructure along the tract. Results demonstrate that the microstructural properties of the left inferior-longitudinal fasciculus predict contextual learning, whereas the left uncinate was associated with cross-situational learning. In addition, we identified regions of special importance within these pathways: the posterior middle temporal gyrus, thought to serve as a lexical interface and specifically related to contextual learning; the anterior temporal lobe, known to be an amodal hub for semantic processing and related to cross-situational learning; and the white matter near the hippocampus, a structure fundamental for the initial stages of new-word learning and, remarkably, related to both types of word learning. No significant associations were found for the inferior-fronto-occipital fasciculus or the arcuate. While previous results suggest that learning new phonological word forms is mediated by the arcuate fasciculus, these findings show that the temporal pathways are the crucial neural substrate supporting one of the most striking human abilities: our capacity to identify correct associations between words and meanings under referential indeterminacy. SIGNIFICANCE STATEMENT The language-processing network is cortically (i.e., gray matter) well defined. However, the role of the white matter pathways that support novel word learning within this network remains unclear. In this work, we dissected language-related (arcuate, uncinate, inferior-fronto-occipital, and inferior-longitudinal) fasciculi using manual and automatic tracking. We found the left inferior-longitudinal fasciculus to be predictive of word-learning success in two word-to-meaning tasks: contextual and cross-situational learning paradigms. The left uncinate was predictive of cross-situational word learning. No significant correlations were found for the arcuate or the inferior-fronto-occipital fasciculus. While previous results showed that learning new phonological word forms is supported by the arcuate fasciculus, these findings demonstrate that learning new word-to-meaning associations is mainly dependent on temporal white matter pathways. Copyright © 2017 the authors 0270-6474/17/3711102-13$15.00/0.

Multiple ways to the prior occurrence of an event: an electrophysiological dissociation of experimental and conceptually driven familiarity in recognition memory.

PubMed

Wiegand, Iris; Bader, Regine; Mecklinger, Axel

2010-11-11

Recent research has shown that familiarity contributes to associative memory when the to-be-associated stimuli are unitized during encoding. However, the specific processes underlying familiarity-based recognition of unitized representations are still indefinite. In this study, we present electrophysiologically dissociable early old/new effects, presumably related to two different kinds of familiarity inherent in associative recognition tasks. In a study-test associative recognition memory paradigm, we employed encoding conditions that established unitized representations of two pre-experimentally unrelated words, e.g. vegetable-bible. We compared event-related potentials (ERP) during the retrieval of these unitized word pairs using different retrieval cues. Word pairs presented in the same order as during unitization at encoding elicited a parietally distributed early old/new effect which we interpret as reflecting conceptually driven familiarity for newly formed concepts. Conversely, word pairs presented in reversed order only elicited a topographically dissociable early effect, i.e. the mid-frontal old/new effect, the putative correlate of experimental familiarity. The late parietal old/new effect, the putative ERP correlate of recollection, was obtained irrespective of word order, though it was larger for words presented in same order. These results indicate that familiarity may not be a unitary process and that different task demands can promote the assessment of conceptually driven familiarity for novel unitized concepts or experimentally-induced increments of experimental familiarity, respectively. Copyright © 2010 Elsevier B.V. All rights reserved.

A Positive Generation Effect on Memory for Auditory Context

PubMed Central

Overman, Amy A.; Richard, Alison G.; Stephens, Joseph D. W.

2016-01-01

Self-generation of information during memory encoding has large positive effects on subsequent memory for items, but mixed effects on memory for contextual information associated with items. A processing account of generation effects on context memory (Mulligan, 2004; Mulligan, Lozito, & Rosner, 2006) proposes that these effects depend on whether the generation task causes any shift in processing of the type of context features for which memory is being tested. Mulligan and colleagues have used this account to predict various negative effects of generation on context memory, but the account also predicts positive generation effects under certain circumstances. The present experiment provided a critical test of the processing account by examining how generation affected memory for auditory rather than visual context. Based on the processing account, we predicted that generation of rhyme words should enhance processing of auditory information associated with the words (i.e., voice gender) whereas generation of antonym words should have no effect. These predictions were confirmed, providing support to the processing account. PMID:27696145

Normative study of theme identifiability: Instructions with and without explanation of the false memory effect.

PubMed

Beato, Maria Soledad; Cadavid, Sara

2016-12-01

False-memory illusions have been widely studied using the Deese/Roediger-McDermott paradigm (DRM). In this paradigm, words semantically related to a single nonpresented critical word are studied. In a later memory test, critical words are often falsely recalled and recognized. The present normative study was conducted to measure the theme identifiability of 60 associative word lists in Spanish that include six words (e.g., stove, coat, blanket, scarf, chill, and bonnet) that are simultaneously associated with three critical words (e.g., HEAT, COLD, and WINTER; Beato & Díez, Psicothema, 26, 457-463, 2011). Different levels of backward associative strength were used in the construction of the DRM lists. In addition, we used two types of instructions to obtain theme identifiability. In the without-explanation condition, traditional instructions were used, requesting participants to write the theme list. In the with-explanation condition, the false-memory effect and how the lists were built were explained, and an example of a DRM list and critical words was shown. Participants then had to discover the critical words. The results showed that all lists produced theme identifiability. Moreover, some lists had a higher theme identifiability rate (e.g., 61 % for the critical words LOVE, BOYFRIEND, COUPLE) than others (e.g., 24 % for CITY, PLACE, VILLAGE). After comparing the theme identifiabilities in the different conditions, the results indicated higher theme identifiability when the false-memory effect was explained than without such an explanation. Overall, these new normative data provide a useful tool for those experiments that, for example, aim to analyze the wide differences observed in false memory with DRM lists and the role of theme identifiability.

Extensions of the picture superiority effect in associative recognition.

PubMed

Hockley, William E; Bancroft, Tyler

2011-12-01

Previous research has shown that the picture superiority effect (PSE) is seen in tests of associative recognition for random pairs of line drawings compared to pairs of concrete words (Hockley, 2008). In the present study we demonstrated that the PSE for associative recognition is still observed when subjects have correctly identified the individual items of each pair as old (Experiment 1), and that this effect is not due to rehearsal borrowing (Experiment 2). The PSE for associative recognition also is shown to be present but attenuated for mixed picture-word pairs (Experiment 3), and similar in magnitude for pairs of simple black and white line drawings and coloured photographs of detailed objects (Experiment 4). The results are consistent with the view that the semantic meaning of nameable pictures is activated faster than that of words thereby affording subjects more time to generate and elaborate meaningful associations between items depicted in picture form. PsycINFO Database Record (c) 2011 APA, all rights reserved.

Fast mapping semantic features: performance of adults with normal language, history of disorders of spoken and written language, and attention deficit hyperactivity disorder on a word-learning task.

PubMed

Alt, Mary; Gutmann, Michelle L

2009-01-01

This study was designed to test the word learning abilities of adults with typical language abilities, those with a history of disorders of spoken or written language (hDSWL), and hDSWL plus attention deficit hyperactivity disorder (+ADHD). Sixty-eight adults were required to associate a novel object with a novel label, and then recognize semantic features of the object and phonological features of the label. Participants were tested for overt ability (accuracy) and covert processing (reaction time). The +ADHD group was less accurate at mapping semantic features and slower to respond to lexical labels than both other groups. Different factors correlated with word learning performance for each group. Adults with language and attention deficits are more impaired at word learning than adults with language deficits only. Despite behavioral profiles like typical peers, adults with hDSWL may use different processing strategies than their peers. Readers will be able to: (1) recognize the influence of a dual disability (hDSWL and ADHD) on word learning outcomes; (2) identify factors that may contribute to word learning in adults in terms of (a) the nature of the words to be learned and (b) the language processing of the learner.

The influence of encoding strategy on episodic memory and cortical activity in schizophrenia.

PubMed

Bonner-Jackson, Aaron; Haut, Kristen; Csernansky, John G; Barch, Deanna M

2005-07-01

Recent work suggests that episodic memory deficits in schizophrenia may be related to disturbances of encoding or retrieval. Schizophrenia patients appear to benefit from instruction in episodic memory strategies. We tested the hypothesis that providing effective encoding strategies to schizophrenia patients enhances encoding-related brain activity and recognition performance. Seventeen schizophrenia patients and 26 healthy comparison subjects underwent functional magnetic resonance imaging scans while performing incidental encoding tasks of words and faces. Subjects were required to make either deep (abstract/concrete) or shallow (alphabetization) judgments for words and deep (gender) judgments for faces, followed by subsequent recognition tests. Schizophrenia and comparison subjects recognized significantly more words encoded deeply than shallowly, activated regions in inferior frontal cortex (Brodmann area 45/47) typically associated with deep and successful encoding of words, and showed greater left frontal activation for the processing of words compared with faces. However, during deep encoding and material-specific processing (words vs. faces), participants with schizophrenia activated regions not activated by control subjects, including several in prefrontal cortex. Our findings suggest that a deficit in use of effective strategies influences episodic memory performance in schizophrenia and that abnormalities in functional brain activation persist even when such strategies are applied.

Consolidation of Prospective Memory: Effects of Sleep on Completed and Reinstated Intentions

PubMed Central

Barner, Christine; Seibold, Mitja; Born, Jan; Diekelmann, Susanne

2017-01-01

Sleep has been shown to facilitate the consolidation of prospective memory, which is the ability to execute intended actions at the appropriate time in the future. In a previous study, the sleep benefit for prospective memory was mainly expressed as a preservation of prospective memory performance under divided attention as compared to full attention. Based on evidence that intentions are only remembered as long as they have not been executed yet (cf. ‘Zeigarnik effect’), here we asked whether the enhancement of prospective memory by sleep vanishes if the intention is completed before sleep and whether completed intentions can be reinstated to benefit from sleep again. In Experiment 1, subjects learned cue-associate word pairs in the evening and were prospectively instructed to detect the cue words and to type in the associates in a lexical decision task (serving as ongoing task) 2 h later before a night of sleep or wakefulness. At a second surprise test 2 days later, sleep and wake subjects did not differ in prospective memory performance. Specifically, both sleep and wake groups detected fewer cue words under divided compared to full attention, indicating that sleep does not facilitate the consolidation of completed intentions. Unexpectedly, in Experiment 2, reinstating the intention, by instructing subjects about the second test after completion of the first test, was not sufficient to restore the sleep benefit. However, in Experiment 3, where subjects were instructed about both test sessions immediately after learning, sleep facilitated prospective memory performance at the second test after 2 days, evidenced by comparable cue word detection under divided attention and full attention in sleep participants, whereas wake participants detected fewer cue words under divided relative to full attention. Together, these findings show that for prospective memory to benefit from sleep, (i) the intention has to be active across the sleep period, and (ii) the intention should be induced in temporal proximity to the initial learning session. PMID:28111558

Sleep Shelters Verbal Memory from Different Kinds of Interference

PubMed Central

Sheth, Bhavin R.; Varghese, Reni; Truong, Thuy

2012-01-01

Study Objectives: Studies have shown that sleep shelters old verbal memories from associative interference arising from new, more recently acquired memories. Our objective is to extend the forms of interference for which sleep provides a sheltering benefit to non-associative and prospective interference, and to examine experimental conditions and memory strengths for which sleep before or after learning particularly affects verbal memory consolidation. Design: Acquiring paired word associates, retention across intervening sleep and wake, training on new, interfering word associates, and test recall of both sets. Setting: University laboratory. Participants: Healthy volunteers. Interventions: N/A. Measurements and Results: Comparing recall before and after intervening periods of sleep versus wake, we found that: (i) Sleep preferentially shields weakly encoded verbal memories from retroactive interference. (ii) Sleep immediately following learning helps shelter memory from associative and non-associative forms of retroactive interference. (iii) Sleep protects new verbal memories from prospective interference. (iv) Word associations acquired for the first time in the evening after a day spent in the wake state are encoded more strongly than word associations acquired in the morning following a night of sleep. Conclusions: The findings extend the known sleep protection from interference to non-associative as well as prospective interference, and limit the protection to weakly encoded word associations. Combined, our results suggest that sleep immediately after verbal learning isolates newly formed memory traces and renders them inaccessible, except by specific contextual cues. Memory isolation in sleep is a passive mechanism that can reasonably account for several experimental findings. Citation: Sheth BR; Varghese R; Truong T. Sleep shelters verbal memory from different kinds of interference. SLEEP 2012;35(7):985-996. PMID:22754045

Some Computational Analyses of the PBK Test: Effects of Frequency and Lexical Density on Spoken Word Recognition

PubMed Central

Meyer, Ted A.; Pisoni, David B.

2012-01-01

Objective The Phonetically Balanced Kindergarten (PBK) Test (Haskins, Reference Note 2) has been used for almost 50 yr to assess spoken word recognition performance in children with hearing impairments. The test originally consisted of four lists of 50 words, but only three of the lists (lists 1, 3, and 4) were considered “equivalent” enough to be used clinically with children. Our goal was to determine if the lexical properties of the different PBK lists could explain any differences between the three “equivalent” lists and the fourth PBK list (List 2) that has not been used in clinical testing. Design Word frequency and lexical neighborhood frequency and density measures were obtained from a computerized database for all of the words on the four lists from the PBK Test as well as the words from a single PB-50 (Egan, 1948) word list. Results The words in the “easy” PBK list (List 2) were of higher frequency than the words in the three “equivalent” lists. Moreover, the lexical neighborhoods of the words on the “easy” list contained fewer phonetically similar words than the neighborhoods of the words on the other three “equivalent” lists. Conclusions It is important for researchers to consider word frequency and lexical neighborhood frequency and density when constructing word lists for testing speech perception. The results of this computational analysis of the PBK Test provide additional support for the proposal that spoken words are recognized “relationally” in the context of other phonetically similar words in the lexicon. Implications of using open-set word recognition tests with children with hearing impairments are discussed with regard to the specific vocabulary and information processing demands of the PBK Test. PMID:10466571

Iconic hand gestures and the predictability of words in context in spontaneous speech.

PubMed

Beattie, G; Shovelton, H

2000-11-01

This study presents a series of empirical investigations to test a theory of speech production proposed by Butterworth and Hadar (1989; revised in Hadar & Butterworth, 1997) that iconic gestures have a functional role in lexical retrieval in spontaneous speech. Analysis 1 demonstrated that words which were totally unpredictable (as measured by the Shannon guessing technique) were more likely to occur after pauses than after fluent speech, in line with earlier findings. Analysis 2 demonstrated that iconic gestures were associated with words of lower transitional probability than words not associated with gesture, even when grammatical category was controlled. This therefore provided new supporting evidence for Butterworth and Hadar's claims that gestures' lexical affiliates are indeed unpredictable lexical items. However, Analysis 3 found that iconic gestures were not occasioned by lexical accessing difficulties because although gestures tended to occur with words of significantly lower transitional probability, these lower transitional probability words tended to be uttered quite fluently. Overall, therefore, this study provided little evidence for Butterworth and Hadar's theoretical claim that the main function of the iconic hand gestures that accompany spontaneous speech is to assist in the process of lexical access. Instead, such gestures are reconceptualized in terms of communicative function.

Neurophysiological evidence for the interplay of speech segmentation and word-referent mapping during novel word learning.

PubMed

François, Clément; Cunillera, Toni; Garcia, Enara; Laine, Matti; Rodriguez-Fornells, Antoni

2017-04-01

Learning a new language requires the identification of word units from continuous speech (the speech segmentation problem) and mapping them onto conceptual representation (the word to world mapping problem). Recent behavioral studies have revealed that the statistical properties found within and across modalities can serve as cues for both processes. However, segmentation and mapping have been largely studied separately, and thus it remains unclear whether both processes can be accomplished at the same time and if they share common neurophysiological features. To address this question, we recorded EEG of 20 adult participants during both an audio alone speech segmentation task and an audiovisual word-to-picture association task. The participants were tested for both the implicit detection of online mismatches (structural auditory and visual semantic violations) as well as for the explicit recognition of words and word-to-picture associations. The ERP results from the learning phase revealed a delayed learning-related fronto-central negativity (FN400) in the audiovisual condition compared to the audio alone condition. Interestingly, while online structural auditory violations elicited clear MMN/N200 components in the audio alone condition, visual-semantic violations induced meaning-related N400 modulations in the audiovisual condition. The present results support the idea that speech segmentation and meaning mapping can take place in parallel and act in synergy to enhance novel word learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Reaction Time Variability Associated with Reading Skills in Poor Readers with ADHD

PubMed Central

Tamm, Leanne; Epstein, Jeffery N.; Denton, Carolyn A.; Vaughn, Aaron J.; Peugh, James; Willcutt, Erik G.

2014-01-01

Objective Linkages between neuropsychological functioning (i.e., response inhibition, processing speed, reaction time variability) and word reading have been documented among children with Attention-Deficit/Hyperactivity Disorder (ADHD) and children with Reading Disorders. However, associations between neuropsychological functioning and other aspects of reading (i.e., fluency, comprehension) have not been well-documented among children with comorbid ADHD and Reading Disorder. Method Children with ADHD and poor word reading (i.e., ≤25th percentile) completed a stop signal task (SST) and tests of word reading, reading fluency, and reading comprehension. Multivariate multiple regression was conducted predicting the reading skills from SST variables [i.e., mean reaction time (MRT), reaction time standard deviation (SDRT), and stop signal reaction time (SSRT)]. Results SDRT predicted word reading, reading fluency, and reading comprehension. MRT and SSRT were not associated with any reading skill. After including word reading in models predicting reading fluency and reading comprehension, the effects of SDRT were minimized. Discussion Reaction time variability (i.e., SDRT) reflects impairments in information processing and failure to maintain executive control. The pattern of results from this study suggest SDRT exerts its effects on reading fluency and reading comprehension through its effect on word reading (i.e., decoding) and that this relation may be related to observed deficits in higher-level elements of reading. PMID:24528537

Detecting communities in large networks

NASA Astrophysics Data System (ADS)

Capocci, A.; Servedio, V. D. P.; Caldarelli, G.; Colaiori, F.

2005-07-01

We develop an algorithm to detect community structure in complex networks. The algorithm is based on spectral methods and takes into account weights and link orientation. Since the method detects efficiently clustered nodes in large networks even when these are not sharply partitioned, it turns to be specially suitable for the analysis of social and information networks. We test the algorithm on a large-scale data-set from a psychological experiment of word association. In this case, it proves to be successful both in clustering words, and in uncovering mental association patterns.

Do age-related word retrieval difficulties appear (or disappear) in connected speech?

PubMed

Kavé, Gitit; Goral, Mira

2017-09-01

We conducted a comprehensive literature review of studies of word retrieval in connected speech in healthy aging and reviewed relevant aphasia research that could shed light on the aging literature. Four main hypotheses guided the review: (1) Significant retrieval difficulties would lead to reduced output in connected speech. (2) Significant retrieval difficulties would lead to a more limited lexical variety in connected speech. (3) Significant retrieval difficulties would lead to an increase in word substitution errors and in pronoun use as well as to greater dysfluency and hesitation in connected speech. (4) Retrieval difficulties on tests of single-word production would be associated with measures of word retrieval in connected speech. Studies on aging did not confirm these four hypotheses, unlike studies on aphasia that generally did. The review suggests that future research should investigate how context facilitates word production in old age.

From Statistics to Meaning: Infants’ Acquisition of Lexical Categories

PubMed Central

Lany, Jill; Saffran, Jenny R.

2013-01-01

Infants are highly sensitive to statistical patterns in their auditory language input that mark word categories (e.g., noun and verb). However, it is unknown whether experience with these cues facilitates the acquisition of semantic properties of word categories. In a study testing this hypothesis, infants first listened to an artificial language in which word categories were reliably distinguished by statistical cues (experimental group) or in which these properties did not cue category membership (control group). Both groups were then trained on identical pairings between the words and pictures from two categories (animals and vehicles). Only infants in the experimental group learned the trained associations between specific words and pictures. Moreover, these infants generalized the pattern to include novel pairings. These results suggest that experience with statistical cues marking lexical categories sets the stage for learning the meanings of individual words and for generalizing meanings to new category members. PMID:20424058

Lesser Neural Pattern Similarity across Repeated Tests Is Associated with Better Long-Term Memory Retention.

PubMed

Karlsson Wirebring, Linnea; Wiklund-Hörnqvist, Carola; Eriksson, Johan; Andersson, Micael; Jonsson, Bert; Nyberg, Lars

2015-07-01

Encoding and retrieval processes enhance long-term memory performance. The efficiency of encoding processes has recently been linked to representational consistency: the reactivation of a representation that gets more specific each time an item is further studied. Here we examined the complementary hypothesis of whether the efficiency of retrieval processes also is linked to representational consistency. Alternatively, recurrent retrieval might foster representational variability--the altering or adding of underlying memory representations. Human participants studied 60 Swahili-Swedish word pairs before being scanned with fMRI the same day and 1 week later. On Day 1, participants were tested three times on each word pair, and on Day 7 each pair was tested once. A BOLD signal change in right superior parietal cortex was associated with subsequent memory on Day 1 and with successful long-term retention on Day 7. A representational similarity analysis in this parietal region revealed that beneficial recurrent retrieval was associated with representational variability, such that the pattern similarity on Day 1 was lower for retrieved words subsequently remembered compared with those subsequently forgotten. This was mirrored by a monotonically decreased BOLD signal change in dorsolateral prefrontal cortex on Day 1 as a function of repeated successful retrieval for words subsequently remembered, but not for words subsequently forgotten. This reduction in prefrontal response could reflect reduced demands on cognitive control. Collectively, the results offer novel insights into why memory retention benefits from repeated retrieval, and they suggest fundamental differences between repeated study and repeated testing. Repeated testing is known to produce superior long-term retention of the to-be-learned material compared with repeated encoding and other learning techniques, much because it fosters repeated memory retrieval. This study demonstrates that repeated memory retrieval might strengthen memory by inducing more differentiated or elaborated memory representations in the parietal cortex, and at the same time reducing demands on prefrontal-cortex-mediated cognitive control processes during retrieval. The findings contrast with recent demonstrations that repeated encoding induces less differentiated or elaborated memory representations. Together, this study suggests a potential neurocognitive explanation of why repeated retrieval is more beneficial for long-term retention than repeated encoding, a phenomenon known as the testing effect. Copyright © 2015 the authors 0270-6474/15/359595-08$15.00/0.

Automated smartphone audiometry: Validation of a word recognition test app.

PubMed

Dewyer, Nicholas A; Jiradejvong, Patpong; Henderson Sabes, Jennifer; Limb, Charles J

2018-03-01

Develop and validate an automated smartphone word recognition test. Cross-sectional case-control diagnostic test comparison. An automated word recognition test was developed as an app for a smartphone with earphones. English-speaking adults with recent audiograms and various levels of hearing loss were recruited from an audiology clinic and were administered the smartphone word recognition test. Word recognition scores determined by the smartphone app and the gold standard speech audiometry test performed by an audiologist were compared. Test scores for 37 ears were analyzed. Word recognition scores determined by the smartphone app and audiologist testing were in agreement, with 86% of the data points within a clinically acceptable margin of error and a linear correlation value between test scores of 0.89. The WordRec automated smartphone app accurately determines word recognition scores. 3b. Laryngoscope, 128:707-712, 2018. © 2017 The American Laryngological, Rhinological and Otological Society, Inc.

Effects of Severe Bothersome Tinnitus on Cognitive Function Measured with Standardized Tests

PubMed Central

Pierce, Katherine J.; Kallogjeri, Dorina; Piccirillo, Jay F.; Garcia, Keith S.; Nicklaus, Joyce E.; Burton, Harold

2012-01-01

Neurocognitive tests compared abilities in people with bothersome tinnitus against an age, gender, and education matched normative population. Participants between 18 and 60 years had subjective, unilateral or bilateral, non-pulsatile tinnitus for >6 months, and a Tinnitus Handicap Inventory score of ≥38. Results from a first testing session showed deficits in learning, learning rates, immediate recall of heard words, and use of a serial order encoding strategy. Initial reliance on serial order encoding and later, increased intrusion of incorrect words towards normal levels might indicate a less demanding strategy to compensate for weakness in associative memory for semantic categories. PMID:22168528

Self-referenced memory, social cognition, and symptom presentation in autism.

PubMed

Henderson, Heather A; Zahka, Nicole E; Kojkowski, Nicole M; Inge, Anne P; Schwartz, Caley B; Hileman, Camilla M; Coman, Drew C; Mundy, Peter C

2009-07-01

We examined performance on a self-referenced memory (SRM) task for higher-functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing. Sixty-two children (31 HFA, 31 comparison; 8-16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d') in each of the three encoding conditions as well as a self-memory bias score (d' self-d' other). Children completed The Strange Stories Task and The Children's Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity. Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks. Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism.

Degree of suppression of associations to stages of addiction by the response of "high".

PubMed

Haertzen, C A; Ross, F E

1980-05-01

Male heroin or opiate addicts (N = 78) had a great inclination to give the association "to be high" to the names of nine drugs of abuse in a multiple-forced-choice association test irrespective of whether they had weak or strong habits for the drugs used as stimulus words. The tendency to give the "high" response was so great that other responses indicative of stages of addiction, steps in drug-taking, or drug effects were suppressed below the chance level. When scales were scored so that the response of "high" had no effect, the habit status of the sample revealed by associations with a specific set of words became clearer. A pattern of a strong habit for opiates evoked by opiate names became more evident after elimination of the effect of the response to "high," as did the strong habit pattern in response to drug relevant words. However, the pattern of responses characteristic of a nonaddictive status evoked by clean words remained relatively stable even including the effect of the response of "high." The study suggests that more meaningful responses are found when the response options are multiple rather than fixed.

Language Networks Associated with Computerized Semantic Indices

PubMed Central

Pakhomov, Serguei V. S.; Jones, David T.; Knopman, David S.

2014-01-01

Tests of generative semantic verbal fluency are widely used to study organization and representation of concepts in the human brain. Previous studies demonstrated that clustering and switching behavior during verbal fluency tasks is supported by multiple brain mechanisms associated with semantic memory and executive control. Previous work relied on manual assessments of semantic relatedness between words and grouping of words into semantic clusters. We investigated a computational linguistic approach to measuring the strength of semantic relatedness between words based on latent semantic analysis of word co-occurrences in a subset of a large online encyclopedia. We computed semantic clustering indices and compared them to brain network connectivity measures obtained with task-free fMRI in a sample consisting of healthy participants and those differentially affected by cognitive impairment. We found that semantic clustering indices were associated with brain network connectivity in distinct areas including fronto-temporal, fronto-parietal and fusiform gyrus regions. This study shows that computerized semantic indices complement traditional assessments of verbal fluency to provide a more complete account of the relationship between brain and verbal behavior involved organization and retrieval of lexical information from memory. PMID:25315785

The Effects of Test Anxiety on Learning at Superficial and Deep Levels of Processing.

ERIC Educational Resources Information Center

Weinstein, Claire E.; And Others

1982-01-01

Using a deep-level processing strategy, low test-anxious college students performed significantly better than high test-anxious students in learning a paired-associate word list. Using a superficial-level processing strategy resulted in no significant difference in performance. A cognitive-attentional theory and test anxiety mechanisms are…

Direct comparison of four implicit memory tests.

PubMed

Rajaram, S; Roediger, H L

1993-07-01

Four verbal implicit memory tests, word identification, word stem completion, word fragment completion, and anagram solution, were directly compared in one experiment and were contrasted with free recall. On all implicit tests, priming was greatest from prior visual presentation of words, less (but significant) from auditory presentation, and least from pictorial presentations. Typefont did not affect priming. In free recall, pictures were recalled better than words. The four implicit tests all largely index perceptual (lexical) operations in recognizing words, or visual word form representations.

MENTAL ASSOCIATION: TESTING INDIVIDUAL DIFFERENCES BEFORE BINET

PubMed Central

2017-01-01

This paper challenges the historiographical discontinuity established between earlier “anthropometric testing” and the arrival of “psychological testing” with Binet and Simon's intelligence test in 1905. After some conceptual clarifications, it deals with “word association”: a kind of psychological experimentation and testing which became popular over the last two decades of the 19th century. First Galton's exploration are presented, followed by experiments performed at the Leipzig laboratory by Trautscholdt, and then Cattell and Bryant's collective testing. Additionally, I document the use of this method for the study of mental difference through the works of Münsterberg, Bourdon, Jastrow, Nevers and Calkins. The cases I present show how the method gave rise to various measurements and classifications. I conclude that the word association technique triggered reflection on mental “uniqueness”, gender traits and the influence of education, among other topics. Moreover, it prepared the terrain and anticipated some basic attractions and problems intelligence testing would later encounter. PMID:28236298

Continuous multiword recognition performance of young and elderly listeners in ambient noise

NASA Astrophysics Data System (ADS)

Sato, Hiroshi

2005-09-01

Hearing threshold shift due to aging is known as a dominant factor to degrade speech recognition performance in noisy conditions. On the other hand, cognitive factors of aging-relating speech recognition performance in various speech-to-noise conditions are not well established. In this study, two kinds of speech test were performed to examine how working memory load relates to speech recognition performance. One is word recognition test with high-familiarity, four-syllable Japanese words (single-word test). In this test, each word was presented to listeners; the listeners were asked to write the word down on paper with enough time to answer. In the other test, five continuous word were presented to listeners and listeners were asked to write the word down after just five words were presented (multiword test). Both tests were done in various speech-to-noise ratios under 50-dBA Hoth spectrum noise with more than 50 young and elderly subjects. The results of two experiments suggest that (1) Hearing level is related to scores of both tests. (2) Scores of single-word test are well correlated with those of multiword test. (3) Scores of multiword test are not improved as speech-to-noise ratio improves in the condition where scores of single-word test reach their ceiling.

True and False DRM Memories: Differences Detected with an Implicit Task

PubMed Central

Marini, Maddalena; Agosta, Sara; Mazzoni, Giuliana; Barba, Gianfranco Dalla; Sartori, Giuseppe

2012-01-01

Memory is prone to illusions. When people are presented with lists of words associated with a non-presented critical lure, they produce a high level of false recognitions (false memories) for non-presented related stimuli indistinguishable, at the explicit level, from presented words (DRM paradigm). We assessed whether true and false DRM memories can be distinguished at the implicit level by using the autobiographical IAT (aIAT), a novel method based on indirect measures that permits to detect true autobiographical events encoded in the respondent’s mind/brain. In our experiment, after a DRM task participants performed two aIATs: the first aimed at testing implicit memory for presented words (true-memories aIAT) and the second aimed at evaluating implicit memory for critical lures (false-memories aIAT). Specifically, the two aIATs assessed the association of presented words and critical lures with the logical dimension “true.” Results showed that the aIAT detected a greater association of presented words than critical lures with the logical dimension “true.” This result indicates that although true and false DRM memories are indistinguishable at the explicit level a different association of the true and false DRM memories with the logical dimension “true” can be detected at the implicit level, and suggests that the aIAT may be a sensitive instrument to detect differences between true and false DRM memories. PMID:22969740

[The Freiburg monosyllable word test in postoperative cochlear implant diagnostics].

PubMed

Hey, M; Brademann, G; Ambrosch, P

2016-08-01

The Freiburg monosyllable word test represents a central tool of postoperative cochlear implant (CI) diagnostics. The objective of this study is to test the equivalence of different word lists by analysing word comprehension. For patients whose CI has been implanted for more than 5 years, the distribution of suprathreshold speech intelligibility outcomes will also be analysed. In a retrospective data analysis, speech understanding for 626 CI users word correct scores were evaluated using a total of 5211 lists with 20 words each. The analysis of word comprehension within each list shows differences in mean and in the kind of distribution function. There are lists which show a significant difference of their mean word recognition to the overall mean. The Freiburg monosyllable word test is easy to administer at suprathreshold speech level for CI recipients, and typically has a saturation level above 80 %. The Freiburg monosyllable word test can be performed successfully by the majority of CI patients. The limited balance of the test lists elicits the conclusion that an adaptive test procedure with the Freiburg monosyllable test does not make sense. The Freiburg monosyllable test can be restructured by resorting all words across lists, or by omitting individual words of a test list to increase the reliability of the test. The results show that speech intelligibility in quiet should also be investigated in CI recipients al levels below 70 dB.

Test Anxiety and a High-Stakes Standardized Reading Comprehension Test: A Behavioral Genetics Perspective

ERIC Educational Resources Information Center

Wood, Sarah G.; Hart, Sara A.; Little, Callie W.; Phillips, Beth M.

2016-01-01

Past research suggests that reading comprehension test performance does not rely solely on targeted cognitive processes such as word reading, but also on other nontarget aspects such as test anxiety. Using a genetically sensitive design, we sought to understand the genetic and environmental etiology of the association between test anxiety and…

Intact Associative Learning in Patients with Schizophrenia: Evidence from a Go/NoGo Paradigm

PubMed Central

Woolard, Austin A.; Kose, Samet; Woodward, Neil D.; Verbruggen, Frederick; Logan, Gordon D.; Heckers, Stephan

2010-01-01

Objective Schizophrenia is associated with deficits in executive control and associative learning. In the present study, we investigated the effect of associative learning during a Go/NoGo task in healthy controls subjects and patients with schizophrenia. Methods Thirty patients with schizophrenia and 30 age-and-gender matched healthy control subjects performed 15 blocks of training and 3 blocks of test trials. The trials consisted of responding to words denoting either living or non-living objects. In the training condition, subjects were instructed to respond by pressing the space bar (Go-task) to one of the word types (living or non-living objects), but not the other. In the test phase, the Go/NoGo mapping was reversed. Subjects were instructed to respond as quickly and as accurately as possible. Reaction times (RT) and accuracy were recorded for each trial and all subjects were debriefed upon completion of the test trials. Results Patients with schizophrenia had significantly longer Go RTs when compared to the control group, during both training and test trials. However, the two groups did not differ on any measure of associative learning. Conclusions Our findings suggest that associative learning is intact in schizophrenia patients during the performance of a relational Go/NoGo paradigm. PMID:20226631

Specifying the role of the left prefrontal cortex in word selection.

PubMed

Riès, S K; Karzmark, C R; Navarrete, E; Knight, R T; Dronkers, N F

2015-10-01

Word selection allows us to choose words during language production. This is often viewed as a competitive process wherein a lexical representation is retrieved among semantically-related alternatives. The left prefrontal cortex (LPFC) is thought to help overcome competition for word selection through top-down control. However, whether the LPFC is always necessary for word selection remains unclear. We tested 6 LPFC-injured patients and controls in two picture naming paradigms varying in terms of item repetition. Both paradigms elicited the expected semantic interference effects (SIE), reflecting interference caused by semantically-related representations in word selection. However, LPFC patients as a group showed a larger SIE than controls only in the paradigm involving item repetition. We argue that item repetition increases interference caused by semantically-related alternatives, resulting in increased LPFC-dependent cognitive control demands. The remaining network of brain regions associated with word selection appears to be sufficient when items are not repeated. Copyright © 2015 Elsevier Inc. All rights reserved.

Delayed recall, hippocampal volume and Alzheimer neuropathology: findings from the Nun Study.

PubMed

Mortimer, J A; Gosche, K M; Riley, K P; Markesbery, W R; Snowdon, D A

2004-02-10

To examine the associations of hippocampal volume and the severity of neurofibrillary lesions determined at autopsy with delayed verbal recall performance evaluated an average of 1 year prior to death. Hippocampal volumes were computed using postmortem brain MRI from the first 56 scanned participants of the Nun Study. Quantitative neuropathologic studies included lesion counts, Braak staging, and determination of whether neuropathologic criteria for Alzheimer disease (AD) were met. Multiple regression was used to assess the association of hippocampal volume and neuropathologic lesions with the number of words (out of 10) recalled on the Consortium to Establish a Registry for Alzheimer's Disease Delayed Word Recall Test administered an average of 1 year prior to death. When entered separately, hippocampal volume, Braak stage, and the mean neurofibrillary tangle counts in the CA-1 region of the hippocampus and the subiculum were strongly associated with the number of words recalled after a delay, adjusting for age and education. When hippocampal volume was entered together with each neuropathologic index, only hippocampal volume retained a significant association with the delayed recall measure. The association between hippocampal volume and the number of words recalled was present in both demented and nondemented individuals as well as in those with and without substantial AD neurofibrillary pathology. The association of neurofibrillary tangles with delayed verbal recall may reflect associated hippocampal atrophy.

Learning style, judgements of learning, and learning of verbal and visual information.

PubMed

Knoll, Abby R; Otani, Hajime; Skeel, Reid L; Van Horn, K Roger

2017-08-01

The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning. © 2016 The British Psychological Society.

Enhancing lexical ambiguity resolution by brain polarization of the right posterior superior temporal sulcus.

PubMed

Peretz, Yael; Lavidor, Michal

2013-04-01

Previous studies have reported a hemispheric asymmetry in processing dominant (e.g., paper) and subordinate (e.g., farmer) associations of ambiguous words (pen). Here we applied sham and anodal Transcranial Direct Current Stimulation (tDCS) over Wernicke's area and its right homologue to test whether we can modulate the selective hemispheric expertise in processing lexical ambiguity. Ambiguous prime words were presented followed by target words that could be associated to the dominant or subordinate meaning of the prime in a semantic relatedness task. Anodal stimulation of the right Wernicke's area significantly decreased response time (RTs) to subordinate but not dominant associations compared to sham stimulation. There was also a complementary trend of faster responses to dominant associations following anodal stimulation of Wernicke's area. The results support brain asymmetry in processing lexical ambiguity and show that tDCS can enhance complex language processing even in a sample of highly literate individuals. Copyright © 2012 Elsevier Ltd. All rights reserved.

Aural, visual, and pictorial stimulus formats in false recall.

PubMed

Beauchamp, Heather M

2002-12-01

The present investigation is an initial simultaneous examination of the influence of three stimulus formats on false memories. Several pilot tests were conducted to develop new category associate stimulus lists. 73 women and 26 men (M age=21.1 yr.) were in one of three conditions: they either heard words, were shown words, or were shown pictures highly related to critical nonpresented items. As expected, recall of critical nonpresented stimuli was significantly greater for aural lists than for visually presented words and pictorial images. These findings demonstrate that the accuracy of memory is influenced by the format of the information encoded.

Early dynamics of the semantic priming shift

PubMed Central

Lavigne, Frédéric; Chanquoy, Lucile; Dumercy, Laurent; Vitu, Françoise

2013-01-01

Semantic processing of sequences of words requires the cognitive system to keep several word meanings simultaneously activated in working memory with limited capacity. The real- time updating of the sequence of word meanings relies on dynamic changes in the associates to the words that are activated. Protocols involving two sequential primes report a semantic priming shift from larger priming of associates to the first prime to larger priming of associates to the second prime, in a range of long SOAs (stimulus-onset asynchronies) between the second prime and the target. However, the possibility for an early semantic priming shift is still to be tested, and its dynamics as a function of association strength remain unknown. Three multiple priming experiments are proposed that cross-manipulate association strength between each of two successive primes and a target, for different values of short SOAs and prime durations. Results show an early priming shift ranging from priming of associates to the first prime only to priming of strong associates to the first prime and all of the associates to the second prime. We investigated the neural basis of the early priming shift by using a network model of spike frequency adaptive cortical neurons (e.g., Deco & Rolls, 2005), able to code different association strengths between the primes and the target. The cortical network model provides a description of the early dynamics of the priming shift in terms of pro-active and retro-active interferences within populations of excitatory neurons regulated by fast and unselective inhibitory feedback. PMID:23717346

Free recall test experience potentiates strategy-driven effects of value on memory.

PubMed

Cohen, Michael S; Rissman, Jesse; Hovhannisyan, Mariam; Castel, Alan D; Knowlton, Barbara J

2017-10-01

People tend to show better memory for information that is deemed valuable or important. By one mechanism, individuals selectively engage deeper, semantic encoding strategies for high value items (Cohen, Rissman, Suthana, Castel, & Knowlton, 2014). By another mechanism, information paired with value or reward is automatically strengthened in memory via dopaminergic projections from midbrain to hippocampus (Shohamy & Adcock, 2010). We hypothesized that the latter mechanism would primarily enhance recollection-based memory, while the former mechanism would strengthen both recollection and familiarity. We also hypothesized that providing interspersed tests during study is a key to encouraging selective engagement of strategies. To test these hypotheses, we presented participants with sets of words, and each word was associated with a high or low point value. In some experiments, free recall tests were given after each list. In all experiments, a recognition test was administered 5 minutes after the final word list. Process dissociation was accomplished via remember/know judgments at recognition, a recall test probing both item memory and memory for a contextual detail (word plurality), and a task dissociation combining a recognition test for plurality (intended to probe recollection) with a speeded item recognition test (to probe familiarity). When recall tests were administered after study lists, high value strengthened both recollection and familiarity. When memory was not tested after each study list, but rather only at the end, value increased recollection but not familiarity. These dual process dissociations suggest that interspersed recall tests guide learners' use of metacognitive control to selectively apply effective encoding strategies. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Much More than Model Fitting? Evidence for the Heritability of Method Effect Associated with Positively Worded Items of the Life Orientation Test Revised

ERIC Educational Resources Information Center

Alessandri, Guido; Vecchione, Michele; Fagnani, Corrado; Bentler, Peter M.; Barbaranelli, Claudio; Medda, Emanuela; Nistico, Lorenza; Stazi, Maria Antonietta; Caprara, Gian Vittorio

2010-01-01

When a self-report instrument includes a balanced number of positively and negatively worded items, factor analysts often use method effect factors to aid model fitting. One of the most widely investigated sources of method effects stems from the respondent tendencies to agree with an item regardless of its content. The nature of these effects,…

The effect of unsuccessful retrieval on children's subsequent learning.

PubMed

Carneiro, Paula; Lapa, Ana; Finn, Bridgid

2018-02-01

It is well known that successful retrieval enhances subsequent adults' learning by promoting long-term retention. Recent research has also found benefits from unsuccessful retrieval, but the evidence is not as clear-cut when the participants are children. In this study, we employed a methodology based on guessing-the weak associate paradigm-to test whether children can learn from generated errors or whether errors are harmful for learning. We tested second- and third-grade children in Experiment 1 and tested preschool and kindergarten children in Experiment 2. With slight differences in the method, in both experiments children heard the experimenter saying one word (cue) and were asked to guess an associate word (guess condition) or to listen to the correspondent target-associated word (study condition), followed by corrective feedback in both conditions. At the end of the guessing phase, the children undertook a cued-recall task in which they were presented with each cue and were asked to say the corrected target. Together, the results showed that older children-those in kindergarten and early elementary school-benefited from unsuccessful retrieval. Older children showed more correct responses and fewer errors in the guess condition. In contrast, preschoolers produced similar levels of correct and error responses in the two conditions. In conclusion, generating errors seems to be beneficial for future learning of children older than 5years. Copyright © 2017 Elsevier Inc. All rights reserved.

Word retrieval in picture descriptions produced by individuals with Alzheimer's disease

PubMed Central

Kavé, Gitit; Goral, Mira

2016-01-01

What can tests of single-word production tell us about word retrieval in connected speech? We examined this question in 20 people with Alzheimer's disease (AD) and in 20 cognitively intact individuals. All participants completed tasks of picture naming and semantic fluency, and provided connected speech through picture descriptions. Picture descriptions were analyzed for total word output, percentages of content words, percentages of nouns, and percentages of pronouns out of all words, type-token ratio of all words and type-token ratio of nouns alone, mean frequency of all words and mean frequency of nouns alone, and mean word length. Individuals with AD performed worse than did cognitively intact individuals on the picture naming and semantic fluency tasks. They also produced a lower proportion of content words overall, a lower proportion of nouns, and a higher proportion of pronouns, as well as more frequent and shorter words on picture descriptions. Group differences in total word output and type-token ratios did not reach significance. Correlations between scores on tasks of single-word retrieval and measures of retrieval in picture descriptions emerged in the AD group but not in the control group. Scores on a picture naming task were associated with difficulties in word retrieval in connected speech in AD, while scores on a task of semantic verbal fluency were less useful in predicting measures of retrieval in context in this population. PMID:27171756

Atypical associations to abstract words in Broca's aphasia.

PubMed

Roll, Mikael; Mårtensson, Frida; Sikström, Sverker; Apt, Pia; Arnling-Bååth, Rasmus; Horne, Merle

2012-09-01

Left frontal brain lesions are known to give rise to aphasia and impaired word associations. These associations have previously been difficult to analyze. We used a semantic space method to investigate associations to cue words. The degree of abstractness of the generated words and semantic similarity to the cue words were measured. Three subjects diagnosed with Broca's aphasia and twelve control subjects associated freely to cue words. Results were evaluated with latent semantic analysis (LSA) applied to the Swedish Parole corpus. The aphasic subjects could be clearly distinguished from controls by a lower degree of abstractness in the words they generated. The aphasic group's associations showed a negative correlation between semantic similarity to cue word and abstractness of cue word. By developing novel semantic measures, we showed that Broca's aphasic subjects' word production was characterized by a low degree of abstractness and low degree of coherence in associations to abstract cue words. The results support models where meanings of concrete words are represented in neural networks involving perceptual and motor areas, whereas the meaning of abstract words is more dependent on connections to other word forms in the left frontal region. Semantic spaces can be used in future developments of evaluative tools for both diagnosis and research purposes. Copyright © 2011 Elsevier Srl. All rights reserved.

Rapid Word Recognition as a Measure of Word-Level Automaticity and Its Relation to Other Measures of Reading

ERIC Educational Resources Information Center

Frye, Elizabeth M.; Gosky, Ross

2012-01-01

The present study investigated the relationship between rapid recognition of individual words (Word Recognition Test) and two measures of contextual reading: (1) grade-level Passage Reading Test (IRI passage) and (2) performance on standardized STAR Reading Test. To establish if time of presentation on the word recognition test was a factor in…

[The phonological variant of primary progressive aphasia, a single case study].

PubMed

Diesfeldt, H F A

2011-04-01

Primary progressive aphasia (PPA) is a neurodegenerative syndrome characterized by an insidious onset and gradual progression of deficits that can involve any aspect of language, including word finding, object naming, fluency, syntax, phonology and word comprehension. The initial symptoms occur in the absence of major deficits in other cognitive domains, including episodic memory, visuospatial abilities and visuoconstruction. According to recent diagnostic guidelines, PPA is typically divided into three variants: nonfluent variant PPA (also termed progressive nonfluent aphasia), semantic variant PPA (also termed semantic dementia) and logopenic/phonological variant PPA (also termed logopenic progressive aphasia). The paper describes a 79-yr old man, who presented with normal motor speech and production rate, impaired single word retrieval and phonemic errors in spontaneous speech and confrontational naming. Confrontation naming was strongly affected by lexical frequency. He was impaired on repetition of sentences and phrases. Reading was intact for regularly spelled words but not for irregular words (surface dyslexia). Comprehension was spared at the single word level, but impaired for complex sentences. He performed within the normal range on the Dutch equivalent of the Pyramids and Palm Trees (PPT) Pictures Test, indicating that semantic processing was preserved. There was, however, a slight deficiency on the PPT Words Test, which appeals to semantic knowledge of verbal associations. His core deficit was interpreted as an inability to retrieve stored lexical-phonological information for spoken word production in spontaneous speech, confrontation naming, repetition and reading aloud.

Longitudinal tests of competing factor structures for the Rosenberg Self-Esteem Scale: traits, ephemeral artifacts, and stable response styles.

PubMed

Marsh, Herbert W; Scalas, L Francesca; Nagengast, Benjamin

2010-06-01

Self-esteem, typically measured by the Rosenberg Self-Esteem Scale (RSE), is one of the most widely studied constructs in psychology. Nevertheless, there is broad agreement that a simple unidimensional factor model, consistent with the original design and typical application in applied research, does not provide an adequate explanation of RSE responses. However, there is no clear agreement about what alternative model is most appropriate-or even a clear rationale for how to test competing interpretations. Three alternative interpretations exist: (a) 2 substantively important trait factors (positive and negative self-esteem), (b) 1 trait factor and ephemeral method artifacts associated with positively or negatively worded items, or (c) 1 trait factor and stable response-style method factors associated with item wording. We have posited 8 alternative models and structural equation model tests based on longitudinal data (4 waves of data across 8 years with a large, representative sample of adolescents). Longitudinal models provide no support for the unidimensional model, undermine support for the 2-factor model, and clearly refute claims that wording effects are ephemeral, but they provide good support for models positing 1 substantive (self-esteem) factor and response-style method factors that are stable over time. This longitudinal methodological approach has not only resolved these long-standing issues in self-esteem research but also has broad applicability to most psychological assessments based on self-reports with a mix of positively and negatively worded items.

Word encoding during sleep is suggested by correlations between word-evoked up-states and post-sleep semantic priming

PubMed Central

Ruch, Simon; Koenig, Thomas; Mathis, Johannes; Roth, Corinne; Henke, Katharina

2014-01-01

To test whether humans can encode words during sleep we played everyday words to men while they were napping and assessed priming from sleep-played words following waking. Words were presented during non-rapid eye movement (NREM) sleep. Priming was assessed using a semantic and a perceptual priming test. These tests measured differences in the processing of words that had been or had not been played during sleep. Synonyms to sleep-played words were the targets in the semantic priming test that tapped the meaning of sleep-played words. All men responded to sleep-played words by producing up-states in their electroencephalogram. Up-states are NREM sleep-specific phases of briefly increased neuronal excitability. The word-evoked up-states might have promoted word processing during sleep. Yet, the mean performance in the priming tests administered following sleep was at chance level, which suggests that participants as a group failed to show priming following sleep. However, performance in the two priming tests was positively correlated to each other and to the magnitude of the word-evoked up-states. Hence, the larger a participant's word-evoked up-states, the larger his perceptual and semantic priming. Those participants who scored high on all variables must have encoded words during sleep. We conclude that some humans are able to encode words during sleep, but more research is needed to pin down the factors that modulate this ability. PMID:25452740

Capturing the fragile X premutation phenotypes: a collaborative effort across multiple cohorts.

PubMed

Hunter, Jessica Ezzell; Sherman, Stephanie; Grigsby, Jim; Kogan, Cary; Cornish, Kim

2012-03-01

To capture the neuropsychological profile among male carriers of the FMR1 premutation allele (55-200 CGG repeats) who do not meet diagnostic criteria for the late-onset fragile X-associated tremor/ataxia syndrome, FXTAS. We have initiated a multicenter collaboration that includes 3 independent cohorts, totaling 100 carriers of the premutation and 216 noncarriers. The initial focus of this collaboration has been on executive function. Four executive function scores are shared among the 3 cohorts (Controlled Oral Word Association Test, Stroop Color-Word Test, and Wechsler backward digit span and letter-number sequencing) whereas additional executive function scores are available for specific cohorts (Behavior Dyscontrol Scale, Hayling Sentence Completion Test Part B, and Wisconsin Card Sorting Test). Raw scores were analyzed by using statistical models that adjust for cohort-specific effects as well as age and education. Carriers scored significantly lower compared to noncarriers on the Stroop Color-Word Test (p = .01), Hayling Sentence Completion Test Part B (p < .01), and Behavioral Dyscontrol Scale (p = .03), with the Hayling displaying a significant age-related decline (p = .01), as assessed by an age and repeat length-group interaction. Follow-up analysis of the collective data did not identify any specific age groups or repeat length ranges (i.e., low premutation = 55-70 repeats, midpremutation = 71-100 repeats, high premutation = 101-199 repeats) that were associated with an increased risk of executive function deficits. Preliminary analyses do not indicate global executive function impairment among male carriers without FXTAS compared to noncarriers. However, impairment in inhibitory capacity may be present among a subset of carriers, though the risk factors for this group do not appear to be related to age or repeat length.

Learning to associate novel words with motor actions: language-induced motor activity following short training.

PubMed

Fargier, Raphaël; Paulignan, Yves; Boulenger, Véronique; Monaghan, Padraic; Reboul, Anne; Nazir, Tatjana A

2012-07-01

Action words referring to face, arm or leg actions activate areas along the motor strip that also control the planning and execution of the actions specified by the words. This electroencephalogram (EEG) study aimed to test the learning profile of this language-induced motor activity. Participants were trained to associate novel verbal stimuli to videos of object-oriented hand and arm movements or animated visual images on two consecutive days. Each training session was preceded and followed by a test-session with isolated videos and verbal stimuli. We measured motor-related brain activity (reflected by a desynchronization in the μ frequency bands; 8-12 Hz range) localized at centro-parietal and fronto-central electrodes. We compared activity from viewing the videos to activity resulting from processing the language stimuli only. At centro-parietal electrodes, stable action-related μ suppression was observed during viewing of videos in each test-session of the two days. For processing of verbal stimuli associated with motor actions, a similar pattern of activity was evident only in the second test-session of Day 1. Over the fronto-central regions, μ suppression was observed in the second test-session of Day 2 for the videos and in the second test-session of Day 1 for the verbal stimuli. Whereas the centro-parietal μ suppression can be attributed to motor events actually experienced during training, the fronto-central μ suppression seems to serve as a convergence zone that mediates underspecified motor information. Consequently, sensory-motor reactivations through which concepts are comprehended seem to differ in neural dynamics from those implicated in their acquisition. Copyright © 2011 Elsevier Srl. All rights reserved.

Why 'piss' is ruder than 'pee'? The role of sound in affective meaning making.

PubMed

Aryani, Arash; Conrad, Markus; Schmidtke, David; Jacobs, Arthur

2018-01-01

Most language users agree that some words sound harsh (e.g. grotesque) whereas others sound soft and pleasing (e.g. lagoon). While this prominent feature of human language has always been creatively deployed in art and poetry, it is still largely unknown whether the sound of a word in itself makes any contribution to the word's meaning as perceived and interpreted by the listener. In a large-scale lexicon analysis, we focused on the affective substrates of words' meaning (i.e. affective meaning) and words' sound (i.e. affective sound); both being measured on a two-dimensional space of valence (ranging from pleasant to unpleasant) and arousal (ranging from calm to excited). We tested the hypothesis that the sound of a word possesses affective iconic characteristics that can implicitly influence listeners when evaluating the affective meaning of that word. The results show that a significant portion of the variance in affective meaning ratings of printed words depends on a number of spectral and temporal acoustic features extracted from these words after converting them to their spoken form (study1). In order to test the affective nature of this effect, we independently assessed the affective sound of these words using two different methods: through direct rating (study2a), and through acoustic models that we implemented based on pseudoword materials (study2b). In line with our hypothesis, the estimated contribution of words' sound to ratings of words' affective meaning was indeed associated with the affective sound of these words; with a stronger effect for arousal than for valence. Further analyses revealed crucial phonetic features potentially causing the effect of sound on meaning: For instance, words with short vowels, voiceless consonants, and hissing sibilants (as in 'piss') feel more arousing and negative. Our findings suggest that the process of meaning making is not solely determined by arbitrary mappings between formal aspects of words and concepts they refer to. Rather, even in silent reading, words' acoustic profiles provide affective perceptual cues that language users may implicitly use to construct words' overall meaning.

The Influence of Encoding Strategy on Episodic Memory and Cortical Activity in Schizophrenia

PubMed Central

Haut, Kristen; Csernansky, John G.; Barch, Deanna M.

2005-01-01

Background: Recent work suggests that episodic memory deficits in schizophrenia may be related to disturbances of encoding or retrieval. Schizophrenia patients appear to benefit from instruction in episodic memory strategies. We tested the hypothesis that providing effective encoding strategies to schizophrenia patients enhances encoding-related brain activity and recognition performance. Methods: Seventeen schizophrenia patients and 26 healthy comparison subjects underwent functional magnetic resonance imaging scans while performing incidental encoding tasks of words and faces. Subjects were required to make either deep (abstract/concrete) or shallow (alphabetization) judgments for words and deep (gender) judgments for faces, followed by subsequent recognition tests. Results: Schizophrenia and comparison subjects recognized significantly more words encoded deeply than shallowly, activated regions in inferior frontal cortex (Brodmann area 45/47) typically associated with deep and successful encoding of words, and showed greater left frontal activation for the processing of words compared with faces. However, during deep encoding and material-specific processing (words vs. faces), participants with schizophrenia activated regions not activated by control subjects, including several in prefrontal cortex. Conclusions: Our findings suggest that a deficit in use of effective strategies influences episodic memory performance in schizophrenia and that abnormalities in functional brain activation persist even when such strategies are applied. PMID:15992522

The interaction of short-term and long-term memory in phonetic category formation

NASA Astrophysics Data System (ADS)

Harnsberger, James D.

2002-05-01

This study examined the role that short-term memory capacity plays in the relationship between novel stimuli (e.g., non-native speech sounds, native nonsense words) and phonetic categories in long-term memory. Thirty native speakers of American English were administered five tests: categorial AXB discrimination using nasal consonants from Malayalam; categorial identification, also using Malayalam nasals, which measured the influence of phonetic categories in long-term memory; digit span; nonword span, a short-term memory measure mediated by phonetic categories in long-term memory; and paired-associate word learning (word-word and word-nonword pairs). The results showed that almost all measures were significantly correlated with one another. The strongest predictor for the discrimination and word-nonword learning results was nonword (r=+0.62) and digit span (r=+0.51), respectively. When the identification test results were partialed out, only nonword span significantly correlated with discrimination. The results show a strong influence of short-term memory capacity on the encoding of phonetic detail within phonetic categories and suggest that long-term memory representations regulate the capacity of short-term memory to preserve information for subsequent encoding. The results of this study will also be discussed with regards to resolving the tension between episodic and abstract models of phonetic category structure.

Effects of script types of Japanese loan words on priming performance.

PubMed

Hayashi, Chiyoko

2005-04-01

23 female undergraduate students (M=20 yr., 10 mo., SD=15 mo.) were given a word-fragment completion task, containing a study and nonstudy list. In the present study, the effect of orthographic familiarity (e.g., script type) of a test item on a word-fragment completion task was examined. The script types of word stimuli (Katakana and Hiragana) were manipulated between a study and test phase. Priming effect was greater when the script type was the same between a study and test phase than in the cross-script condition. Further, even if the script type of word stimulus was different between study and test phases, a significant priming effect was obtained when the test fragment was orthographically familiar. These results suggested that not only the consistency of the perceptual feature of the stimulus word between study and test phases, but also orthographic familiarity of the stimulus word in the test phase facilitated priming effect in a word-fragment completion test.

Verbal short-term memory and vocabulary learning in polyglots.

PubMed

Papagno, C; Vallar, G

1995-02-01

Polyglot and non-polyglot Italian subjects were given tests assessing verbal (phonological) and visuo-spatial short-term and long-term memory, general intelligence, and vocabulary knowledge in their native language. Polyglots had a superior level of performance in verbal short-term memory tasks (auditory digit span and nonword repetition) and in a paired-associate learning test, which assessed the subjects' ability to acquire new (Russian) words. By contrast, the two groups had comparable performance levels in tasks assessing general intelligence, visuo-spatial short-term memory and learning, and paired-associate learning of Italian words. These findings, which are in line with neuropsychological and developmental evidence, as well as with data from normal subjects, suggest a close relationship between the capacity of phonological memory and the acquisition of foreign languages.

Representational neglect for words as revealed by bisection tasks.

PubMed

Arduino, Lisa S; Marinelli, Chiara Valeria; Pasotti, Fabrizio; Ferrè, Elisa Raffaella; Bottini, Gabriella

2012-03-01

In the present study, we showed that a representational disorder for words can dissociate from both representational neglect for objects and neglect dyslexia. This study involved 14 brain-damaged patients with left unilateral spatial neglect and a group of normal subjects. Patients were divided into four groups based on presence of left neglect dyslexia and representational neglect for non-verbal material, as evaluated by the Clock Drawing test. The patients were presented with bisection tasks for words and lines. The word bisection tasks (with words of five and seven letters) comprised the following: (1) representational bisection: the experimenter pronounced a word and then asked the patient to name the letter in the middle position; (2) visual bisection: same as (1) with stimuli presented visually; and (3) motor bisection: the patient was asked to cross out the letter in the middle position. The standard line bisection task was presented using lines of different length. Consistent with the literature, long lines were bisected to the right and short lines, rendered comparable in length to the words of the word bisection test, deviated to the left (crossover effect). Both patients and controls showed the same leftward bias on words in the visual and motor bisection conditions. A significant difference emerged between the groups only in the case of the representational bisection task, whereas the group exhibiting neglect dyslexia associated with representational neglect for objects showed a significant rightward bias, while the other three patient groups and the controls showed a leftward bisection bias. Neither the presence of neglect alone nor the presence of visual neglect dyslexia was sufficient to produce a specific disorder in mental imagery. These results demonstrate a specific representational neglect for words independent of both representational neglect and neglect dyslexia. ©2011 The British Psychological Society.

Second language experience modulates word retrieval effort in bilinguals: evidence from pupillometry

PubMed Central

Schmidtke, Jens

2014-01-01

Bilingual speakers often have less language experience compared to monolinguals as a result of speaking two languages and/or a later age of acquisition of the second language. This may result in weaker and less precise phonological representations of words in memory, which may cause greater retrieval effort during spoken word recognition. To gauge retrieval effort, the present study compared the effects of word frequency, neighborhood density (ND), and level of English experience by testing monolingual English speakers and native Spanish speakers who differed in their age of acquisition of English (early/late). In the experimental paradigm, participants heard English words and matched them to one of four pictures while the pupil size, an indication of cognitive effort, was recorded. Overall, both frequency and ND effects could be observed in the pupil response, indicating that lower frequency and higher ND were associated with greater retrieval effort. Bilingual speakers showed an overall delayed pupil response and a larger ND effect compared to the monolingual speakers. The frequency effect was the same in early bilinguals and monolinguals but was larger in late bilinguals. Within the group of bilingual speakers, higher English proficiency was associated with an earlier pupil response in addition to a smaller frequency and ND effect. These results suggest that greater retrieval effort associated with bilingualism may be a consequence of reduced language experience rather than constitute a categorical bilingual disadvantage. Future avenues for the use of pupillometry in the field of spoken word recognition are discussed. PMID:24600428

Context and Time Matter: Effects of Emotion and Motivation on Episodic Memory Overtime

PubMed Central

Sun, Qing; Gu, Simeng

2018-01-01

Previous studies have shown that compared with neutral cues, stimuli with positive and negative/stressful contexts or reward and punishment cues are remembered better. However, it is unclear whether the enhanced effect differs in emotion or motivation dimensions and the passage of time. We addressed these issues by manipulating different contextual cues for neutral words at different time intervals. In experiment 1, subjects were asked to learn words with picture contexts in positive, negative/stressful, and neutral valences and were tested by old/new word recognition and contextual judgment 10 min, 1 day, and 1 week later. In experiment 2, the reward and punishment motivations were manipulated by monetary cues during learning. Word recognition and contextual judgment were assessed 10 min, 1 day, 1 week, and 1 month after the study. Compared with negative and punishment conditions, the words in positive and reward contexts were recognized better at shorter intervals, which was associated with recollection process. In contrast, the words in negative and punishment contexts were recognized better at longer intervals, which was mainly associated with familiarity process. These results clarified how different dimensions of emotional and motivational contexts influence memory at short and long intervals and highlighted the role of contextual features in memory formation and consolidation. PMID:29849564

Context and Time Matter: Effects of Emotion and Motivation on Episodic Memory Overtime.

PubMed

Sun, Qing; Gu, Simeng; Yang, Jiongjiong

2018-01-01

Previous studies have shown that compared with neutral cues, stimuli with positive and negative/stressful contexts or reward and punishment cues are remembered better. However, it is unclear whether the enhanced effect differs in emotion or motivation dimensions and the passage of time. We addressed these issues by manipulating different contextual cues for neutral words at different time intervals. In experiment 1, subjects were asked to learn words with picture contexts in positive, negative/stressful, and neutral valences and were tested by old/new word recognition and contextual judgment 10 min, 1 day, and 1 week later. In experiment 2, the reward and punishment motivations were manipulated by monetary cues during learning. Word recognition and contextual judgment were assessed 10 min, 1 day, 1 week, and 1 month after the study. Compared with negative and punishment conditions, the words in positive and reward contexts were recognized better at shorter intervals, which was associated with recollection process. In contrast, the words in negative and punishment contexts were recognized better at longer intervals, which was mainly associated with familiarity process. These results clarified how different dimensions of emotional and motivational contexts influence memory at short and long intervals and highlighted the role of contextual features in memory formation and consolidation.

Role of processing speed and depressed mood on encoding, storage, and retrieval memory functions in patients diagnosed with schizophrenia.

PubMed

Brébion, Gildas; David, Anthony S; Bressan, Rodrigo A; Pilowsky, Lyn S

2007-01-01

The role of various types of slowing of processing speed, as well as the role of depressed mood, on each stage of verbal memory functioning in patients diagnosed with schizophrenia was investigated. Mixed lists of high- and low-frequency words were presented, and immediate and delayed free recall and recognition were required. Two levels of encoding were studied by contrasting the relatively automatic encoding of the high-frequency words and the more effortful encoding of the low-frequency words. Storage was studied by contrasting immediate and delayed recall. Retrieval was studied by contrasting free recall and recognition. Three tests of motor and cognitive processing speed were administered as well. Regression analyses involving the three processing speed measures revealed that cognitive speed was the only predictor of the recall and recognition of the low-frequency words. Furthermore, slowing in cognitive speed accounted for the deficit in recall and recognition of the low-frequency words relative to a healthy control group. Depressed mood was significantly associated with recognition of the low-frequency words. Neither processing speed nor depressed mood was associated with storage efficiency. It is concluded that both cognitive speed slowing and depressed mood impact on effortful encoding processes.

Anodal Transcranial Direct Current Stimulation of the Prefrontal Cortex Enhances Complex Verbal Associative Thought

ERIC Educational Resources Information Center

Cerruti, Carlo; Schlaug, Gottfried

2009-01-01

The remote associates test (RAT) is a complex verbal task with associations to both creative thought and general intelligence. RAT problems require not only lateral associations and the internal production of many words but a convergent focus on a single answer. Complex problem-solving of this sort may thus require both substantial verbal…

Electrodermal responses to words in chronic low back pain patients: a comparison between pain descriptors, other emotional words, and neutral words.

PubMed

Bonnet, Adeline; Naveteur, Janick

2006-10-01

This study examines the electrodermal reactivity of chronic sufferers to emotional words. The hypothesis that patients are over-sensitive to pain descriptors is tested. Electrodermal activity was recorded in 12 chronic low back pain patients and 12 healthy controls during passive viewing of words on a video monitor. These words were pain descriptors, other emotional words, and neutral words, in a pseudo-randomized order. A jingle was associated with the word occurrence. In chronic low back pain patients, skin conductance responses (SCRs) induced by pain descriptors or other emotional words were larger than SCRs induced by neutral words but they did not differ from each other. Patients presented SCRs, which were both larger and faster than those of controls, including following neutral words. There was no significant effect of word type in controls. Skin conductance level and the number of nonspecific fluctuations were larger in patients as compared with controls. The present electrodermal study suggests that chronic pain is linked to an increased reactivity to a wide range of stimuli. Emotional load amplifies the effect. This leads to recommend broad therapeutic management in chronic sufferers. Contrary to expectation derived from classical conditioning, patients did not prove over-sensitive to pain descriptors. This negative finding is discussed at methodologic, physiologic, and psychologic levels.

Self-Referenced Memory, Social Cognition, and Symptom Presentation in Autism

PubMed Central

Henderson, Heather A.; Zahka, Nicole E.; Kojkowski, Nicole M.; Inge, Anne P.; Schwartz, Caley B.; Hileman, Camilla M.; Coman, Drew C.; Mundy, Peter C.

2009-01-01

Background We examined performance on a self-referenced memory (SRM) task for higher functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing. Method Sixty-two children (31 HFA, 31 comparison; 8–16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d′) in each of the three encoding conditions as well as a self-memory bias score (d′ self-d′ other). Children completed The Strange Stories Task and The Children’s Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity. Results Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks. Conclusions Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism. PMID:19298471

Prefrontal activity and diagnostic monitoring of memory retrieval: FMRI of the criterial recollection task.

PubMed

Gallo, David A; Kensinger, Elizabeth A; Schacter, Daniel L

2006-01-01

According to the distinctiveness heuristic, subjects rely more on detailed recollections (and less on familiarity) when memory is tested for pictures relative to words, leading to reduced false recognition. If so, then neural regions that have been implicated in effortful postretrieval monitoring (e.g., dorsolateral prefrontal cortex) might be recruited less heavily when trying to remember pictures. We tested this prediction with the criterial recollection task. Subjects studied black words, paired with either the same word in red font or a corresponding colored picture. Red words were repeated at study to equate recognition hits for red words and pictures. During fMRI scanning, alternating red word memory tests and picture memory tests were given, using only white words as test stimuli (say "yes" only if you recollect a corresponding red word or picture, respectively). These tests were designed so that subjects had to rely on memory for the criterial information. Replicating prior behavioral work, we found enhanced rejection of lures on the picture test compared to the red word test, indicating that subjects had used a distinctiveness heuristic. Critically, dorsolateral prefrontal activity was reduced when rejecting familiar lures on the picture test, relative to the red word test. These findings indicate that reducing false recognition via the distinctiveness heuristic is not heavily dependent on frontally mediated postretrieval monitoring processes.

Associations of cumulative Pb exposure and longitudinal changes in Mini-Mental Status Exam scores, global cognition and domains of cognition: The VA Normative Aging Study

PubMed Central

Farooqui, Zishaan; Bakulski, Kelly M.; Power, Melinda C.; Weisskopf, Marc G.; Sparrow, David; Spiro, Avron; Vokonas, Pantel S.; Nie, Huiling; Hu, Howard; Park, Sung Kyun

2016-01-01

Background Lead (Pb) exposure has been associated with poorer cognitive function cross-sectionally in aging adults, however the association between cumulative Pb exposure and longitudinal changes in cognition is little characterized. Methods In a 1993–2007 subcohort of the VA Normative Aging Study (Mini-mental status exam (MMSE) n=741; global cognition summary score n=715), we used linear mixed effects models to test associations between cumulative Pb exposure (patella or tibia bone Pb) and repeated measures of cognition (MMSE, individual cognitive tests, and global cognition summary). Cox proportional hazard modeling assessed the risk of an MMSE score falling below 25. Results Among men 51–98 at baseline, higher patella Pb concentration (IQR: 21 µg/g) was associated with −0.13 lower baseline MMSE (95% CI: −0.25, −0.004) and faster longitudinal MMSE decline (−0.016 units/year, 95% CI: −0.032, −0.0004) over 15 years. Each IQR increase in patella Pb was associated with increased risk of a MMSE score below 25 (HR=1.21, 95% CI: 0.99, 1.49; p=0.07). There were no significant associations between Pb and global cognition (both baseline and longitudinal change). Patella Pb was associated with faster longitudinal decline in Word List Total Recall in the language domain (0.014 units/year, 95% CI: −0.026, −0.001) and Word List Delayed Recall in the memory domain (0.014 units/year, 95% CI: −0.027, −0.002). We found weaker associations with tibia Pb. Conclusions Cumulative Pb exposure is associated with faster declines in MMSE and Word List Total and Delayed Recall tests. These findings support the hypothesis that Pb exposure accelerates cognitive aging. PMID:27770710

Accelerated long-term forgetting in children with temporal lobe epilepsy.

PubMed

Gascoigne, Michael B; Smith, Mary Lou; Barton, Belinda; Webster, Richard; Gill, Deepak; Lah, Suncica

2014-07-01

Adults with temporal lobe epilepsy (TLE) have been found to have accelerated long-term forgetting, but this phenomenon has not yet been investigated in children. Although deficits in recall of materials after short (20- to 30-minute) delays have been shown to slowly emerge from childhood to adolescence in patients with TLE, it is unknown whether such a trend will also be found in recall of materials after long delays. This study examined the presence of accelerated long-term forgetting in children with TLE and how it relates to chronological age. Twenty-three children with TLE and 58 healthy controls of similar age, sex distribution and socioeconomic status completed a battery of neuropsychological tests, including standardised tests of story recall and design location, as well as two experimental tests requiring the learning of words and design locations to a criterion, both of which assessed recall after short (30-min) and long (7-day) delays. Word recall at the 7-day delay (relative to the 30-min recall) was significantly poorer in the TLE group, compared to the control group. The TLE group also exhibited worse 30-min recall performance on a standardised test of story recall. Individual patient analyses revealed dissociation between performance on the experimental and standardised verbal memory tests; children who were impaired on the experimental test (7-day delay) were not impaired on the standardised test (30-min delay). Compared to controls, patients with a left-hemisphere seizure focus recalled fewer words at short and long delays while patients with an abnormal hippocampus recalled fewer words at the long delay. No between-group differences were found with respect to the design location task. Age negatively correlated with the recall of words after short- and long-term delays within the TLE group, where older age was associated with worse memory. This association was not present in the control group. To our knowledge, this is the first study to show evidence of accelerated long-term forgetting in children with TLE, which could not be explained by poor performance on standardised memory tests. Additionally, these results suggest that the developmental trajectory of long-term memory in children with TLE is similar to that of short-term memory: deficits emerge gradually, therefore older children are more likely to present with long-term memory deficits. Copyright © 2014 Elsevier Ltd. All rights reserved.

Comparing Treatments for Children with ADHD and Word Reading Difficulties: A Randomized Clinical Trial

PubMed Central

Tamm, Leanne; Denton, Carolyn A.; Epstein, Jeffery N.; Schatschneider, Christopher; Taylor, Heather; Arnold, L. Eugene; Bukstein, Oscar; Anixt, Julia; Koshy, Anson; Newman, Nicholas C.; Maltinsky, Jan; Brinson, Patricia; Loren, Richard; Prasad, Mary R.; Ewing-Cobbs, Linda; Vaughn, Aaron

2017-01-01

Objective This randomized clinical trial compared Attention-Deficit/Hyperactivity Disorder (ADHD) treatment alone, intensive reading intervention alone, and their combination for children with ADHD and word reading difficulties and disabilities (RD). Method Children (n=216; predominantly African American males) in grades 2–5 with ADHD and word reading/decoding deficits were randomized to ADHD treatment (carefully-managed medication+parent training), reading treatment (intensive reading instruction), or combined ADHD+reading treatment. Outcomes were parent and teacher ADHD ratings and measures of word reading/decoding. Analyses utilized a mixed models covariate-adjusted gain score approach with post-test regressed onto pretest and other predictors. Results Inattention and hyperactivity/impulsivity outcomes were significantly better in the ADHD (parent Hedges g=.87/.75; teacher g=.67/.50) and combined (parent g=1.06/.95; teacher g=.36/41) treatment groups than reading treatment alone; the ADHD and Combined groups did not differ significantly (parent g=.19/.20; teacher g=.31/.09). Word reading and decoding outcomes were significantly better in the reading (word reading g=.23; decoding g=.39) and combined (word reading g=.32; decoding g=.39) treatment groups than ADHD treatment alone; reading and combined groups did not differ (word reading g=.09; decoding g=.00). Significant group differences were maintained at the three- to five-month follow-up on all outcomes except word reading. Conclusions Children with ADHD and RD benefit from specific treatment of each disorder. ADHD treatment is associated with more improvement in ADHD symptoms than RD treatment, and reading instruction is associated with better word reading and decoding outcomes than ADHD treatment. The additive value of combining treatments was not significant within disorder, but the combination allows treating both disorders simultaneously. PMID:28333510

Electrophysiological evidence for the modulation of retrieval orientation by depth of study processing.

PubMed

Rugg, M D; Allan, K; Birch, C S

2000-07-01

Event-related potentials (ERPs) were employed to investigate whether brain activity elicited by retrieval cues in a memory test varies according to the encoding task undertaken at study. Two recognition memory test blocks were administered, preceded, in one case, by a "shallow" study task (alphabetic judgement) and, in the other case, by a "deep" task (sentence generation). ERPs elicited by the new words in each test block differed, the ERPs elicited in the block following the shallow study task exhibiting the more positive-going waveforms. This finding was taken as evidence that subjects adopt different "retrieval sets" when attempting to retrieve items that had been encoded in terms of alphabetic versus semantic attributes. Differences between the ERPs elicited by correctly classified old and new words (old/new effects) also varied with encoding task. The effects for deeply studied words resembled those found in previous ERP studies of recognition memory, whereas old/new effects for shallowly studied words were confined to a late-onsetting, right frontal positivity. Together, the findings indicate that the depth of study processing influences two kinds of memory-related neural activity, associated with memory search operations, and the processing of retrieved information, respectively.

Functional mechanisms involved in the internal inhibition of taboo words.

PubMed

Severens, Els; Kühn, Simone; Hartsuiker, Robert J; Brass, Marcel

2012-04-01

The present study used functional magnetic resonance imaging to investigate brain processes associated with the inhibition of socially undesirable speech. It is tested whether the inhibition of undesirable speech is solely related to brain areas associated with classical stop signal tasks or rather also involves brain areas involved in endogenous self-control. During the experiment, subjects had to do a SLIP task, which was designed to elicit taboo or neutral spoonerisms. Here we show that the internal inhibition of taboo words activates the right inferior frontal gyrus, an area that has previously been associated with externally triggered inhibition. This finding strongly suggests that external social rules become internalized and act as a stop-signal.

Functional mechanisms involved in the internal inhibition of taboo words

PubMed Central

Kühn, Simone; Hartsuiker, Robert J.; Brass, Marcel

2012-01-01

The present study used functional magnetic resonance imaging to investigate brain processes associated with the inhibition of socially undesirable speech. It is tested whether the inhibition of undesirable speech is solely related to brain areas associated with classical stop signal tasks or rather also involves brain areas involved in endogenous self-control. During the experiment, subjects had to do a SLIP task, which was designed to elicit taboo or neutral spoonerisms. Here we show that the internal inhibition of taboo words activates the right inferior frontal gyrus, an area that has previously been associated with externally triggered inhibition. This finding strongly suggests that external social rules become internalized and act as a stop-signal. PMID:21609970

Effect of task demands on dual coding of pictorial stimuli.

PubMed

Babbitt, B C

1982-01-01

Recent studies have suggested that verbal labeling of a picture does not occur automatically. Although several experiments using paired-associate tasks produced little evidence indicating the use of a verbal code with picture stimuli, the tasks were probably not sensitive to whether the codes were activated initially. It is possible that verbal labels were activated at input, but not used later in performing the tasks. The present experiment used a color-naming interference task in order to assess, with a more sensitive measure, the amount of verbal coding occurring in response to word or picture input. Subjects named the color of ink in which words were printed following either word or picture input. If verbal labeling of the input occurs, then latency of color naming should increase when the input item and color-naming word are related. The results provided substantial evidence of such verbal activation when the input items were words. However, the presence of verbal activation with picture input was a function of task demands. Activation occurred when a recall memory test was used, but not when a recognition memory test was used. The results support the conclusion that name information (labels) need not be activated during presentation of visual stimuli.

Hippocampal damage equally impairs memory for single items and memory for conjunctions.

PubMed

Stark, Craig E L; Squire, Larry R

2003-01-01

In a prior study of continuous recognition performance, data were reported in support of the hypothesis that the hippocampus is not needed to remember the individual components of a stimulus but is important for remembering associations between its components (Kroll et al. 1996. J Mem Lang 35:176-196). Patients with left hippocampal damage were able to endorse recently encountered words and to reject novel words, as well as disyllabic words in which one of the syllables had been previously encountered. However, they failed to reject words in which both syllables had been encountered independently in different words. We present data from five experiments designed to examine this finding in more detail. In each experiment, five patients with bilateral hippocampal damage and eight controls were tested using the same protocol as Kroll et al. (1996). On each trial, a two-component stimulus was presented. Stimuli could be entirely novel, novel with one previously encountered (repeated) component, novel but with both components repeated, or a true repetition. The first experiment was a direct replication using the same disyllabic words as Kroll et al. (1996). The second experiment used pseudo-words, constructed of two monosyllabic words (e.g., jambark). The third experiment used the same pairs of monosyllabic words, but presented separately on the screen to encourage participants to treat each component independently. The fourth experiment used pairs of objects, and the fifth experiment used face-house pairs. In all five experiments, patients with hippocampal damage exhibited impaired recognition memory. The impairment extended across all trial types with no evidence that hippocampal damage selectively (or disproportionately) impaired the associative or conjunctive component of memory. We discuss our findings in the light of the work by Kroll et al. (1996) and other recent neuropsychological, electrophysiological, and neuroimaging studies of hippocampal function and single-item and associative memory.

Morphological processing with deficient phonological short-term memory.

PubMed

Kavé, Gitit; Ze'ev, Hagit Bar; Lev, Anita

2007-07-01

This paper investigates the processing of Hebrew derivational morphology in an individual (S.E.) with deficient phonological short-term memory. In comparison to 10 age- and education-matched men, S.E. was impaired on digit span tasks and demonstrated no recency effect in word list recall. S.E. had low word retention span, but he exhibited phonological similarity and word length effects. His ability to make lexical decisions was intact. In a paired-associate test S.E. successfully learned semantically and morphologically related pairs but not phonologically related pairs, and his learning of nonwords was facilitated by the presence of Hebrew consonant roots. Semantic and morphological similarity enhanced immediate word recall. Results show that S.E. is capable of conducting morphological decomposition of Hebrew-derived words despite his phonological deficit, suggesting that transient maintenance of morphological constituents is independent of temporary storage and rehearsal of phonological codes, and that each is processed separately within short-term memory.

Effects of normal aging on memory for multiple contextual features.

PubMed

Gagnon, Sylvain; Soulard, Kathleen; Brasgold, Melissa; Kreller, Joshua

2007-08-01

Twenty-four younger (18-35 years) and 24 older adult participants (65 or older) were exposed to three experimental conditions involving the memorization words and their associated contextual features, with contextual feature complexity increasing from Conditions 1 to 3. In Condition 1, words presented varied only on one binary feature (color, size, or character), while in Conditions 2 and 3, words presented varied on two and three binary features, respectively. Each condition was carried out as follows: (1) learning of a word list; (2) encoding of words and their contextual features; (3) delay; and (4) memory for contextual features through a discrimination task. Results indicated that young adults discriminated more features than older adults on all conditions. In both age groups, contextual feature discrimination accuracy decreased as the number of features increased. Moreover, older adults demonstrated near floor performance when tested with two or more binary features. We conclude that increasing context complexity strains attentional resources.

The Pursuit of Word Meanings

PubMed Central

Stevens, Jon Scott; Gleitman, Lila R.; Trueswell, John C.; Yang, Charles

2016-01-01

We evaluate here the performance of four models of cross-situational word learning; two global models, which extract and retain multiple referential alternatives from each word occurrence; and two local models, which extract just a single referent from each occurrence. One of these local models, dubbed Pursuit, uses an associative learning mechanism to estimate word-referent probability but pursues and tests the best referent-meaning at any given time. Pursuit is found to perform as well as global models under many conditions extracted from naturalistic corpora of parent child-interactions, even though the model maintains far less information than global models. Moreover, Pursuit is found to best capture human experimental findings from several relevant cross-situational word-learning experiments, including those of Yu and Smith (2007), the paradigm example of a finding believed to support fully global cross-situational models. Implications and limitations of these results are discussed, most notably that the model characterizes only the earliest stages of word learning, when reliance on the co-occurring referent world is at its greatest. PMID:27666335

Language networks associated with computerized semantic indices.

PubMed

Pakhomov, Serguei V S; Jones, David T; Knopman, David S

2015-01-01

Tests of generative semantic verbal fluency are widely used to study organization and representation of concepts in the human brain. Previous studies demonstrated that clustering and switching behavior during verbal fluency tasks is supported by multiple brain mechanisms associated with semantic memory and executive control. Previous work relied on manual assessments of semantic relatedness between words and grouping of words into semantic clusters. We investigated a computational linguistic approach to measuring the strength of semantic relatedness between words based on latent semantic analysis of word co-occurrences in a subset of a large online encyclopedia. We computed semantic clustering indices and compared them to brain network connectivity measures obtained with task-free fMRI in a sample consisting of healthy participants and those differentially affected by cognitive impairment. We found that semantic clustering indices were associated with brain network connectivity in distinct areas including fronto-temporal, fronto-parietal and fusiform gyrus regions. This study shows that computerized semantic indices complement traditional assessments of verbal fluency to provide a more complete account of the relationship between brain and verbal behavior involved organization and retrieval of lexical information from memory. Copyright © 2014 Elsevier Inc. All rights reserved.

Compositional symbol grounding for motor patterns.

PubMed

Greco, Alberto; Caneva, Claudio

2010-01-01

We developed a new experimental and simulative paradigm to study the establishing of compositional grounded representations for motor patterns. Participants learned to associate non-sense arm motor patterns, performed in three different hand postures, with non-sense words. There were two group conditions: in the first (compositional), each pattern was associated with a two-word (verb-adverb) sentence; in the second (holistic), each same pattern was associated with a unique word. Two experiments were performed. In the first, motor pattern recognition and naming were tested in the two conditions. Results showed that verbal compositionality had no role in recognition and that the main source of confusability in this task came from discriminating hand postures. As the naming task resulted too difficult, some changes in the learning procedure were implemented in the second experiment. In this experiment, the compositional group achieved better results in naming motor patterns especially for patterns where hand postures discrimination was relevant. In order to ascertain the differential effect, upon this result, of memory load and of systematic grounding, neural network simulations were also made. After a basic simulation that worked as a good model of subjects performance, in following simulations the number of stimuli (motor patterns and words) was increased and the systematic association between words and patterns was disrupted, while keeping the same number of words and syntax. Results showed that in both conditions the advantage for the compositional condition significantly increased. These simulations showed that the advantage for this condition may be more related to the systematicity rather than to the mere informational gain. All results are discussed in connection to the possible support of the hypothesis of a compositional motor representation and toward a more precise explanation of the factors that make compositional representations working.

Neural Correlates of Encoding Within- and Across-Domain Inter-Item Associations

PubMed Central

Park, Heekyeong; Rugg, Michael D.

2012-01-01

The neural correlates of the encoding of associations between pairs of words, pairs of pictures, and word-picture pairs were compared. The aims were to determine first, whether the neural correlates of associative encoding vary according to study material and second, whether encoding of across- versus within-material item pairs is associated with dissociable patterns of hippocampal and perirhinal activity, as predicted by the ‘domain dichotomy’ hypothesis of medial temporal lobe (MTL) function. While undergoing fMRI scanning, subjects (n = 24) were presented with the three classes of study pairs, judging which of the denoted objects fit into the other. Outside of the scanner, subjects then undertook an associative recognition task, discriminating between intact study pairs, rearranged pairs comprising items that had been presented on different study trials, and unstudied item pairs. The neural correlates of successful associative encoding – subsequent associative memory effects – were operationalized as the difference in activity between study pairs correctly judged intact versus pairs incorrectly judged rearranged on the subsequent memory test. Pair type-independent subsequent memory effects were evident in the left inferior frontal gyrus (IFG) and the hippocampus. Picture-picture pairs elicited material-selective effects in regions of fusiform cortex that were also activated to a greater extent on picture trials than word trials, while word-word pairs elicited material-selective subsequent memory effects in left lateral temporal cortex. Contrary to the domain-dichotomy hypothesis, neither hippocampal nor perirhinal subsequent memory effects differed depending on whether they were elicited by within- versus across-material study pairs. It is proposed that the left IFG plays a domain-general role in associative encoding, that associative encoding can also be facilitated by enhanced processing in material-selective cortical regions, and that the hippocampus and perirhinal cortex contribute equally to the formation of inter-item associations regardless of whether the items belong to the same or to different processing domains. PMID:21254802

The association between semantic dementia and surface dyslexia in Japanese.

PubMed

Fushimi, Takao; Komori, Kenjiro; Ikeda, Manabu; Lambon Ralph, Matthew A; Patterson, Karalyn

2009-03-01

One theory about reading suggests that producing the correct pronunciations of written words, particularly less familiar words with an atypical spelling-sound relationship, relies in part on knowledge of the word's meaning. This hypothesis has been supported by reports of surface dyslexia in large case-series studies of English-speaking/reading patients with semantic dementia (SD), but would have increased credibility if it applied to other languages and writing systems as well. The hypothesis predicts that, of the two systems used to write Japanese, SD patients should be unimpaired at oral reading of kana because of its invariant relationship between orthography and phonology. By contrast, oral reading of kanji should be impaired in a graded fashion depending on the consistency characteristics of the kanji target words, with worst performance on words whose component characters take 'minority' (atypical) pronunciations, especially if the words are of lower frequency. Errors in kanji reading should primarily reflect assignment of more typical readings to the component characters in these atypical words. In the largest-ever-reported case series of Japanese patients with semantic dementia, we tested and confirmed this hypothesis.

Pitch enhancement facilitates word learning across visual contexts

PubMed Central

Filippi, Piera; Gingras, Bruno; Fitch, W. Tecumseh

2014-01-01

This study investigates word-learning using a new experimental paradigm that integrates three processes: (a) extracting a word out of a continuous sound sequence, (b) inferring its referential meanings in context, (c) mapping the segmented word onto its broader intended referent, such as other objects of the same semantic category, and to novel utterances. Previous work has examined the role of statistical learning and/or of prosody in each of these processes separately. Here, we combine these strands of investigation into a single experimental approach, in which participants viewed a photograph belonging to one of three semantic categories while hearing a complex, five-word utterance containing a target word. Six between-subjects conditions were tested with 20 adult participants each. In condition 1, the only cue to word-meaning mapping was the co-occurrence of word and referents. This statistical cue was present in all conditions. In condition 2, the target word was sounded at a higher pitch. In condition 3, random words were sounded at a higher pitch, creating an inconsistent cue. In condition 4, the duration of the target word was lengthened. In conditions 5 and 6, an extraneous acoustic cue and a visual cue were associated with the target word, respectively. Performance in this word-learning task was significantly higher than that observed with simple co-occurrence only when pitch prominence consistently marked the target word. We discuss implications for the pragmatic value of pitch marking as well as the relevance of our findings to language acquisition and language evolution. PMID:25566144

Type 2 diabetes and impaired glucose tolerance are associated with word memory source monitoring recollection deficits but not simple recognition familiarity deficits following water, low glycaemic load, and high glycaemic load breakfasts.

PubMed

Lamport, Daniel J; Lawton, Clare L; Mansfield, Michael W; Moulin, Chris A J; Dye, Louise

2014-01-30

It has been established that type 2 diabetes, and to some extent, impaired glucose tolerance (IGT), are associated with general neuropsychological impairments in episodic memory. However, the effect of abnormalities in glucose metabolism on specific retrieval processes such as source monitoring has not been investigated. The primary aim was to investigate the impact of type 2 diabetes and IGT on simple word recognition (familiarity) and complex source monitoring (recollection). A secondary aim was to examine the effect of acute breakfast glycaemic load manipulations on episodic memory. Data are presented from two separate studies; (i) 24 adults with type 2 diabetes and 12 controls aged 45-75years, (ii) 18 females with IGT and 47 female controls aged 30-50years. Controls were matched for age, IQ, BMI, waist circumference, and depression. Recognition of previously learned words and memory for specifically which list a previously learned word had appeared in (source monitoring) was examined at two test sessions during the morning after consumption of low glycaemic load, high glycaemic load and water breakfasts according to a counterbalanced, crossover design. Type 2 diabetes (p<0.05) and IGT (p<0.01) were associated with significant source monitoring recollection deficits but not impairments in familiarity. Impairments were only observed in the late postprandial stage at the second test session. These impairments were not attenuated by the breakfast glycaemic load manipulations. Isolated source monitoring recollection deficits indicate that abnormalities in glucose metabolism are not detrimental for global episodic memory processes. This enhances our understanding of how metabolic disorders are associated with memory impairments. © 2013.

Is Weak Oral Language Associated with Poor Spelling in School-Age Children with Specific Language Impairment, Dyslexia, or Both?

PubMed Central

McCarthy, Jillian H.; Hogan, Tiffany P.; Catts, Hugh W.

2013-01-01

The purpose of this study was to test the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in school-age children. We compared fourth grade spelling accuracy in children with specific language impairment (SLI), dyslexia, or both (SLI/dyslexia) to their typically developing grade-matched peers. Results of the study revealed that children with SLI performed similarly to their typically developing peers on a single word spelling task. Alternatively, those with dyslexia and SLI/dyslexia evidenced poor spelling accuracy. Errors made by both those with dyslexia and SLI/dyslexia were characterized by numerous phonologic, orthographic, and semantic errors. Cumulative results support the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in typically developing school-age children and their peers with SLI and dyslexia. Findings are provided as further support for the notion that SLI and dyslexia are distinct, yet co-morbid, developmental disorders. PMID:22876769

Predicting Word Reading and Comprehension with Executive Function and Speed Measures Across Development: A Latent Variable Analysis

PubMed Central

Christopher, Micaela E.; Miyake, Akira; Keenan, Janice M.; Pennington, Bruce; DeFries, John C.; Wadsworth, Sally J.; Willcutt, Erik; Olson, Richard K.

2012-01-01

The present study explored whether different executive control and speed measures (working memory, inhibition, processing speed, and naming speed) independently predict individual differences in word reading and reading comprehension. Although previous studies suggest these cognitive constructs are important for reading, we analyze the constructs simultaneously to test whether each is a unique predictor. We used latent variables from 483 participants (ages 8 to 16) to portion each cognitive and reading construct into its unique and shared variance. In these models we address two specific issues: (a) given that our wide age range may span the theoretical transition from “learning to read” to “reading to learn,” we first test whether the relation between word reading and reading comprehension is stable across two age groups (ages 8 to 10 and 11 to 16); and (b) the main theoretical question of interest: whether what is shared and what is separable for word reading and reading comprehension are associated with individual differences in working memory, inhibition, and measures of processing and naming speed. The results indicated that: (a) the relation between word reading and reading comprehension is largely invariant across the age groups; (b) working memory and general processing speed, but not inhibition or the speeded naming of non-alphanumeric stimuli, are unique predictors of both word reading and comprehension, with working memory equally important for both reading abilities and processing speed more important for word reading. These results have implications for understanding why reading comprehension and word reading are highly correlated yet separable. PMID:22352396

No one way ticket from orthography to semantics in recognition memory: N400 and P200 effects of associations.

PubMed

Stuellein, Nicole; Radach, Ralph R; Jacobs, Arthur M; Hofmann, Markus J

2016-05-15

Computational models of word recognition already successfully used associative spreading from orthographic to semantic levels to account for false memories. But can they also account for semantic effects on event-related potentials in a recognition memory task? To address this question, target words in the present study had either many or few semantic associates in the stimulus set. We found larger P200 amplitudes and smaller N400 amplitudes for old words in comparison to new words. Words with many semantic associates led to larger P200 amplitudes and a smaller N400 in comparison to words with a smaller number of semantic associations. We also obtained inverted response time and accuracy effects for old and new words: faster response times and fewer errors were found for old words that had many semantic associates, whereas new words with a large number of semantic associates produced slower response times and more errors. Both behavioral and electrophysiological results indicate that semantic associations between words can facilitate top-down driven lexical access and semantic integration in recognition memory. Our results support neurophysiologically plausible predictions of the Associative Read-Out Model, which suggests top-down connections from semantic to orthographic layers. Copyright © 2016 Elsevier B.V. All rights reserved.

Fixed-Choice Word-Association Tasks as Second-Language Lexical Tests: What Native-Speaker Performance Reveals about Their Potential Weaknesses

ERIC Educational Resources Information Center

Dronjic, Vedran; Helms-Park, Rena

2014-01-01

Qian and Schedl's Depth of Vocabulary Knowledge Test was administered to 31 native-speaker undergraduates under an "unconstrained" condition, in which the number of responses to headwords was unfixed, whereas a corresponding group ("n" = 36) completed the test under the original "constrained" condition. Results…

Mojibake - The rehearsal of word fragments in verbal recall.

PubMed

Lange-Küttner, Christiane; Sykorova, Eva

2015-01-01

Theories of verbal rehearsal usually assume that whole words are being rehearsed. However, words consist of letter sequences, or syllables, or word onset-vowel-coda, amongst many other conceptualizations of word structure. A more general term is the 'grain size' of word units (Ziegler and Goswami, 2005). In the current study, a new method measured the quantitative percentage of correctly remembered word structure. The amount of letters in the correct letter sequence as per cent of word length was calculated, disregarding missing or added letters. A forced rehearsal was tested by repeating each memory list four times. We tested low frequency (LF) English words versus geographical (UK) town names to control for content. We also tested unfamiliar international (INT) non-words and names of international (INT) European towns to control for familiarity. An immediate versus distributed repetition was tested with a between-subject design. Participants responded with word fragments in their written recall especially when they had to remember unfamiliar words. While memory of whole words was sensitive to content, presentation distribution and individual sex and language differences, recall of word fragments was not. There was no trade-off between memory of word fragments with whole word recall during the repetition, instead also word fragments significantly increased. Moreover, while whole word responses correlated with each other during repetition, and word fragment responses correlated with each other during repetition, these two types of word recall responses were not correlated with each other. Thus there may be a lower layer consisting of free, sparse word fragments and an upper layer that consists of language-specific, orthographically and semantically constrained words.

A Test of the Sophisticated Guessing Theory of Word Perception

ERIC Educational Resources Information Center

Johnston, James C.

1978-01-01

Experiments tested the predictions that words are perceived more accurately in strongly constraining word contexts than in weakly constraining word contexts, and that a strong perceptual advantage would be present for letters in words vs. letters alone or in unrelated-letter strings. Several alternative theories of word perception are discussed.…

Brain regions and functional interactions supporting early word recognition in the face of input variability.

PubMed

Benavides-Varela, Silvia; Siugzdaite, Roma; Gómez, David Maximiliano; Macagno, Francesco; Cattarossi, Luigi; Mehler, Jacques

2017-07-18

Perception and cognition in infants have been traditionally investigated using habituation paradigms, assuming that babies' memories in laboratory contexts are best constructed after numerous repetitions of the very same stimulus in the absence of interference. A crucial, yet open, question regards how babies deal with stimuli experienced in a fashion similar to everyday learning situations-namely, in the presence of interfering stimuli. To address this question, we used functional near-infrared spectroscopy to test 40 healthy newborns on their ability to encode words presented in concomitance with other words. The results evidenced a habituation-like hemodynamic response during encoding in the left-frontal region, which was associated with a progressive decrement of the functional connections between this region and the left-temporal, right-temporal, and right-parietal regions. In a recognition test phase, a characteristic neural signature of recognition recruited first the right-frontal region and subsequently the right-parietal ones. Connections originating from the right-temporal regions to these areas emerged when newborns listened to the familiar word in the test phase. These findings suggest a neural specialization at birth characterized by the lateralization of memory functions: the interplay between temporal and left-frontal regions during encoding and between temporo-parietal and right-frontal regions during recognition of speech sounds. Most critically, the results show that newborns are capable of retaining the sound of specific words despite hearing other stimuli during encoding. Thus, habituation designs that include various items may be as effective for studying early memory as repeated presentation of a single word.

Occupational BAB Norms. Technical Report.

ERIC Educational Resources Information Center

Sung, Yong H.; Dong, Hei-Ki

The Ball Aptitude Battery (BAB) is a multiple ability test battery of specific work skills. It is designed for use in career counseling and personnel selection. The 14 BAB tests yield 16 ability scores: Clerical, Idea Fluency, Tonal Memory, Pitch Descrimination, Inductive Reasoning, Word Association, Writing Speed, Paper Folding, Vocabulary,…

Learning and Processing Abstract Words and Concepts: Insights From Typical and Atypical Development.

PubMed

Vigliocco, Gabriella; Ponari, Marta; Norbury, Courtenay

2018-05-21

The paper describes two plausible hypotheses concerning the learning of abstract words and concepts. According to a first hypothesis, children would learn abstract words by extracting co-occurrences among words in linguistic input, using, for example, mechanisms as described by models of Distributional Semantics. According to a second hypothesis, children would exploit the fact that abstract words tend to have more emotional associations than concrete words to infer that they refer to internal/mental states. Each hypothesis makes specific predictions with regards to when and which abstract words are more likely to be learned; also they make different predictions concerning the impact of developmental disorders. We start by providing a review of work characterizing how abstract words and concepts are learned in development, especially between the ages of 6 and 12. Second, we review some work from our group that tests the two hypotheses above. This work investigates typically developing (TD) children and children with atypical development (developmental language disorders [DLD] and autism spectrum disorder [ASD] with and without language deficits). We conclude that the use of strategies based on emotional information, or on co-occurrences in language, may play a role at different developmental stages. © 2018 Cognitive Science Society Inc.

Testing the attentional boundary conditions of subliminal semantic priming: the influence of semantic and phonological task sets

PubMed Central

Adams, Sarah C.; Kiefer, Markus

2012-01-01

Recent studies challenged the classical notion of automaticity and indicated that even unconscious automatic semantic processing is under attentional control to some extent. In line with our attentional sensitization model, these data suggest that a sensitization of semantic pathways by a semantic task set is necessary for subliminal semantic priming to occur while non-semantic task sets attenuate priming. In the present study, we tested whether masked semantic priming is also reduced by phonological task sets using the previously developed induction task paradigm. This would substantiate the notion that attention to semantics is necessary for eliciting unconscious semantic priming. Participants first performed semantic and phonological induction tasks that should either activate a semantic or a phonological task set. Subsequent to the induction task, a masked prime word, either associated or non-associated with the following lexical decision target word, was presented. Across two experiments, we varied the nature of the phonological induction task (word phonology vs. letter phonology) to assess whether the attentional focus on the entire word vs. single letters modulates subsequent masked semantic priming. In both experiments, subliminal semantic priming was only found subsequent to the semantic induction task, but was attenuated following either phonological induction task. These results indicate that attention to phonology attenuates subsequent semantic processing of unconsciously presented primes whether or not attention is directed to the entire word or to single letters. The present findings therefore substantiate earlier evidence that an attentional orientation toward semantics is necessary for subliminal semantic priming to be elicited. PMID:22952461

Models of Verbal Working Memory Capacity: What Does It Take to Make Them Work?

PubMed Central

Cowan, Nelson; Rouder, Jeffrey N.; Blume, Christopher L.; Saults, J. Scott

2013-01-01

Theories of working memory (WM) capacity limits will be more useful when we know what aspects of performance are governed by the limits and what aspects are governed by other memory mechanisms. Whereas considerable progress has been made on models of WM capacity limits for visual arrays of separate objects, less progress has been made in understanding verbal materials, especially when words are mentally combined to form multi-word units or chunks. Toward a more comprehensive theory of capacity limits, we examine models of forced-choice recognition of words within printed lists, using materials designed to produce multi-word chunks in memory (e.g., leather brief case). Several simple models were tested against data from a variety of list lengths and potential chunk sizes, with test conditions that only imperfectly elicited the inter-word associations. According to the most successful model, participants retained about 3 chunks on average in a capacity-limited region of WM, with some chunks being only subsets of the presented associative information (e.g., leather brief case retained with leather as one chunk and brief case as another). The addition to the model of an activated long-term memory (LTM) component unlimited in capacity was needed. A fixed capacity limit appears critical to account for immediate verbal recognition and other forms of WM. We advance a model-based approach that allows capacity to be assessed despite other important processing contributions. Starting with a psychological-process model of WM capacity developed to understand visual arrays, we arrive at a more unified and complete model. PMID:22486726

Task-irrelevant spider associations affect categorization performance.

PubMed

Woud, Marcella L; Ellwart, Thomas; Langner, Oliver; Rinck, Mike; Becker, Eni S

2011-09-01

In two studies, the Single Target Implicit Association Test (STIAT) was used to investigate automatic associations toward spiders. In both experiments, we measured the strength of associations between pictures of spiders and either threat-related words or pleasant words. Unlike previous studies, we administered a STIAT version in which stimulus contents was task-irrelevant: The target spider pictures were categorized according to the label picture, irrespective of what they showed. In Study 1, spider-fearful individuals versus non-fearful controls were tested, Study 2 compared spider enthusiasts to non-fearful controls. Results revealed that the novel STIAT version was sensitive to group differences in automatic associations toward spiders. In Study 1, it successfully distinguished between spider-fearful individuals and non-fearful controls. Moreover, STIAT scores predicted automatic fear responses best, whereas controlled avoidance behavior was best predicted by the FAS (German translation of the Fear of Spiders Questionnaire). The results of Study 2 demonstrated that the novel STIAT version was also able to differentiate between spider enthusiasts and non-fearful controls. Copyright © 2010 Elsevier Ltd. All rights reserved.

Print exposure modulates the effects of repetition priming during sentence reading.

PubMed

Lowder, Matthew W; Gordon, Peter C

2017-12-01

Individual readers vary greatly in the quality of their lexical representations, and consequently in how quickly and efficiently they can access orthographic and lexical knowledge. This variability may be explained, at least in part, by individual differences in exposure to printed language, because practice at reading promotes the development of stronger reading skills. In the present eyetracking experiment, we tested the hypothesis that the efficiency of word recognition during reading improves with increases in print exposure, by determining whether the magnitude of the repetition-priming effect is modulated by individual differences in scores on the author recognition test (ART). Lexical repetition of target words was manipulated across pairs of unrelated sentences that were presented on consecutive trials. The magnitude of the repetition effect was modulated by print exposure in early measures of processing, such that the magnitude of the effect was inversely related to scores on the ART. The results showed that low levels of print exposure, and thus lower-quality lexical representations, are associated with high levels of difficulty recognizing words, and thus with the greatest room to benefit from repetition. Furthermore, the interaction between scores on the ART and repetition suggests that print exposure is not simply an index of general reading speed, but rather that higher levels of print exposure are associated with an enhanced ability to access lexical knowledge and recognize words during reading.

A Reevaluation of Age-Related Changes in Associative Memory Organization.

ERIC Educational Resources Information Center

Lindauer, Barbara K.; Paris, Scott G.

This paper focuses on a study which replicates and extends earlier work employing a recognition memory paradigm to investigate children's memory and developmental changes in dominant word associations. On the recognition test the implicit associative response can lead to better memory for the original items (this is the hit rate), and it can also…

Individual Differences in the Extent and Development of Aggressive Cognitive-Associative Networks.

ERIC Educational Resources Information Center

Bushman, Brad J.

1996-01-01

Extends L. Berkowitz's neoassociationist aggression model by considering the role of personality variables. Experiment one tested the hypothesis that high-trait-aggressive individuals have more developed aggressive cognitive-associative networks than low-trait-aggressive individuals. In experiment two, participants rated the stimulus words used in…

Implicit Relational Effects in Associative Recognition

ERIC Educational Resources Information Center

Algarabel, S.; Pitarque, A.; Combita, L. M.; Rodriguez, L. A.

2013-01-01

We study the contribution of implicit relatedness to associative recognition in two experiments. In the first experiment, we showed an implicit improvement in recognition when the stimulus elements of each word pair shared common letters and they were unpaired at test. Moreover, when asked to study the stimuli under divided attention, recollection…

Personality in 100,000 Words: A large-scale analysis of personality and word use among bloggers

PubMed Central

Yarkoni, Tal

2010-01-01

Previous studies have found systematic associations between personality and individual differences in word use. Such studies have typically focused on broad associations between major personality domains and aggregate word categories, potentially masking more specific associations. Here I report the results of a large-scale analysis of personality and word use in a large sample of blogs (N=694). The size of the dataset enabled pervasive correlations with personality to be identified for a broad range of lexical variables, including both aggregate word categories and individual English words. The results replicated category-level findings from previous offline studies, identified numerous novel associations at both a categorical and single-word level, and underscored the value of complementary approaches to the study of personality and word use. PMID:20563301

Are independent probes truly independent?

PubMed

Camp, Gino; Pecher, Diane; Schmidt, Henk G; Zeelenberg, René

2009-07-01

The independent cue technique has been developed to test traditional interference theories against inhibition theories of forgetting. In the present study, the authors tested the critical criterion for the independence of independent cues: Studied cues not presented during test (and unrelated to test cues) should not contribute to the retrieval process. Participants first studied a subset of cues (e.g., rope) that were subsequently studied together with a target in a 2nd study phase (e.g., rope-sailing, sunflower-yellow). In the test phase, an extralist category cue (e.g., sports, color) was presented, and participants were instructed to recall an item from the study list that was a member of the category (e.g., sailing, yellow). The experiments showed that previous study of the paired-associate word (e.g., rope) enhanced category cued recall even though this word was not presented at test. This experimental demonstration of covert cuing has important implications for the effectiveness of the independent cue technique.

Self-Referential Processing in Depressed Adolescents: A High-Density ERP Study

PubMed Central

Auerbach, Randy P.; Stanton, Colin H.; Proudfit, Greg Hajcak; Pizzagalli, Diego A.

2015-01-01

Despite the alarming increase in the prevalence of depression during adolescence, particularly among female adolescents, the pathophysiology of depression in adolescents remains largely unknown. Event-related potentials (ERPs) provide an ideal approach to investigate cognitive-affective processes associated with depression in adolescents, especially in the context of negative self-referential processing biases. In this study, healthy (n = 30) and depressed (n = 22) female adolescents completed a self-referential encoding task while ERP data were recorded. To examine cognitive-affective processes associated with self-referential processing, P1, P2, and late positive potential (LPP) responses to negative and positive words were investigated, and intracortical sources of scalp effects were probed using Low Resolution Electromagnetic Tomography (LORETA). Additionally, we tested whether key cognitive processes (e.g., maladaptive self-view, self-criticism) previously implicated in depression related to ERP components. Relative to healthy female subjects, depressed females endorsed more negative and fewer positive words, and free recalled and recognized fewer positive words. With respect to ERPs, compared to healthy female adolescents, depressed adolescents exhibited greater P1 amplitudes following negative words, which was associated with a more maladaptive self-view and self-criticism. In both early and late LPP responses, depressed females showed greater activity following negative versus positive words, whereas healthy females demonstrated the opposite pattern. For both P1 and LPP, LORETA revealed reduced inferior frontal gyrus activity in response to negative words in depressed versus healthy female adolescents. Collectively, these findings suggest that the P1 and LPP reflect biased self-referential processing in female adolescents with depression. Potential treatment implications are discussed. PMID:25643205

Preparing novice teachers to develop basic reading and spelling skills in children.

PubMed

Spear-Swerling, Louise; Brucker, Pamela Owen

2004-12-01

This study examined the word-structure knowledge of novice teachers and the progress of children tutored by a subgroup of the teachers. Teachers' word-structure knowledge was assessed using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Tutored children were assessed on several measures of basic reading and spelling skills. Novice teachers who received word-structure instruction outperformed a comparison group of teachers in word-structure knowledge at post-test. Tutored children improved significantly from pre-test to post-test on all assessments. Teachers' post-test knowledge on the graphophonemic segmentation and irregular words tasks correlated significantly with tutored children's progress in decoding phonetically regular words; error analyses indicated links between teachers' patterns of word-structure knowledge and children's patterns of decoding progress. The study suggests that word-structure knowledge is important to effective teaching of word decoding and underscores the need to include this information in teacher preparation.

The Acquisition of Simple Associations as Observed in Color-Word Contingency Learning

ERIC Educational Resources Information Center

Lin, Olivia Y.-H.; MacLeod, Colin M.

2018-01-01

Three experiments investigated the learning of simple associations in a color-word contingency task. Participants responded manually to the print colors of 3 words, with each word associated strongly to 1 of the 3 colors and weakly to the other 2 colors. Despite the words being irrelevant, response times to high-contingency stimuli and to…

The Effects of Test Trial and Processing Level on Immediate and Delayed Retention.

PubMed

Chang, Sau Hou

2017-03-01

The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test) and processing level (shallow, deep), and one within-subject factor of final recall (immediate, delayed). Seventy-six college students were randomly assigned first to the single test (studied the stimulus words three times and took one free-recall test) and the repeated test trials (studied the stimulus words once and took three consecutive free-recall tests), and then to the shallow processing level (asked whether each stimulus word was presented in capital letter or in small letter) and the deep processing level (whether each stimulus word belonged to a particular category) to study forty stimulus words. The immediate test was administered five minutes after the trials, whereas the delayed test was administered one week later. Results showed that single test trial recalled more words than repeated test trial in immediate final free-recall test, participants in deep processing performed better than those in shallow processing in both immediate and delayed retention. However, the dominance of single test trial and deep processing did not happen in delayed retention. Additional study trials did not further enhance the delayed retention of words encoded in deep processing, but did enhance the delayed retention of words encoded in shallow processing.

The Effects of Test Trial and Processing Level on Immediate and Delayed Retention

PubMed Central

Chang, Sau Hou

2017-01-01

The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test) and processing level (shallow, deep), and one within-subject factor of final recall (immediate, delayed). Seventy-six college students were randomly assigned first to the single test (studied the stimulus words three times and took one free-recall test) and the repeated test trials (studied the stimulus words once and took three consecutive free-recall tests), and then to the shallow processing level (asked whether each stimulus word was presented in capital letter or in small letter) and the deep processing level (whether each stimulus word belonged to a particular category) to study forty stimulus words. The immediate test was administered five minutes after the trials, whereas the delayed test was administered one week later. Results showed that single test trial recalled more words than repeated test trial in immediate final free-recall test, participants in deep processing performed better than those in shallow processing in both immediate and delayed retention. However, the dominance of single test trial and deep processing did not happen in delayed retention. Additional study trials did not further enhance the delayed retention of words encoded in deep processing, but did enhance the delayed retention of words encoded in shallow processing. PMID:28344679

Strength of word-specific neural memory traces assessed electrophysiologically.

PubMed

Alexandrov, Alexander A; Boricheva, Daria O; Pulvermüller, Friedemann; Shtyrov, Yury

2011-01-01

Memory traces for words are frequently conceptualized neurobiologically as networks of neurons interconnected via reciprocal links developed through associative learning in the process of language acquisition. Neurophysiological reflection of activation of such memory traces has been reported using the mismatch negativity brain potential (MMN), which demonstrates an enhanced response to meaningful words over meaningless items. This enhancement is believed to be generated by the activation of strongly intraconnected long-term memory circuits for words that can be automatically triggered by spoken linguistic input and that are absent for unfamiliar phonological stimuli. This conceptual framework critically predicts different amounts of activation depending on the strength of the word's lexical representation in the brain. The frequent use of words should lead to more strongly connected representations, whereas less frequent items would be associated with more weakly linked circuits. A word with higher frequency of occurrence in the subject's language should therefore lead to a more pronounced lexical MMN response than its low-frequency counterpart. We tested this prediction by comparing the event-related potentials elicited by low- and high-frequency words in a passive oddball paradigm; physical stimulus contrasts were kept identical. We found that, consistent with our prediction, presenting the high-frequency stimulus led to a significantly more pronounced MMN response relative to the low-frequency one, a finding that is highly similar to previously reported MMN enhancement to words over meaningless pseudowords. Furthermore, activation elicited by the higher-frequency word peaked earlier relative to low-frequency one, suggesting more rapid access to frequently used lexical entries. These results lend further support to the above view on word memory traces as strongly connected assemblies of neurons. The speed and magnitude of their activation appears to be linked to the strength of internal connections in a memory circuit, which is in turn determined by the everyday use of language elements.

Interference from previous distraction disrupts older adults' memory.

PubMed

Biss, Renée K; Campbell, Karen L; Hasher, Lynn

2013-07-01

Previously relevant information can disrupt the ability of older adults to remember new information. Here, the researchers examined whether prior irrelevant information, or distraction, can also interfere with older adults' memory for new information. Younger and older adults first completed a 1-back task on pictures that were superimposed with distracting words. After a delay, participants learned picture-word paired associates and memory was tested using picture-cued recall. In 1 condition (high interference), some pairs included pictures from the 1-back task now paired with new words. In a low-interference condition, the transfer list used all new items. Older adults had substantially lower cued-recall performance in the high- compared with the low-interference condition. In contrast, younger adults' performance did not vary across conditions. These findings suggest that even never-relevant information from the past can disrupt older adults' memory for new associations.

Event-related potentials and recognition memory for pictures and words: the effects of intentional and incidental learning.

PubMed

Noldy, N E; Stelmack, R M; Campbell, K B

1990-07-01

Event-related potentials were recorded under conditions of intentional or incidental learning of pictures and words, and during the subsequent recognition memory test for these stimuli. Intentionally learned pictures were remembered better than incidentally learned pictures and intentionally learned words, which, in turn, were remembered better than incidentally learned words. In comparison to pictures that were ignored, the pictures that were attended were characterized by greater positive amplitude frontally at 250 ms and centro-parietally at 350 ms and by greater negativity at 450 ms at parietal and occipital sites. There were no effects of attention on the waveforms elicited by words. These results support the view that processing becomes automatic for words, whereas the processing of pictures involves additional effort or allocation of attentional resources. The N450 amplitude was greater for words than for pictures during both acquisition (intentional items) and recognition phases (hit and correct rejection categories for intentional items, hit category for incidental items). Because pictures are better remembered than words, the greater late positive wave (600 ms) elicited by the pictures than the words during the acquisition phase is also consistent with the association between P300 and better memory that has been reported.

Mojibake – The rehearsal of word fragments in verbal recall

PubMed Central

Lange-Küttner, Christiane; Sykorova, Eva

2015-01-01

Theories of verbal rehearsal usually assume that whole words are being rehearsed. However, words consist of letter sequences, or syllables, or word onset-vowel-coda, amongst many other conceptualizations of word structure. A more general term is the ‘grain size’ of word units (Ziegler and Goswami, 2005). In the current study, a new method measured the quantitative percentage of correctly remembered word structure. The amount of letters in the correct letter sequence as per cent of word length was calculated, disregarding missing or added letters. A forced rehearsal was tested by repeating each memory list four times. We tested low frequency (LF) English words versus geographical (UK) town names to control for content. We also tested unfamiliar international (INT) non-words and names of international (INT) European towns to control for familiarity. An immediate versus distributed repetition was tested with a between-subject design. Participants responded with word fragments in their written recall especially when they had to remember unfamiliar words. While memory of whole words was sensitive to content, presentation distribution and individual sex and language differences, recall of word fragments was not. There was no trade-off between memory of word fragments with whole word recall during the repetition, instead also word fragments significantly increased. Moreover, while whole word responses correlated with each other during repetition, and word fragment responses correlated with each other during repetition, these two types of word recall responses were not correlated with each other. Thus there may be a lower layer consisting of free, sparse word fragments and an upper layer that consists of language-specific, orthographically and semantically constrained words. PMID:25941500

Development of the Word Auditory Recognition and Recall Measure: A Working Memory Test for Use in Rehabilitative Audiology.

PubMed

Smith, Sherri L; Pichora-Fuller, M Kathleen; Alexander, Genevieve

The purpose of this study was to develop the Word Auditory Recognition and Recall Measure (WARRM) and to conduct the inaugural evaluation of the performance of younger adults with normal hearing, older adults with normal to near-normal hearing, and older adults with pure-tone hearing loss on the WARRM. The WARRM is a new test designed for concurrently assessing word recognition and auditory working memory performance in adults who may have pure-tone hearing loss. The test consists of 100 monosyllabic words based on widely used speech-recognition test materials. The 100 words are presented in recall set sizes of 2, 3, 4, 5, and 6 items, with 5 trials in each set size. The WARRM yields a word-recognition score and a recall score. The WARRM was administered to all participants in three listener groups under two processing conditions in a mixed model (between-subjects, repeated measures) design. The between-subjects factor was group, with 48 younger listeners with normal audiometric thresholds (younger listeners with normal hearing [YNH]), 48 older listeners with normal thresholds through 3000 Hz (older listeners with normal hearing [ONH]), and 48 older listeners with sensorineural hearing loss (older listeners with hearing loss [OHL]). The within-subjects factor was WARRM processing condition (no additional task or with an alphabet judgment task). The associations between results on the WARRM test and results on a battery of other auditory and memory measures were examined. Word-recognition performance on the WARRM was not affected by processing condition or set size and was near ceiling for the YNH and ONH listeners (99 and 98%, respectively) with both groups performing significantly better than the OHL listeners (83%). The recall results were significantly better for the YNH, ONH, and OHL groups with no processing (93, 84, and 75%, respectively) than with the alphabet processing (86, 77, and 70%). In both processing conditions, recall was best for YNH, followed by ONH, and worst for OHL listeners. WARRM recall scores were significantly correlated with other memory measures. In addition, WARRM recall scores were correlated with results on the Words-In-Noise (WIN) test for the OHL listeners in the no processing condition and for ONH listeners in the alphabet processing condition. Differences in the WIN and recall scores of these groups are consistent with the interpretation that the OHL listeners found listening to be sufficiently demanding to affect recall even in the no processing condition, whereas the ONH group listeners did not find it so demanding until the additional alphabet processing task was added. These findings demonstrate the feasibility of incorporating an auditory memory test into a word-recognition test to obtain measures of both word recognition and working memory simultaneously. The correlation of WARRM recall with scores from other memory measures is evidence of construct validity. The observation of correlations between the WIN thresholds with each of the older groups and recall scores in certain processing conditions suggests that recall depends on listeners' word-recognition abilities in noise in combination with the processing demands of the task. The recall score provides additional information beyond the pure-tone audiogram and word-recognition scores that may help rehabilitative audiologists assess the listening abilities of patients with hearing loss.

Controlled Retrieval of Specific Context Information in Children and Adults.

PubMed

Lorsbach, Thomas C; Friehe, Mary J; Teten, Amy Fair; Reimer, Jason F; Armendarez, Joseph J

2015-01-01

This study adapted a procedure used by Luo and Craik (2009) to examine whether developmental differences exist in the ability to use controlled retrieval processes to access the contextual details of memory representations. Participants from 3 age groups (mean ages 9, 12, and 25 years) were presented with words in 3 study contexts: with a black-and-white picture, with a color picture, or alone without a picture. Six recognition tests were then presented that varied in the demands (high or low) placed on the retrieval of specific contextual information. Each test consisted of a mixture of words that were old targets from 1 study context, distractors (i.e., previously studied words from a different context), and completely new words. A high-specificity and a low-specificity test list was paired with each test question, with high and low specificity being determined by the nature of the distractors used in a test list. High-specificity tests contained words that were studied in similar contexts: old targets (e.g., words studied with black-and-white pictures) and distractors (e.g., words studied with color pictures). In contrast, low-specificity tests contained words that were studied in dissimilar contexts: old targets (e.g., words studied with black-and-white pictures) and distractors (e.g., words previously studied without a picture). Relative to low-specificity tests, the retrieval conditions of high-specificity tests were assumed to place greater demands on the controlled access of specific contextual information. Analysis of recollection scores revealed that age differences were present on high-but not low-specificity tests, with the performance of 9-year-olds disproportionately affected by the retrieval demands of high-specificity tests.

The Controlled Retrieval of Specific Context Information in Children and Adults

PubMed Central

Lorsbach, Thomas C.; Reimer, Jason F.; Friehe, Mary J.; Armendarez, Joseph J.; Teten, Amy Fair

2017-01-01

The present study adapted a procedure used recently by Luo and Craik (2009) in order to examine whether developmental differences exist in the ability to use controlled retrieval processes to access the specific contextual details of memory representations. Participants from three age groups (Mean ages: 9, 12, and 25 years) were presented with words in three study contexts: with a black-and-white picture, with a color picture, or alone without a picture. Six recognition tests were then presented that varied in the demands (high or low) placed on the retrieval of specific contextual information. Each test consisted of a mixture of words that were old targets from one study context, distractors (i.e., previously studied words from a different context), and completely new words. A “high specificity” and a “low specificity” test list was paired with each test question, with “high” and “low” specificity being determined by the nature of the distractors used in a test list. High specificity tests contained words that were studied in similar contexts: old targets (e.g., words studied with black-and-white pictures) and distractors (e.g., words studied with color pictures). In contrast, low specificity tests contained words that were studied in dissimilar contexts: old targets (e.g., words studied with black-and-white pictures) and distractors (e.g., words previously studied without a picture). Relative to low specificity tests, the retrieval conditions of high specificity tests were assumed to place greater demands on the controlled access of specific contextual information. Analysis of recollection scores revealed that age differences were present on high, but not low specificity tests, with the performance of 9-year olds being disproportionately affected by the retrieval demands of high specificity tests. PMID:26219173

Neuropsychological Correlates of Hazard Perception in Older Adults.

PubMed

McInerney, Katalina; Suhr, Julie

2016-03-01

Hazard perception, the ability to identify and react to hazards while driving, is of growing importance in driving research, given its strong relationship to real word driving variables. Furthermore, although poor hazard perception is associated with novice drivers, recent research suggests that it declines with advanced age. In the present study, we examined the neuropsychological correlates of hazard perception in a healthy older adult sample. A total of 68 adults age 60 and older who showed no signs of dementia and were active drivers completed a battery of neuropsychological tests as well as a hazard perception task. Tests included the Repeatable Battery for the Assessment of Neuropsychological Status, Wechsler Test of Adult Reading, Trail Making Test, Block Design, Useful Field of View, and the Delis-Kaplan Executive Function System Color Word Interference Test. Hazard perception errors were related to visuospatial/constructional skills, processing speed, memory, and executive functioning skills, with a battery of tests across these domains accounting for 36.7% of the variance in hazard perception errors. Executive functioning, particularly Trail Making Test part B, emerged as a strong predictor of hazard perception ability. Consistent with prior work showing the relationship of neuropsychological performance to other measures of driving ability, neuropsychological performance was associated with hazard perception skill. Future studies should examine the relationship of neuropsychological changes in adults who are showing driving impairment and/or cognitive changes associated with Mild Cognitive Impairment or dementia.

Testing the Theory of Embodied Cognition with Subliminal Words

ERIC Educational Resources Information Center

Ansorge, Ulrich; Kiefer, Marcus; Khalid, Shah; Grassl, Sylvia; Konig, Peter

2010-01-01

In the current study, we tested the embodied cognition theory (ECT). The ECT postulates mandatory sensorimotor processing of words when accessing their meaning. We test that prediction by investigating whether invisible (i.e., subliminal) spatial words activate responses based on their long-term and short-term meaning. Masking of the words is used…

Intact implicit verbal relational memory in medial temporal lobe amnesia

PubMed Central

Verfaelllie, Mieke; LaRocque, Karen F.; Keane, Margaret M.

2012-01-01

To elucidate the role of the hippocampus in unaware relational memory, the present study examined the performance of amnesic patients with medial temporal lobe (MTL) lesions on a cued category-exemplar generation task. In contrast to a prior study in which amnesic patients showed impaired performance (Verfaellie et al., Cognitive, Affective, and Behavioral Neuroscience, 2006, 6, 91–101), the current study employed a task that required active processing of the context word at test. In this version of the task, amnesic patients, like control participants, showed enhanced category exemplar priming when the context word associated with the target at study was reinstated at test. The finding of intact implicit memory for novel associations following hippocampal lesions in a task that requires flexible use of retrieval cues is inconsistent with a relational memory view that suggests that the hippocampus is critical for all forms of relational memory, regardless of awareness. Instead, it suggests that unaware memory for within-domain associations does not require MTL mediation. PMID:22609574

Associative memory in aging: the effect of unitization on source memory.

PubMed

Bastin, Christine; Diana, Rachel A; Simon, Jessica; Collette, Fabienne; Yonelinas, Andrew P; Salmon, Eric

2013-03-01

In normal aging, memory for associations declines more than memory for individual items. Unitization is an encoding process defined by creation of a new single entity to represent a new arbitrary association. The current study tested the hypothesis that age-related differences in associative memory can be reduced by encoding instructions that promote unitization. In two experiments, groups of 20 young and 20 older participants learned new associations between a word and a background color under two conditions. In the item detail condition, they had to imagine that the item is the same color as the background-an instruction promoting unitization of the associations. In the context detail condition, which did not promote unitization, they had to imagine that the item interacted with another colored object. At test, they had to retrieve the color that was associated with each word (source memory). In both experiments, the results showed an age-related decrement in source memory performance in the context detail but not in the item detail condition. Moreover, Experiment 2 examined receiver operating characteristics in older participants and indicated that familiarity contributed more to source memory performance in the item detail than in the context detail condition. These findings suggest that unitization of new associations can overcome the associative memory deficit observed in aging, at least for item-color associations.

Proximate factors associated with speech intelligibility in children with cochlear implants: A preliminary study.

PubMed

Chin, Steven B; Kuhns, Matthew J

2014-01-01

The purpose of this descriptive pilot study was to examine possible relationships among speech intelligibility and structural characteristics of speech in children who use cochlear implants. The Beginners Intelligibility Test (BIT) was administered to 10 children with cochlear implants, and the intelligibility of the words in the sentences was judged by panels of naïve adult listeners. Additionally, several qualitative and quantitative measures of word omission, segment correctness, duration, and intonation variability were applied to the sentences used to assess intelligibility. Correlational analyses were conducted to determine if BIT scores and the other speech parameters were related. There was a significant correlation between BIT score and percent words omitted, but no other variables correlated significantly with BIT score. The correlation between intelligibility and word omission may be task-specific as well as reflective of memory limitations.

Investigating the high school students' cognitive structures about the work concept

NASA Astrophysics Data System (ADS)

Tavukçuoǧlu, Erdem; Özcan, Özgür

2018-02-01

The purpose of this study is to determine the high school students' cognitive structures related to the concepts of work. The participants of the study were composed of the students enrolled in 11. and 12. class of an Anatolian high school in Turkey. The data were collected via word association test related to the key concept to determine the students' cognitive structures. The collected data were analyzed according to the content analysis method. In the data analysis process, we determined firstly the number of words, the number of answers and the semantic relations between the words written by students. The words having semantic connections were grouped under the same category. Thus, at the end of the study, high school students' cognitive structures and some alternative conceptions were determined related to concepts of work.

Indexing strategic retrieval of colour information with event-related potentials.

PubMed

Wilding, E L; Fraser, C S; Herron, J E

2005-09-01

Event-related potentials (ERPs) were acquired during two experiments in order to determine boundary conditions for when recollection of colour information can be controlled strategically. In initial encoding phases, participants saw an equal number of words presented in red or green. In subsequent retrieval phases, all words were shown in white. Participants were asked to endorse old words that had been shown at encoding in one colour (targets), and to reject new test words as well as old words shown in the alternate colour (non-targets). Study and test lists were longer in Experiment 1, and as a result, the accuracy of memory judgments was superior in Experiment 2. The left-parietal ERP old/new effect--the electrophysiological signature of recollection--was reliable for targets in both experiments, and reliable for non-targets in Experiment 1 only. These findings are consistent with the view that participants were able to restrict recollection to targets in Experiment 2, while recollecting information about targets as well as non-targets in Experiment 1. The fact that this selective strategy was implemented in Experiment 2 despite the close correspondence between the kinds of information associated with targets and non-targets indicates that participants were able to exert considerable control over the conditions under which recollection of task-relevant information occurred.

Predictors of word-level literacy amongst Grade 3 children in five diverse languages.

PubMed

Smythe, Ian; Everatt, John; Al-Menaye, Nasser; He, Xianyou; Capellini, Simone; Gyarmathy, Eva; Siegel, Linda S

2008-08-01

Groups of Grade 3 children were tested on measures of word-level literacy and undertook tasks that required the ability to associate sounds with letter sequences and that involved visual, auditory and phonological-processing skills. These groups came from different language backgrounds in which the language of instruction was Arabic, Chinese, English, Hungarian or Portuguese. Similar measures were used across the groups, with tests being adapted to be appropriate for the language of the children. Findings indicated that measures of decoding and phonological-processing skills were good predictors of word reading and spelling among Arabic- and English-speaking children, but were less able to predict variability in these same early literacy skills among Chinese- and Hungarian-speaking children, and were better at predicting variability in Portuguese word reading than spelling. Results were discussed with reference to the relative transparency of the script and issues of dyslexia assessment across languages. Overall, the findings argue for the need to take account of features of the orthography used to represent a language when developing assessment procedures for a particular language and that assessment of word-level literacy skills and a phonological perspective of dyslexia may not be universally applicable across all language contexts. Copyright 2008 John Wiley & Sons, Ltd.

Autobiographical memory specificity in response to verbal and pictorial cues in clinical depression.

PubMed

Ridout, Nathan; Dritschel, Barbara; Matthews, Keith; O'Carroll, Ronan

2016-06-01

Depressed individuals have been consistently shown to exhibit problems in accessing specific memories of events from their past and instead tend to retrieve categorical summaries of events. The majority of studies examining autobiographical memory changes associated with psychopathology have tended to use word cues, but only one study to date has used images (with PTSD patients). to determine if using images to cue autobiographical memories would reduce the memory specificity deficit exhibited by patients with depression in comparison to healthy controls. Twenty-five clinically depressed patients and twenty-five healthy controls were assessed on two versions of the autobiographical memory test; cued with emotional words and images. Depressed patients retrieved significantly fewer specific memories, and a greater number of categorical, than did the controls. Controls retrieved a greater proportion of specific memories to images compared to words, whereas depressed patients retrieved a similar proportion of specific memories to both images and words. no information about the presence and severity of past trauma was collected. results suggest that the overgeneral memory style in depression generalises from verbal to pictorial cues. This is important because retrieval to images may provide a more ecologically valid test of everyday memory experiences than word-cued retrieval.. Copyright © 2016 Elsevier Ltd. All rights reserved.

By their words ye shall know them: Evidence of genetic selection against general intelligence and concurrent environmental enrichment in vocabulary usage since the mid 19th century

PubMed Central

Menie, Michael A. Woodley of; Fernandes, Heitor B. F.; José Figueredo, Aurelio; Meisenberg, Gerhard

2015-01-01

It has been theorized that declines in general intelligence (g) due to genetic selection stemming from the inverse association between completed fertility and IQ and the Flynn effect co-occur, with the effects of the latter being concentrated on less heritable non-g sources of intelligence variance. Evidence for this comes from the observation that 19th century populations were more intellectually productive, and also exhibited faster simple reaction times than modern ones, suggesting greater information-processing ability and therefore higher g. This co-occurrence model is tested via examination of historical changes in the utilization frequencies of words from the highly g-loaded WORDSUM test across 5.9 million texts spanning the period 1850–2005. Consistent with predictions, words with higher difficulties (δ parameters from Item Response Theory) and stronger negative correlations between pass rates and completed fertility declined in use over time whereas less difficult and less strongly selected words, increased in use over time, consistent with a Flynn effect stemming in part from the vocabulary enriching effects of increases in population literacy. These findings persisted when explicitly controlled for word age, changing literacy rates and temporal autocorrelation. These trends constitute compelling evidence for the co-occurrence model. PMID:25954211

A Positive Generation Effect on Memory for Auditory Context.

PubMed

Overman, Amy A; Richard, Alison G; Stephens, Joseph D W

2017-06-01

Self-generation of information during memory encoding has large positive effects on subsequent memory for items, but mixed effects on memory for contextual information associated with items. A processing account of generation effects on context memory (Mulligan in Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(4), 838-855, 2004; Mulligan, Lozito, & Rosner in Journal of Experimental Psychology: Learning, Memory, and Cognition, 32(4), 836-846, 2006) proposes that these effects depend on whether the generation task causes any shift in processing of the type of context features for which memory is being tested. Mulligan and colleagues have used this account to predict various negative effects of generation on context memory, but the account also predicts positive generation effects under certain circumstances. The present experiment provided a critical test of the processing account by examining how generation affected memory for auditory rather than visual context. Based on the processing account, we predicted that generation of rhyme words should enhance processing of auditory information associated with the words (i.e., voice gender), whereas generation of antonym words should have no effect. These predictions were confirmed, providing support to the processing account.

The Galker test of speech reception in noise; associations with background variables, middle ear status, hearing, and language in Danish preschool children.

PubMed

Lauritsen, Maj-Britt Glenn; Söderström, Margareta; Kreiner, Svend; Dørup, Jens; Lous, Jørgen

2016-01-01

We tested "the Galker test", a speech reception in noise test developed for primary care for Danish preschool children, to explore if the children's ability to hear and understand speech was associated with gender, age, middle ear status, and the level of background noise. The Galker test is a 35-item audio-visual, computerized word discrimination test in background noise. Included were 370 normally developed children attending day care center. The children were examined with the Galker test, tympanometry, audiometry, and the Reynell test of verbal comprehension. Parents and daycare teachers completed questionnaires on the children's ability to hear and understand speech. As most of the variables were not assessed using interval scales, non-parametric statistics (Goodman-Kruskal's gamma) were used for analyzing associations with the Galker test score. For comparisons, analysis of variance (ANOVA) was used. Interrelations were adjusted for using a non-parametric graphic model. In unadjusted analyses, the Galker test was associated with gender, age group, language development (Reynell revised scale), audiometry, and tympanometry. The Galker score was also associated with the parents' and day care teachers' reports on the children's vocabulary, sentence construction, and pronunciation. Type B tympanograms were associated with a mean hearing 5-6dB below that of than type A, C1, or C2. In the graphic analysis, Galker scores were closely and significantly related to Reynell test scores (Gamma (G)=0.35), the children's age group (G=0.33), and the day care teachers' assessment of the children's vocabulary (G=0.26). The Galker test of speech reception in noise appears promising as an easy and quick tool for evaluating preschool children's understanding of spoken words in noise, and it correlated well with the day care teachers' reports and less with the parents' reports. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Memory Inhibition as a Critical Factor Preventing Creative Problem Solving

ERIC Educational Resources Information Center

Gómez-Ariza, Carlos J.; del Prete, Francesco; Prieto del Val, Laura; Valle, Tania; Bajo, M. Teresa; Fernandez, Angel

2017-01-01

The hypothesis that reduced accessibility to relevant information can negatively affect problem solving in a remote associate test (RAT) was tested by using, immediately before the RAT, a retrieval practice procedure to hinder access to target solutions. The results of 2 experiments clearly showed that, relative to baseline, target words that had…

On the Concept "Microscope": Biology Student Teachers' Cognitive Structure

ERIC Educational Resources Information Center

Kurt, Hakan; Ekici, Gulay; Aktas, Murat; Aksu, Ozlem

2013-01-01

The purpose of the current study is to determine biology student teachers' cognitive structures on the concept of microscope. Qualitative research methodology has been applied in the study. The data were collected from biology student teachers. Free word association test and drawing-writing test were used to collect data. The data collected were…

Neuropsychological assessment of executive functions in women: effects of age and education.

PubMed

Plumet, Jocelyne; Gil, Roger; Gaonac'h, Daniel

2005-09-01

The cognitive processes underlying age-related alterations in tests assumed to reflect frontal lobe functions were investigated with a card sorting test and an alternate semantic fluency task. The tests were administered to 133 healthy women belonging to 3 age groups (range=50-92 years) classed according to 2 education levels. The results revealed a negative association between total word fluency and perseveration in the sorting test. Aging similarly affected performance in both education groups in some components of the tasks (atypical word fluency and sensitivity to distraction). However, aging did not affect performance to the same extent in each education group in other components (particularly those reflecting switching abilities and strategies). This quasi-experimental approach provides useful tools to identify specific processing mechanisms underlying executive functions in normal aging. Copyright (c) 2005 APA, all rights reserved.

A Spoken Word Count.

ERIC Educational Resources Information Center

Jones, Lyle V.; Wepman, Joseph M.

This word count is a composite listing of the different words spoken by a selected sample of 54 English-speaking adults and the frequency with which each of the different words was used in a particular test. The stimulus situation was identical for each subject and consisted of 20 cards of the Thematic Apperception Test. Although most word counts…

Written Language Ability in Mandarin-Speaking Children with Cochlear Implants.

PubMed

Wu, Che-Ming; Ko, Hui-Chen; Chen, Yen-An; Tsou, Yung-Ting; Chao, Wei-Chieh

2015-01-01

Objectives. To examine narrative writing in cochlear implant (CI) children and understand the factors associated with unfavorable outcomes. Materials and Methods. Forty-five CI children in grades 2-6 participated in this study. They received CIs at 4.1 ± 2.1 years of age and had used them for 6.5 ± 2.7 years. A story-writing test was conducted and scored on 4 subscales: Total Number of Words, Words per Sentence, Morphosyntax, and Semantics. Scores more than 1.5 SD lower than the mean of the normal-hearing normative sample were considered problematic. Language and speech skills were examined. Results. Significantly more implanted students were problematic on "Total Number of Words" (p < 0.001), "Words per Sentence" (p = 0.049), and "Semantics" (p < 0.001). Poorer receptive language and auditory performance were independently associated with problematic "Total Number of Words" (R (2) = 0.489) and "Semantics" (R (2) = 0.213), respectively. "Semantics" problem was more common in lower graders (grades 2-4) than in higher graders (grades 5-6; p = 0.016). Conclusion. Implanted children tend to write stories that are shorter, worse-organized, and without a plot, while formulating morphosyntactically correct sentences. Special attention is required on their auditory and language performances, which could lead to written language problems.

The Development of Word-Object Associations in Typically Developing Infants and Infants and Toddlers with Williams Syndrome

ERIC Educational Resources Information Center

Ha, Oh Ryeong

2013-01-01

The ability to form associations between words and objects rapidly with a short amount of exposure is a marker of more proficient word learners in typically developing (TD) infants. Investigating the underlying mechanisms for how words are associated with objects is necessary for understanding early word learning in the TD population as well as in…

Neural processing of emotional facial and semantic expressions in euthymic bipolar disorder (BD) and its association with theory of mind (ToM).

PubMed

Ibanez, Agustin; Urquina, Hugo; Petroni, Agustín; Baez, Sandra; Lopez, Vladimir; do Nascimento, Micaela; Herrera, Eduar; Guex, Raphael; Hurtado, Esteban; Blenkmann, Alejandro; Beltrachini, Leandro; Gelormini, Carlos; Sigman, Mariano; Lischinsky, Alicia; Torralva, Teresa; Torrente, Fernando; Cetkovich, Marcelo; Manes, Facundo

2012-01-01

Adults with bipolar disorder (BD) have cognitive impairments that affect face processing and social cognition. However, it remains unknown whether these deficits in euthymic BD have impaired brain markers of emotional processing. We recruited twenty six participants, 13 controls subjects with an equal number of euthymic BD participants. We used an event-related potential (ERP) assessment of a dual valence task (DVT), in which faces (angry and happy), words (pleasant and unpleasant), and face-word simultaneous combinations are presented to test the effects of the stimulus type (face vs word) and valence (positive vs. negative). All participants received clinical, neuropsychological and social cognition evaluations. ERP analysis revealed that both groups showed N170 modulation of stimulus type effects (face > word). BD patients exhibited reduced and enhanced N170 to facial and semantic valence, respectively. The neural source estimation of N170 was a posterior section of the fusiform gyrus (FG), including the face fusiform area (FFA). Neural generators of N170 for faces (FG and FFA) were reduced in BD. In these patients, N170 modulation was associated with social cognition (theory of mind). This is the first report of euthymic BD exhibiting abnormal N170 emotional discrimination associated with theory of mind impairments.

Temporal lobe abnormalities in semantic processing by criminal psychopaths as revealed by functional magnetic resonance imaging.

PubMed

Kiehl, Kent A; Smith, Andra M; Mendrek, Adrianna; Forster, Bruce B; Hare, Robert D; Liddle, Peter F

2004-04-30

We tested the hypothesis that psychopathy is associated with abnormalities in semantic processing of linguistic information. Functional magnetic resonance imaging (fMRI) was used to elucidate and characterize the neural architecture underlying lexico-semantic processes in criminal psychopathic individuals and in a group of matched control participants. Participants performed a lexical decision task in which blocks of linguistic stimuli alternated with a resting baseline condition. In each lexical decision block, the stimuli were either concrete words and pseudowords or abstract words and pseudowords. Consistent with our hypothesis, psychopathic individuals, relative to controls, showed poorer behavioral performance for processing abstract words. Analysis of the fMRI data for both groups indicated that processing of word stimuli, compared with the resting baseline condition, was associated with neural activation in bilateral fusiform gyrus, anterior cingulate, left middle temporal gyrus, right posterior superior temporal gyrus, and left and right inferior frontal gyrus. Analyses confirmed our prediction that psychopathic individuals would fail to show the appropriate neural differentiation between abstract and concrete stimuli in the right anterior temporal gyrus and surrounding cortex. The results are consistent with other studies of semantic processing in psychopathy and support the theory that psychopathy is associated with right hemisphere abnormalities for processing conceptually abstract material.

Temporal lobe abnormalities in semantic processing by criminal psychopaths as revealed by functional magnetic resonance imaging.

PubMed

Kiehl, Kent A; Smith, Andra M; Mendrek, Adrianna; Forster, Bruce B; Hare, Robert D; Liddle, Peter F

2004-01-15

We tested the hypothesis that psychopathy is associated with abnormalities in semantic processing of linguistic information. Functional magnetic resonance imaging (fMRI) was used to elucidate and characterize the neural architecture underlying lexico-semantic processes in criminal psychopathic individuals and in a group of matched control participants. Participants performed a lexical decision task in which blocks of linguistic stimuli alternated with a resting baseline condition. In each lexical decision block, the stimuli were either concrete words and pseudowords or abstract words and pseudowords. Consistent with our hypothesis, psychopathic individuals, relative to controls, showed poorer behavioral performance for processing abstract words. Analysis of the fMRI data for both groups indicated that processing of word stimuli, compared with the resting baseline condition, was associated with neural activation in bilateral fusiform gyrus, anterior cingulate, left middle temporal gyrus, right posterior superior temporal gyrus, and left and right inferior frontal gyrus. Analyses confirmed our prediction that psychopathic individuals would fail to show the appropriate neural differentiation between abstract and concrete stimuli in the right anterior temporal gyrus and surrounding cortex. The results are consistent with other studies of semantic processing in psychopathy and support the theory that psychopathy is associated with right hemisphere abnormalities for processing conceptually abstract material.

Temporal auditory processing at 17 months of age is associated with preliterate language comprehension and later word reading fluency: an ERP study.

PubMed

van Zuijen, Titia L; Plakas, Anna; Maassen, Ben A M; Been, Pieter; Maurits, Natasha M; Krikhaar, Evelien; van Driel, Joram; van der Leij, Aryan

2012-10-18

Dyslexia is heritable and associated with auditory processing deficits. We investigate whether temporal auditory processing is compromised in young children at-risk for dyslexia and whether it is associated with later language and reading skills. We recorded EEG from 17 months-old children with or without familial risk for dyslexia to investigate whether their auditory system was able to detect a temporal change in a tone pattern. The children were followed longitudinally and performed an intelligence- and language development test at ages 4 and 4.5 years. Literacy related skills were measured at the beginning of second grade, and word- and pseudo-word reading fluency were measured at the end of second grade. The EEG responses showed that control children could detect the temporal change as indicated by a mismatch response (MMR). The MMR was not observed in at-risk children. Furthermore, the fronto-central MMR amplitude correlated with preliterate language comprehension and with later word reading fluency, but not with phonological awareness. We conclude that temporal auditory processing differentiates young children at risk for dyslexia from controls and is a precursor of preliterate language comprehension and reading fluency. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

The Involvement of Morphological Information in the Memorization of Chinese Compound Words: Evidence from Memory Errors.

PubMed

Liu, Duo

2016-02-01

The processing of morphological information during Chinese word memorization was investigated in the present study. Participants were asked to study words presented to them on a computer screen in the studying phase and then judge whether presented words were old or new in the test phase. In addition to parent words (i.e. the words studied in the study phase), the test phase also included conjunction lures (constructed out of morphemes in the parent words) and new words (constructed out of entirely new morphemes). Three kinds of words (i.e. subordinate compounds, coordinative compounds, and single-morpheme words) were involved. In both two experiments, performance on lures worsened when both parent words and lures were coordinative compounds, compared to the condition when both were subordinate compounds. The different performance between compounds with different compounding structures in the test phase suggests the involvement of morphological information in the memorization of Chinese compound words. The spreading activation theory for memory and the interactive activation model for the processing of morphologically complex words were referred to for interpreting the results.

The cingulo-opercular network provides word-recognition benefit.

PubMed

Vaden, Kenneth I; Kuchinsky, Stefanie E; Cute, Stephanie L; Ahlstrom, Jayne B; Dubno, Judy R; Eckert, Mark A

2013-11-27

Recognizing speech in difficult listening conditions requires considerable focus of attention that is often demonstrated by elevated activity in putative attention systems, including the cingulo-opercular network. We tested the prediction that elevated cingulo-opercular activity provides word-recognition benefit on a subsequent trial. Eighteen healthy, normal-hearing adults (10 females; aged 20-38 years) performed word recognition (120 trials) in multi-talker babble at +3 and +10 dB signal-to-noise ratios during a sparse sampling functional magnetic resonance imaging (fMRI) experiment. Blood oxygen level-dependent (BOLD) contrast was elevated in the anterior cingulate cortex, anterior insula, and frontal operculum in response to poorer speech intelligibility and response errors. These brain regions exhibited significantly greater correlated activity during word recognition compared with rest, supporting the premise that word-recognition demands increased the coherence of cingulo-opercular network activity. Consistent with an adaptive control network explanation, general linear mixed model analyses demonstrated that increased magnitude and extent of cingulo-opercular network activity was significantly associated with correct word recognition on subsequent trials. These results indicate that elevated cingulo-opercular network activity is not simply a reflection of poor performance or error but also supports word recognition in difficult listening conditions.

A test of the role of the medial temporal lobe in single-word decoding.

PubMed

Osipowicz, Karol; Rickards, Tyler; Shah, Atif; Sharan, Ashwini; Sperling, Michael; Kahn, Waseem; Tracy, Joseph

2011-01-15

The degree to which the MTL system contributes to effective language skills is not well delineated. We sought to determine if the MTL plays a role in single-word decoding in healthy, normal skilled readers. The experiment follows from the implications of the dual-process model of single-word decoding, which provides distinct predictions about the nature of MTL involvement. The paradigm utilized word (regular and irregularly spelled words) and pseudoword (phonetically regular) stimuli that differed in their demand for non-lexical as opposed lexical decoding. The data clearly showed that the MTL system was not involved in single word decoding in skilled, native English readers. Neither the hippocampus nor the MTL system as a whole showed significant activation during lexical or non-lexical based decoding. The results provide evidence that lexical and non-lexical decoding are implemented by distinct but overlapping neuroanatomical networks. Non-lexical decoding appeared most uniquely associated with cuneus and fusiform gyrus activation biased toward the left hemisphere. In contrast, lexical decoding appeared associated with right middle frontal and supramarginal, and bilateral cerebellar activation. Both these decoding operations appeared in the context of a shared widespread network of activations including bilateral occipital cortex and superior frontal regions. These activations suggest that the absence of MTL involvement in either lexical or non-lexical decoding appears likely a function of the skilled reading ability of our sample such that whole-word recognition and retrieval processes do not utilize the declarative memory system, in the case of lexical decoding, and require only minimal analysis and recombination of the phonetic elements of a word, in the case of non-lexical decoding. Copyright © 2010 Elsevier Inc. All rights reserved.

A Test of the Role of the Medial Temporal Lobe in Single-Word Decoding

PubMed Central

Osipowicz, Karol; Rickards, Tyler; Shah, Atif; Sharan, Ashwini; Sperling, Michael; Kahn, Waseem; Tracy, Joseph

2012-01-01

The degree to which the MTL system contributes to effective language skills is not well delineated. We sought to determine if the MTL plays a role in single-word decoding in healthy, normal skilled readers. The experiment follows from the implications of the dual-process model of single-word decoding, which provides distinct predictions about the nature of MTL involvement. The paradigm utilized word (regular and irregularly spelled words) and pseudoword (phonetically regular) stimuli that differed in their demand for non-lexical as opposed lexical decoding. The data clearly showed that the MTL system was not involved in single word decoding in skilled, native English readers. Neither the hippocampus, nor the MTL system as a whole showed significant activation during lexical or non-lexical based decoding. The results provide evidence that lexical and non-lexical decoding are implemented by distinct but overlapping neuroanatomical networks. Non-lexical decoding appeared most uniquely associated with cuneus and fusiform gyrus activation biased toward the left hemisphere. In contrast, lexical decoding appeared associated with right middle frontal and supramarginal, and bilateral cerebellar activation. Both these decoding operations appeared in the context of a shared widespread network of activations including bilateral occipital cortex and superior frontal regions. These activations suggest that the absence of MTL involvement in either lexical or non-lexical decoding appears likely a function of the skilled reading ability of our sample such that whole-word recognition and retrieval processes do not utilize the declarative memory system, in the case of lexical decoding, and require only minimal analysis and recombination of the phonetic elements of a word, in the case of non-lexical decoding. PMID:20884357

Age-related differences in associative memory: the role of sensory decline.

PubMed

Naveh-Benjamin, Moshe; Kilb, Angela

2014-09-01

Numerous studies show age-related decline in episodic memory. One of the explanations for this decline points to older adults' deficit in associative memory, reflecting the difficulties they have in binding features of episodes into cohesive entities and retrieving these bindings. Here, we evaluate the degree to which this deficit may be mediated by sensory loss associated with increased age. In 2 experiments, young adults studied word pairs that were degraded at encoding either visually (Experiment 1) or auditorily (Experiment 2). We then tested their memory for both the component words and the associations with recognition tests. For both experiments, young adults under nondegraded conditions showed an advantage in associative over item memory, relative to a group of older adults. In contrast, under perceptually degraded conditions younger adults performed similarly to the older adults who were tested under nondegraded conditions. More specifically, under perceptual degradation, young adults' associative memory declined and their component memory improved somewhat, resulting in an associative deficit, similar to that shown by older adults. This evidence is consistent with a sensory acuity decline in old age being one mediator in the associative deficit of older adults. These results broaden our understanding of age-related memory changes and how sensory and cognitive processes interact to shape these changes. The theoretical implications of these results are discussed with respect to mechanisms underlying age-related changes in episodic memory and resource tradeoffs in the encoding of component and associative memory. PsycINFO Database Record (c) 2014 APA, all rights reserved.

An investigation into some implications of a Vygotskian perspective on the origins of mind: psychoanalysis and Vygotskian psychology, Part I.

PubMed

Wilson, A; Weinstein, L

1992-01-01

The Russian psychologist Lev Vygotsky proposed an analysis of language, thought, and internalization that has direct relevance to the current concerns of psychoanalysts. Striking methodological and conceptual similarities and useful complementarities with psychoanalysis are discovered when one peers beneath the surface of Vygotskian psychology. Our adaptation of Vygostsky's views expands upon Freud's assigned role to language in the topographic model. We suggest that the analysand's speech offers several windows into the history of the individual, through prosody, tropes, word meaning, and word sense. We particularly emphasize Vygotsky's views on the genesis and utilization of word meanings. The acquisition of word meanings will contain key elements of the internal climate present when the word meaning was forged. Bearing this in mind, crucial theoretical questions follow, such as how psychoanalysis is to understand the unconscious fantasies, identifications, anxieties, and defenses associated with the psychodynamics of language acquisition and later language usage. We propose that the clinical situation is an ideal place to test these hypotheses.

The distinct emotional flavor of Gnostic writings from the early Christian era.

PubMed

Whissell, Cynthia

2008-02-01

More than 500,000 scored words in 83 documents were used to conclude that it is possible to identify the source of documents (proto-orthodox Christian versus early Gnostic) on the basis of the emotions underlying the words. Twenty-seven New Testament works and seven Gnostic documents (including the gospels of Thomas, Judas, and Mary [Magdalene]) were scored with the Dictionary of Affect in Language. Patterns of emotional word use focusing on eight types of extreme emotional words were employed in a discriminant function analysis to predict source. Prediction was highly successful (canonical r = .81, 97% correct identification of source). When the discriminant function was tested with more than 30 additional Gnostic and Christian works including a variety of translations and some wisdom books, it correctly classified all of them. The majority of the predictive power of the function (97% of all correct categorizations, 70% of the canonical r2) was associated with the preferential presence of passive and passive/pleasant words in Gnostic documents.

Exact and conceptual repetition dissociate conceptual memory tests: problems for transfer appropriate processing theory.

PubMed

McDermott, K B; Roediger, H L

1996-03-01

Three experiments examined whether a conceptual implicit memory test (specifically, category instance generation) would exhibit repetition effects similar to those found in free recall. The transfer appropriate processing account of dissociations among memory tests led us to predict that the tests would show parallel effects; this prediction was based upon the theory's assumption that conceptual tests will behave similarly as a function of various independent variables. In Experiment 1, conceptual repetition (i.e., following a target word [e.g., puzzles] with an associate [e.g., jigsaw]) did not enhance priming on the instance generation test relative to the condition of simply presenting the target word once, although this manipulation did affect free recall. In Experiment 2, conceptual repetition was achieved by following a picture with its corresponding word (or vice versa). In this case, there was an effect of conceptual repetition on free recall but no reliable effect on category instance generation or category cued recall. In addition, we obtained a picture superiority effect in free recall but not in category instance generation. In the third experiment, when the same study sequence was used as in Experiment 1, but with instructions that encouraged relational processing, priming on the category instance generation task was enhanced by conceptual repetition. Results demonstrate that conceptual memory tests can be dissociated and present problems for Roediger's (1990) transfer appropriate processing account of dissociations between explicit and implicit tests.

The relationship between novel word learning and anomia treatment success in adults with chronic aphasia.

PubMed

Dignam, Jade; Copland, David; Rawlings, Alicia; O'Brien, Kate; Burfein, Penni; Rodriguez, Amy D

2016-01-29

Learning capacity may influence an individual's response to aphasia rehabilitation. However, investigations into the relationship between novel word learning ability and response to anomia therapy are lacking. The aim of the present study was to evaluate the novel word learning ability in post-stroke aphasia and to establish the relationship between learning ability and anomia treatment outcomes. We also explored the influence of locus of language breakdown on novel word learning ability and anomia treatment response. 30 adults (6F; 24M) with chronic, post-stroke aphasia were recruited to the study. Prior to treatment, participants underwent an assessment of language, which included the Comprehensive Aphasia Test and three baseline confrontation naming probes in order to develop sets of treated and untreated items. We also administered the novel word learning paradigm, in which participants learnt novel names associated with unfamiliar objects and were immediately tested on recall (expressive) and recognition (receptive) tasks. Participants completed 48 h of Aphasia Language Impairment and Functioning Therapy (Aphasia LIFT) over a 3 week (intensive) or 8 week (distributed) schedule. Therapy primarily targeted the remediation of word retrieval deficits, so naming of treated and untreated items immediately post-therapy and at 1 month follow-up was used to determine therapeutic response. Performance on recall and recognition tasks demonstrated that participants were able to learn novel words; however, performance was variable and was influenced by participants' aphasia severity, lexical-semantic processing and locus of language breakdown. Novel word learning performance was significantly correlated with participants' response to therapy for treated items at post-therapy. In contrast, participants' novel word learning performance was not correlated with therapy gains for treated items at 1 month follow-up or for untreated items at either time point. Therapy intensity did not influence treatment outcomes. This is the first group study to directly examine the relationship between novel word learning and therapy outcomes for anomia rehabilitation in adults with aphasia. Importantly, we found that novel word learning performance was correlated with therapy outcomes. We propose that novel word learning ability may contribute to the initial acquisition of treatment gains in anomia rehabilitation. Copyright © 2015 Elsevier Ltd. All rights reserved.

Using the false memory paradigm to test two key elements of alcohol expectancy theory.

PubMed

Reich, Richard R; Goldman, Mark S; Noll, Jane A

2004-05-01

Two key aspects of alcohol expectancy theory--(a) that memories about alcohol effects are stored as relatively cohesive templates of information and (b) that these templates are automatically activated in alcohol-related contexts--were tested using the Deese-Roediger- McDermott false memory paradigm. Alcohol expectancy adjectives were studied, and false memory for expectancy target words was tested in neutral and alcohol contexts. Results indicated that in the alcohol context heavier drinkers showed more false memory for alcohol expectancy words than they did in a neutral context. Differences were not found for lighter drinkers. These results were consistent with alcohol expectancy theory, which was then compared with various forms of association theory in explaining these results and larger issues in the addiction field. ((c) 2004 APA, all rights reserved)

Cognitive effects of methylphenidate and levodopa in healthy volunteers.

PubMed

Linssen, A M W; Sambeth, A; Vuurman, E F P M; Riedel, W J

2014-02-01

Our previous study showed enhanced declarative memory consolidation after acute methylphenidate (MPH) administration. The primary aim of the current study was to investigate the duration of this effect. Secondary, the dopaminergic contribution of MPH effects, the electrophysiological correlates of declarative memory, and the specificity of memory enhancing effects of MPH to declarative memory were assessed. Effects of 40 mg of MPH on memory performance were compared to 100mg of levodopa (LEV) in a placebo-controlled crossover study with 30 healthy volunteers. Memory performance testing included a word learning test, the Sternberg memory scanning task, a paired associates learning task, and a spatial working memory task. During the word learning test, event-related brain potentials (ERPs) were measured. MPH failed to enhance retention of words at a 30 min delay, but it improved 24 h delayed memory recall relative to PLA and LEV. Furthermore, during encoding, the P3b and P600 ERP latencies were prolonged and the P600 amplitude was larger after LEV compared to PLA and MPH. MPH speeded response times on the Sternberg Memory Scanning task and improved performance on the Paired Associates Learning task, relative to LEV, but not PLA. Performance on the Spatial working memory task was not affected by the treatments. These findings suggest that MPH and LEV might have opposite effects on memory. © 2013 Published by Elsevier B.V. and ECNP.

The role of the left anterior temporal lobe in exception word reading: reconciling patient and neuroimaging findings.

PubMed

Wilson, Maximiliano A; Joubert, Sven; Ferré, Perrine; Belleville, Sylvie; Ansaldo, Ana Inés; Joanette, Yves; Rouleau, Isabelle; Brambati, Simona Maria

2012-05-01

Semantic dementia (SD) is a neurodegenerative disease that occurs following the atrophy of the anterior temporal lobes (ATLs). It is characterised by the degradation of semantic knowledge and difficulties in reading exception words (surface dyslexia). This disease has highlighted the role of the ATLs in the process of exception word reading. However, imaging studies in healthy subjects have failed to detect activation of the ATLs during exception word reading. The aim of the present study was to test whether the functional brain regions that mediate exception word reading in normal readers overlap those brain regions atrophied in SD. In Study One, we map the brain regions of grey matter atrophy in AF, a patient with mild SD and surface dyslexia profile. In Study Two, we map the activation pattern associated with exception word compared to pseudoword reading in young, healthy participants using fMRI. The results revealed areas of significant activation in healthy subjects engaged in the exception word reading task in the left anterior middle temporal gyrus, in a region observed to be atrophic in the patient AF. These results reconcile neuropsychological and functional imaging data, revealing the critical role of the left ATL in exception word reading. Copyright © 2012 Elsevier Inc. All rights reserved.

Reading in Subjects with an Oral Cleft: Speech, Hearing and Neuropsychological Skills

PubMed Central

Conrad, Amy L.; McCoy, Thomasin E.; DeVolder, Ian; Richman, Lynn C.; Nopoulos, Peg

2014-01-01

Objective Evaluate speech, hearing, and neuropsychological correlates to reading among children, adolescents and young adults with non-syndromic cleft of the lip and/or palate (NSCL/P). Method All testing was completed in one visit at a Midwestern university hospital. Subjects in both the NSCL/P (n = 80) and control group (n = 62) ranged in age from 7 to 26 years (average age = 17.60 and 17.66, respectively). Subjects completed a battery of standardized tests evaluating intelligence, neuropsychological skills, and word reading. Subjects with NSCL/P also underwent speech assessment and past audiology records were evaluated. Results After controlling for age and SES, subjects with cleft performed significantly worse on a test of word reading. For subjects with cleft, word reading deficits were not associated with measures of speech or hearing, but were correlated with impairments in auditory memory. Conclusions These findings show poorer reading among subjects with NCL/P compared to those without. Further work needs to focus on correlates of reading among subjects with cleft to allow early identification and appropriate intervention/accommodation for those at risk. PMID:24188114

An associative account of the development of word learning.

PubMed

Sloutsky, Vladimir M; Yim, Hyungwook; Yao, Xin; Dennis, Simon

2017-09-01

Word learning is a notoriously difficult induction problem because meaning is underdetermined by positive examples. How do children solve this problem? Some have argued that word learning is achieved by means of inference: young word learners rely on a number of assumptions that reduce the overall hypothesis space by favoring some meanings over others. However, these approaches have difficulty explaining how words are learned from conversations or text, without pointing or explicit instruction. In this research, we propose an associative mechanism that can account for such learning. In a series of experiments, 4-year-olds and adults were presented with sets of words that included a single nonsense word (e.g. dax). Some lists were taxonomic (i.,e., all items were members of a given category), some were associative (i.e., all items were associates of a given category, but not members), and some were mixed. Participants were asked to indicate whether the nonsense word was an animal or an artifact. Adults exhibited evidence of learning when lists consisted of either associatively or taxonomically related items. In contrast, children exhibited evidence of word learning only when lists consisted of associatively related items. These results present challenges to several extant models of word learning, and a new model based on the distinction between syntagmatic and paradigmatic associations is proposed. Copyright © 2017 Elsevier Inc. All rights reserved.

The Filtered Words Test and the Influence of Lexicality

ERIC Educational Resources Information Center

Arnott, Wendy; Goli, Tara; Bradley, Andrew; Smith, Andrew; Wilson, Wayne

2014-01-01

Purpose: In the present study, the authors aimed to investigate the language confounds of filtered words tests by examining the repetition of real words versus nonsense words as a function of level of filtering. Method: Fifty-five young, native-English-speaking women with normal hearing were required to repeat 80 real-word and 80 nonsense-word…

Visual determinants of reduced performance on the Stroop color-word test in normal aging individuals.

PubMed

van Boxtel, M P; ten Tusscher, M P; Metsemakers, J F; Willems, B; Jolles, J

2001-10-01

It is unknown to what extent the performance on the Stroop color-word test is affected by reduced visual function in older individuals. We tested the impact of common deficiencies in visual function (reduced distant and close acuity, reduced contrast sensitivity, and color weakness) on Stroop performance among 821 normal individuals aged 53 and older. After adjustment for age, sex, and educational level, low contrast sensitivity was associated with more time needed on card I (word naming), red/green color weakness with slower card 2 performance (color naming), and reduced distant acuity with slower performance on card 3 (interference). Half of the age-related variance in speed performance was shared with visual function. The actual impact of reduced visual function may be underestimated in this study when some of this age-related variance in Stroop performance is mediated by visual function decrements. It is suggested that reduced visual function has differential effects on Stroop performance which need to be accounted for when the Stroop test is used both in research and in clinical settings. Stroop performance measured from older individuals with unknown visual status should be interpreted with caution.

Differences in word associations to pictures and words.

PubMed

Saffran, Eleanor M; Coslett, H Branch; Keener, Matthew T

2003-01-01

Normal subjects were asked to produce the "first word that comes to mind" in response to pictures or words that differed with respect to manipulability and animacy. In separate analyses across subjects and items, normal subjects produced a significantly higher proportion of action words (that is, verbs) to pictures as compared to words, to manipulable as compared to non-manipulable stimuli and to inanimate as compared to animate stimuli. The largest proportion of action words was elicited by pictures of non-living, manipulable objects. Furthermore, associates to words matched standard word associates significantly more often than those elicited by pictures. These data suggest that pictures and words initially contact different forms of conceptual information and are consistent with an account of semantic organization that assumes that information is distributed across different domains reflecting the mode of acquisition of that knowledge.

The Penefit of Salience: Salient Accented, but Not Unaccented Words Reveal Accent Adaptation Effects.

PubMed

Grohe, Ann-Kathrin; Weber, Andrea

2016-01-01

In two eye-tracking experiments, the effects of salience in accent training and speech accentedness on spoken-word recognition were investigated. Salience was expected to increase a stimulus' prominence and therefore promote learning. A training-test paradigm was used on native German participants utilizing an artificial German accent. Salience was elicited by two different criteria: production and listening training as a subjective criterion and accented (Experiment 1) and canonical test words (Experiment 2) as an objective criterion. During training in Experiment 1, participants either read single German words out loud and deliberately devoiced initial voiced stop consonants (e.g., Balken-"beam" pronounced as (*) Palken), or they listened to pre-recorded words with the same accent. In a subsequent eye-tracking experiment, looks to auditorily presented target words with the accent were analyzed. Participants from both training conditions fixated accented target words more often than a control group without training. Training was identical in Experiment 2, but during test, canonical German words that overlapped in onset with the accented words from training were presented as target words (e.g., Palme-"palm tree" overlapped in onset with the training word (*) Palken) rather than accented words. This time, no training effect was observed; recognition of canonical word forms was not affected by having learned the accent. Therefore, accent learning was only visible when the accented test tokens in Experiment 1, which were not included in the test of Experiment 2, possessed sufficient salience based on the objective criterion "accent." These effects were not modified by the subjective criterion of salience from the training modality.

Naming a Lego world. The role of language in the acquisition of abstract concepts.

PubMed

Granito, Carmen; Scorolli, Claudia; Borghi, Anna Maria

2015-01-01

While embodied approaches of cognition have proved to be successful in explaining concrete concepts and words, they have more difficulties in accounting for abstract concepts and words, and several proposals have been put forward. This work aims to test the Words As Tools proposal, according to which both abstract and concrete concepts are grounded in perception, action and emotional systems, but linguistic information is more important for abstract than for concrete concept representation, due to the different ways they are acquired: while for the acquisition of the latter linguistic information might play a role, for the acquisition of the former it is instead crucial. We investigated the acquisition of concrete and abstract concepts and words, and verified its impact on conceptual representation. In Experiment 1, participants explored and categorized novel concrete and abstract entities, and were taught a novel label for each category. Later they performed a categorical recognition task and an image-word matching task to verify a) whether and how the introduction of language changed the previously formed categories, b) whether language had a major weight for abstract than for concrete words representation, and c) whether this difference had consequences on bodily responses. The results confirm that, even though both concrete and abstract concepts are grounded, language facilitates the acquisition of the latter and plays a major role in their representation, resulting in faster responses with the mouth, typically associated with language production. Experiment 2 was a rating test aiming to verify whether the findings of Experiment 1 were simply due to heterogeneity, i.e. to the fact that the members of abstract categories were more heterogeneous than those of concrete categories. The results confirmed the effectiveness of our operationalization, showing that abstract concepts are more associated with the mouth and concrete ones with the hand, independently from heterogeneity.

Naming a Lego World. The Role of Language in the Acquisition of Abstract Concepts

PubMed Central

Granito, Carmen; Scorolli, Claudia; Borghi, Anna Maria

2015-01-01

While embodied approaches of cognition have proved to be successful in explaining concrete concepts and words, they have more difficulties in accounting for abstract concepts and words, and several proposals have been put forward. This work aims to test the Words As Tools proposal, according to which both abstract and concrete concepts are grounded in perception, action and emotional systems, but linguistic information is more important for abstract than for concrete concept representation, due to the different ways they are acquired: while for the acquisition of the latter linguistic information might play a role, for the acquisition of the former it is instead crucial. We investigated the acquisition of concrete and abstract concepts and words, and verified its impact on conceptual representation. In Experiment 1, participants explored and categorized novel concrete and abstract entities, and were taught a novel label for each category. Later they performed a categorical recognition task and an image-word matching task to verify a) whether and how the introduction of language changed the previously formed categories, b) whether language had a major weight for abstract than for concrete words representation, and c) whether this difference had consequences on bodily responses. The results confirm that, even though both concrete and abstract concepts are grounded, language facilitates the acquisition of the latter and plays a major role in their representation, resulting in faster responses with the mouth, typically associated with language production. Experiment 2 was a rating test aiming to verify whether the findings of Experiment 1 were simply due to heterogeneity, i.e. to the fact that the members of abstract categories were more heterogeneous than those of concrete categories. The results confirmed the effectiveness of our operationalization, showing that abstract concepts are more associated with the mouth and concrete ones with the hand, independently from heterogeneity. PMID:25629816

Timing matters: negative emotion elicited 5 min but not 30 min or 45 min after learning enhances consolidation of internal-monitoring source memory.

PubMed

Wang, Bo; Bukuan, Sun

2015-05-01

Two experiments examined the time-dependent effects of negative emotion on consolidation of item and internal-monitoring source memory. In Experiment 1, participants (n=121) learned a list of words. They were asked to read aloud half of the words and to think about the remaining half. They were instructed to memorize each word and its associative cognitive operation ("reading" versus "thinking"). Immediately following learning they conducted free recall and then watched a 3-min either neutral or negative video clip when 5 min, 30 min or 45 min had elapsed after learning. Twenty-four hours later they returned to take surprise tests for item and source memory. Experiment 2 was similar to Experiment 1 except that participants, without conducting an immediate test of free recall, took tests of source memory for all encoded words both immediately and 24 h after learning. Experiment 1 showed that negative emotion enhanced consolidation of item memory (as measured by retention ratio of free recall) regardless of delay of emotion elicitation and that negative emotion enhanced consolidation of source memory when it was elicited at a 5 min delay but reduced consolidation of source memory when it was elicited at a 30 min delay; when elicited at a 45 min delay, negative emotion had little effect. Furthermore, Experiment 2 replicated the enhancement effect on source memory in the 5 min delay even when participants were tested on all the encoded words. The current study partially replicated prior studies on item memory and extends the literature by providing evidence for a time-dependent effect of negative emotion on consolidation of source memory based on internal monitoring. Copyright © 2015 Elsevier B.V. All rights reserved.

The longevity of statistical learning: When infant memory decays, isolated words come to the rescue.

PubMed

Karaman, Ferhat; Hay, Jessica F

2018-02-01

Research over the past 2 decades has demonstrated that infants are equipped with remarkable computational abilities that allow them to find words in continuous speech. Infants can encode information about the transitional probability (TP) between syllables to segment words from artificial and natural languages. As previous research has tested infants immediately after familiarization, infants' ability to retain sequential statistics beyond the immediate familiarization context remains unknown. Here, we examine infants' memory for statistically defined words 10 min after familiarization with an Italian corpus. Eight-month-old English-learning infants were familiarized with Italian sentences that contained 4 embedded target words-2 words had high internal TP (HTP, TP = 1.0) and 2 had low TP (LTP, TP = .33)-and were tested on their ability to discriminate HTP from LTP words using the Headturn Preference Procedure. When tested after a 10-min delay, infants failed to discriminate HTP from LTP words, suggesting that memory for statistical information likely decays over even short delays (Experiment 1). Experiments 2-4 were designed to test whether experience with isolated words selectively reinforces memory for statistically defined (i.e., HTP) words. When 8-month-olds were given additional experience with isolated tokens of both HTP and LTP words immediately after familiarization, they looked significantly longer on HTP than LTP test trials 10 min later. Although initial representations of statistically defined words may be fragile, our results suggest that experience with isolated words may reinforce the output of statistical learning by helping infants create more robust memories for words with strong versus weak co-occurrence statistics. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Voluntary Explicit versus Involuntary Conceptual Memory Are Associated with Dissociable fMRI Responses in Hippocampus, Amygdala, and Parietal Cortex for Emotional and Neutral Word Pairs

ERIC Educational Resources Information Center

Ramponi, Cristina; Barnard, Philip J.; Kherif, Ferath; Henson, Richard N.

2011-01-01

Although functional neuroimaging studies have supported the distinction between explicit and implicit forms of memory, few have matched explicit and implicit tests closely, and most of these tested perceptual rather than conceptual implicit memory. We compared event-related fMRI responses during an intentional test, in which a group of…

The UCSF screening exam effectively screens cognitive and behavioral impairment in patients with ALS.

PubMed

Murphy, Jennifer; Ahmed, Fizaa; Lomen-Hoerth, Catherine

2015-03-01

The University of California San Francisco (UCSF) Screening Battery provides clinicians with a uniquely tailored tool to measure ALS patients' cognitive and behavioral changes, adjusting for dysarthria and hand weakness. The battery consists of the ALS-CBS ( 1 ), Written Fluency Test ( 2 ), and a new revision of the Frontal Behavior Inventory (FBI-ALS) ( 3 ). The validity of each component was tested by comparing results with a gold standard neuropsychological exam (GNE). Consensus criteria-based GNE diagnoses ( 4 ) were assigned (n = 24) and concurrent validity was tested for each screening exam component. Results showed that each of the four cognitive and behavioral screening test components were significantly associated with diagnoses confirmed by GNE. GNE diagnoses were significantly associated with FBI-ALS negative score, written S-words score, and ALS-CBS cognitive score. The total FBI-ALS score and C-words tests were less predictive of GNE-diagnosed impairment. In conclusion, the UCSF Cognitive Screening Battery demonstrates good external validity compared with GNE in this modest sample, encouraging its use in larger investigations. These data suggest that this battery may provide an effective screen to identify ALS patients who will then benefit from a full examination to confirm their diagnosis.

Community structure from spectral properties in complex networks

NASA Astrophysics Data System (ADS)

Servedio, V. D. P.; Colaiori, F.; Capocci, A.; Caldarelli, G.

2005-06-01

We analyze the spectral properties of complex networks focusing on their relation to the community structure, and develop an algorithm based on correlations among components of different eigenvectors. The algorithm applies to general weighted networks, and, in a suitably modified version, to the case of directed networks. Our method allows to correctly detect communities in sharply partitioned graphs, however it is useful to the analysis of more complex networks, without a well defined cluster structure, as social and information networks. As an example, we test the algorithm on a large scale data-set from a psychological experiment of free word association, where it proves to be successful both in clustering words, and in uncovering mental association patterns.

Modeling Cross-Situational Word–Referent Learning: Prior Questions

PubMed Central

Yu, Chen; Smith, Linda B.

2013-01-01

Both adults and young children possess powerful statistical computation capabilities—they can infer the referent of a word from highly ambiguous contexts involving many words and many referents by aggregating cross-situational statistical information across contexts. This ability has been explained by models of hypothesis testing and by models of associative learning. This article describes a series of simulation studies and analyses designed to understand the different learning mechanisms posited by the 2 classes of models and their relation to each other. Variants of a hypothesis-testing model and a simple or dumb associative mechanism were examined under different specifications of information selection, computation, and decision. Critically, these 3 components of the models interact in complex ways. The models illustrate a fundamental tradeoff between amount of data input and powerful computations: With the selection of more information, dumb associative models can mimic the powerful learning that is accomplished by hypothesis-testing models with fewer data. However, because of the interactions among the component parts of the models, the associative model can mimic various hypothesis-testing models, producing the same learning patterns but through different internal components. The simulations argue for the importance of a compositional approach to human statistical learning: the experimental decomposition of the processes that contribute to statistical learning in human learners and models with the internal components that can be evaluated independently and together. PMID:22229490

Integration of orthographic, conceptual, and episodic information on implicit and explicit tests.

PubMed

Weldon, M S; Massaro, D W

1996-03-01

An experiment was conducted to determine how orthographic and conceptual information are integrated during incidental and intentional retrieval. Subjects studied word lists with either a shallow (counting vowels) or deep (rating pleasantness) processing task, then received either an implicit or explicit word fragment completion (WFC) test. At test, word fragments contained 0, 1, 2, or 4 letters, and were accompanied by 0, 1, 2, or 3 semantically related words. On both the implicit and explicit tests, performance improved with increases in the numbers of letters and words. When semantic cues were presented with the word fragments, the implicit test became more conceptually drive. Still, conceptual processing had a larger effect in intentional than in incidental retrieval. The Fuzzy Logical Model of Perception (FLMP) provided a good description of how orthographic, semantic, and episodic information were combined during retrieval.

Sleep deprivation impairs inhibitory control during wakefulness in adult sleepwalkers.

PubMed

Labelle, Marc-Antoine; Dang-Vu, Thien Thanh; Petit, Dominique; Desautels, Alex; Montplaisir, Jacques; Zadra, Antonio

2015-12-01

Sleepwalkers often complain of excessive daytime somnolence. Although excessive daytime somnolence has been associated with cognitive impairment in several sleep disorders, very few data exist concerning sleepwalking. This study aimed to investigate daytime cognitive functioning in adults diagnosed with idiopathic sleepwalking. Fifteen sleepwalkers and 15 matched controls were administered the Continuous Performance Test and Stroop Colour-Word Test in the morning after an overnight polysomnographic assessment. Participants were tested a week later on the same neuropsychological battery, but after 25 h of sleep deprivation, a procedure known to precipitate sleepwalking episodes during subsequent recovery sleep. There were no significant differences between sleepwalkers and controls on any of the cognitive tests administered under normal waking conditions. Testing following sleep deprivation revealed significant impairment in sleepwalkers' executive functions related to inhibitory control, as they made more errors than controls on the Stroop Colour-Word Test and more commission errors on the Continuous Performance Test. Sleepwalkers' scores on measures of executive functions were not associated with self-reported sleepiness or indices of sleep fragmentation from baseline polysomnographic recordings. The results support the idea that sleepwalking involves daytime consequences and suggest that these may also include cognitive impairments in the form of disrupted inhibitory control following sleep deprivation. These disruptions may represent a daytime expression of sleepwalking's pathophysiological mechanisms. © 2015 European Sleep Research Society.

Prototypicality in Sentence Production

PubMed Central

Onishi, Kristine H.; Murphy, Gregory L.; Bock, Kathryn

2008-01-01

Three cued-recall experiments examined the effect of category typicality on the ordering of words in sentence production. Past research has found that typical items tend to be mentioned before atypical items in a phrase—a pattern usually associated with lexical variables (like word frequency), and yet typicality is a conceptual variable. Experiment 1 revealed that an appropriate conceptual framework was necessary to yield the typicality effect. Experiment 2 tested ad-hoc categories that do not have prior representations in long-term memory and yielded no typicality effect. Experiment 3 used carefully matched sentences in which two category members appeared in the same or in different phrases. Typicality affected word order only when the two words appeared in the same phrase. These results are consistent with an account in which typicality has its origin in conceptual structure, which leads to differences in lexical accessibility in appropriate contexts. PMID:17631877

Evidence for spontaneous retrieval of suspended but not finished prospective memories.

PubMed

Scullin, Michael K; Einstein, Gilles O; McDaniel, Mark A

2009-06-01

McDaniel and Einstein (2007) argued that prospective memories can be retrieved through spontaneous retrieval processes stimulated by the presence of a target cue. To test this claim, we investigated whether presenting a prospective memory cue during a task that did not require an intention to be performed spontaneously triggered remembering of that intention. In two experiments, participants performed an image-rating task in which a prospective memory task (to press the "Q" key when a target word appeared) was embedded. Then, participants were told that their intention was finished or suspended. Finally, participants performed a lexical decision task in which each target (and a matched control) word appeared. RTs were slower to target words than to control words when the intention was suspended but not when it was finished. These results suggest that target cues associated with suspended intentions can spontaneously trigger remembering but that finished intentions are quickly deactivated.

Item-cued directed forgetting of related words and pictures in children and adults: selective rehearsal versus cognitive inhibition.

PubMed

Lehman, E B; McKinley-Pace, M; Leonard, A M; Thompson, D; Johns, K

2001-01-01

The main purpose of this study was to compare the relative importance of selective rehearsal and cognitive inhibition in accounting for developmental changes in the directed-forgetting paradigm developed by R. A. Bjork (1972). In two experiments, children in Grades 2 and 5 and college students were asked to remember some words or pictures and to forget others when items were categorically related. Their memory for both items and the associated remember or forget cues was then tested with recall and recognition. Fifth graders recognized more of the forget-cued words than college students did. The pattern of results suggested that age differences in rehearsal and source monitoring (i.e., remembering whether a word had been cued remember or forget) were better explanatory mechanisms for children's forgetting inefficiencies than retrieval inhibition was. The results are discussed in terms of a multiple process view of inhibition.

Distinguishing Man from Molecules: The Distinctiveness of Medical Concepts at Different Levels of Description

PubMed Central

Cole, William G.; Michael, Patricia; Blois, Marsden S.

1987-01-01

A computer program was created to use information about the statistical distribution of words in journal abstracts to make probabilistic judgments about the level of description (e.g. molecular, cell, organ) of medical text. Statistical analysis of 7,409 journal abstracts taken from three medical journals representing distinct levels of description revealed that many medical words seem to be highly specific to one or another level of description. For example, the word adrenoreceptors occurred only in the American Journal of Physiology, never in Journal of Biological Chemistry or in Journal of American Medical Association. Such highly specific words occured so frequently that the automatic classification program was able to classify correctly 45 out of 45 test abstracts, with 100% confidence. These findings are interpreted in terms of both a theory of the structure of medical knowledge and the pragmatics of automatic classification.

16 CFR 1611.37 - Reasonable and representative tests under section 8 of the Act.

Code of Federal Regulations, 2011 CFR

2011-01-01

... composition, construction, finish type or weight may be tested upon a class basis. The word “class” as used in... characteristics, sometimes in association with a particular fiber, and covered by a class or type description... to a particular textile fabric of the same fiber composition, construction and finish type. The...

An In-Depth Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension

ERIC Educational Resources Information Center

Teng, Feng

2016-01-01

The present study was conducted in the context of learning English as a Foreign Language (EFL) with the purpose of assessing the roles of breadth and depth of vocabulary knowledge in academic listening comprehension. The Vocabulary Size Test (VST, Nation & Beglar, 2007) and the Word Associates Test (WAT, Read, 2004) were administered to…

Cross-Language Translation Priming Asymmetry with Chinese-English Bilinguals: A Test of the Sense Model

ERIC Educational Resources Information Center

Chen, Baoguo; Zhou, Huixia; Gao, Yiwen; Dunlap, Susan

2014-01-01

The present study aimed to test the Sense Model of cross-linguistic masked translation priming asymmetry, proposed by Finkbeiner et al. ("J Mem Lang" 51:1-22, 2004), by manipulating the number of senses that bilingual participants associated with words from both languages. Three lexical decision experiments were conducted with…

Neuropsychological Profiles Differentiate Alzheimer Disease from Subcortical Ischemic Vascular Dementia in an Autopsy-Defined Cohort.

PubMed

Ramirez-Gomez, Liliana; Zheng, Ling; Reed, Bruce; Kramer, Joel; Mungas, Dan; Zarow, Chris; Vinters, Harry; Ringman, John M; Chui, Helena

2017-01-01

The aim of this study was to assess the ability of neuropsychological tests to differentiate autopsy-defined Alzheimer disease (AD) from subcortical ischemic vascular dementia (SIVD). From a sample of 175 cases followed longitudinally that underwent autopsy, we selected 23 normal controls (NC), 20 SIVD, 69 AD, and 10 mixed cases of dementia. Baseline neuropsychological tests, including Memory Assessment Scale word list learning test, control oral word association test, and animal fluency, were compared between the three autopsy-defined groups. The NC, SIVD, and AD groups did not differ by age or education. The SIVD and AD groups did not differ by the Global Clinical Dementia Rating Scale. Subjects with AD performed worse on delayed recall (p < 0.01). A receiver operating characteristics analysis comparing the SIVD and AD groups including age, education, difference between categorical (animals) versus phonemic fluency (letter F), and the first recall from the word learning test distinguished the two groups with a sensitivity of 85%, specificity of 67%, and positive likelihood ratio of 2.57 (AUC = 0.789, 95% CI 0.69-0.88, p < 0.0001). In neuropathologically defined subgroups, neuropsychological profiles have modest ability to distinguish patients with AD from those with SIVD. © 2017 S. Karger AG, Basel.

Bergamot Polyphenolic Fraction Supplementation Improves Cognitive Functioning in Schizophrenia: Data From an 8-Week, Open-Label Pilot Study.

PubMed

Bruno, Antonio; Pandolfo, Gianluca; Crucitti, Manuela; Cedro, Clemente; Zoccali, Rocco Antonio; Muscatello, Maria Rosaria Anna

2017-08-01

Novel treatment strategies for cognitive dysfunctions may prevent long-term disability in patients with schizophrenia, and polyphenolic compounds might be a promising strategy. Bergamot (Citrus bergamia), a citrus fruit characterized by a high amount of flavonoids and flavonoid glycosides, may represent a potential nutraceutical approach to cognitive dysfunction. The present study was aimed to explore the efficacy of bergamot polyphenolic fraction (BPF) supplementation on cognitive/executive functioning in a sample of patients with schizophrenia receiving second-generation antipsychotics. Twenty outpatients treated with second-generation antipsychotics assumed BPF at an oral daily dose of 1000 mg/d for 8 weeks. Brief Psychiatric Rating Scale, Wisconsin Card Sorting Test (WCST), Verbal Fluency Task-Controlled Oral Word Association Test, and Stroop Color-Word Test were administered. At end point, (week 8) BPF supplementation significantly improved WCST "perseverative errors" (P = 0.004) and semantic fluency test (P = 0.004). Moreover, a trend for other cognitive variable (WCST "categories," phonemic fluency, and Stroop Color-Word Test) improvement was observed. The findings provide evidence that BPF administration may be proposed as a potential supplementation strategy to improve cognitive outcome in schizophrenia. Further clinical trials with adequately powered and well-designed methodology are needed to better explore the BPF effectiveness on cognitive impairments in patients with schizophrenia.

Neuropsychological Profiles Differentiate Alzheimer Disease from Subcortical Ischemic Vascular Dementia in an Autopsy-Defined Cohort

PubMed Central

Ramirez-Gomez, Liliana; Zheng, Ling; Reed, Bruce; Kramer, Joel; Mungas, Dan; Zarow, Chris; Vinters, Harry; Ringman, John M.; Chui, Helena

2018-01-01

Background/Aims The aim of this study was to assess the ability of neuropsychological tests to differentiate autopsy-defined Alzheimer disease (AD) from subcortical ischemic vascular dementia (SIVD). Methods From a sample of 175 cases followed longitudinally that underwent autopsy, we selected 23 normal controls (NC), 20 SIVD, 69 AD, and 10 mixed cases of dementia. Baseline neuropsychological tests, including Memory Assessment Scale word list learning test, control oral word association test, and animal fluency, were compared between the three autopsy-defined groups. Results The NC, SIVD, and AD groups did not differ by age or education. The SIVD and AD groups did not differ by the Global Clinical Dementia Rating Scale. Subjects with AD performed worse on delayed recall (p < 0.01). A receiver operating characteristics analysis comparing the SIVD and AD groups including age, education, difference between categorical (animals) versus phonemic fluency (letter F), and the first recall from the word learning test distinguished the two groups with a sensitivity of 85%, specificity of 67%, and positive likelihood ratio of 2.57 (AUC = 0.789, 95% CI 0.69–0.88, p < 0.0001). Conclusion In neuropathologically defined subgroups, neuropsychological profiles have modest ability to distinguish patients with AD from those with SIVD. PMID:28595184

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns.

PubMed

Storkel, Holly L; Komesidou, Rouzana; Fleming, Kandace K; Romine, Rebecca Swinburne

2017-04-20

The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0-1 treated words correctly at Naming Test 1; naming 0-2 treated words correctly at Naming Test 2; naming 0-3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but rmemory evolution also contributed (albeit to a lesser degree) to word learning success. Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child.

Test-based age-of-acquisition norms for 44 thousand English word meanings.

PubMed

Brysbaert, Marc; Biemiller, Andrew

2017-08-01

Age of acquisition (AoA) is an important variable in word recognition research. Up to now, nearly all psychology researchers examining the AoA effect have used ratings obtained from adult participants. An alternative basis for determining AoA is directly testing children's knowledge of word meanings at various ages. In educational research, scholars and teachers have tried to establish the grade at which particular words should be taught by examining the ages at which children know various word meanings. Such a list is available from Dale and O'Rourke's (1981) Living Word Vocabulary for nearly 44 thousand meanings coming from over 31 thousand unique word forms and multiword expressions. The present article relates these test-based AoA estimates to lexical decision times as well as to AoA adult ratings, and reports strong correlations between all of the measures. Therefore, test-based estimates of AoA can be used as an alternative measure.

Infants Track Word Forms in Early Word-Object Associations

ERIC Educational Resources Information Center

Zamuner, Tania S.; Fais, Laurel; Werker, Janet F.

2014-01-01

A central component of language development is word learning. One characterization of this process is that language learners discover objects and then look for word forms to associate with these objects (Mcnamara, 1984; Smith, 2000). Another possibility is that word forms themselves are also important, such that once learned, hearing a familiar…

Early Recovery of Aphasia through Thrombolysis: The Significance of Spontaneous Speech.

PubMed

Furlanis, Giovanni; Ridolfi, Mariana; Polverino, Paola; Menichelli, Alina; Caruso, Paola; Naccarato, Marcello; Sartori, Arianna; Torelli, Lucio; Pesavento, Valentina; Manganotti, Paolo

2018-07-01

Aphasia is one of the most devastating stroke-related consequences for social interaction and daily activities. Aphasia recovery in acute stroke depends on the degree of reperfusion after thrombolysis or thrombectomy. As aphasia assessment tests are often time-consuming for patients with acute stroke, physicians have been developing rapid and simple tests. The aim of our study is to evaluate the improvement of language functions in the earliest stage in patients treated with thrombolysis and in nontreated patients using our rapid screening test. Our study is a single-center prospective observational study conducted at the Stroke Unit of the University Medical Hospital of Trieste (January-December 2016). Patients treated with thrombolysis and nontreated patients underwent 3 aphasia assessments through our rapid screening test (at baseline, 24 hours, and 72 hours). The screening test assesses spontaneous speech, oral comprehension of words, reading aloud and comprehension of written words, oral comprehension of sentences, naming, repetition of words and a sentence, and writing words. The study included 40 patients: 18 patients treated with thrombolysis and 22 nontreated patients. Both groups improved over time. Among all language parameters, spontaneous speech was statistically significant between 24 and 72 hours (P value = .012), and between baseline and 72 hours (P value = .017). Our study demonstrates that patients treated with thrombolysis experience greater improvement in language than the nontreated patients. The difference between the 2 groups is increasingly evident over time. Moreover, spontaneous speech is the parameter marked by the greatest improvement. Copyright © 2018 National Stroke Association. Published by Elsevier Inc. All rights reserved.

Within-session spacing improves delayed recall in children.

PubMed

Zigterman, Jessica R; Simone, Patricia M; Bell, Matthew C

2015-01-01

Multiple retrievals of a memory over a spaced manner improve long-term memory performance in infants, children, younger and older adults; however, few studies have examined spacing effects with young school-age children. To expand the understanding of the spacing benefit in children, the current study presented weakly associated English word-pairs to children aged 7-11 and cued their recall two times immediately (massed), after a delay of 5 or 10 items (spaced) or not at all (control). After this encoding session with or without two retrievals, participants were tested two times for memory of all word-pairs: immediately and 30 minutes after the encoding session. Multiple retrievals significantly improved memory on the tests. However, words repeated in a spaced design were remembered at higher rates than those that were massed, while gap size between repetitions (5 or 10) did not differentially impact performance. The data show that a within-session spacing strategy can benefit children's ability to remember word-pairs after 30 minutes. Thus, asking students to recall what they have learned within a lesson is a technique that can be used in a classroom to improve long-term recall.

Selective verbal recognition memory impairments are associated with atrophy of the language network in non-semantic variants of primary progressive aphasia.

PubMed

Nilakantan, Aneesha S; Voss, Joel L; Weintraub, Sandra; Mesulam, M-Marsel; Rogalski, Emily J

2017-06-01

Primary progressive aphasia (PPA) is clinically defined by an initial loss of language function and preservation of other cognitive abilities, including episodic memory. While PPA primarily affects the left-lateralized perisylvian language network, some clinical neuropsychological tests suggest concurrent initial memory loss. The goal of this study was to test recognition memory of objects and words in the visual and auditory modality to separate language-processing impairments from retentive memory in PPA. Individuals with non-semantic PPA had longer reaction times and higher false alarms for auditory word stimuli compared to visual object stimuli. Moreover, false alarms for auditory word recognition memory were related to cortical thickness within the left inferior frontal gyrus and left temporal pole, while false alarms for visual object recognition memory was related to cortical thickness within the right-temporal pole. This pattern of results suggests that specific vulnerability in processing verbal stimuli can hinder episodic memory in PPA, and provides evidence for differential contributions of the left and right temporal poles in word and object recognition memory. Copyright © 2017 Elsevier Ltd. All rights reserved.

Association and Phrase Structure in Sentence Recall.

ERIC Educational Resources Information Center

Rosenberg, Sheldon

The effect of within- and between-phrase normative controlled association and phrase structure upon word integration in sentence recall was studied in two experiments. The two experiments differed only with respect to the type of two-phrase sentence used. In both experiments, one group of subjects was given four study-test trials on a list of four…

The Penefit of Salience: Salient Accented, but Not Unaccented Words Reveal Accent Adaptation Effects

PubMed Central

Grohe, Ann-Kathrin; Weber, Andrea

2016-01-01

In two eye-tracking experiments, the effects of salience in accent training and speech accentedness on spoken-word recognition were investigated. Salience was expected to increase a stimulus' prominence and therefore promote learning. A training-test paradigm was used on native German participants utilizing an artificial German accent. Salience was elicited by two different criteria: production and listening training as a subjective criterion and accented (Experiment 1) and canonical test words (Experiment 2) as an objective criterion. During training in Experiment 1, participants either read single German words out loud and deliberately devoiced initial voiced stop consonants (e.g., Balken—“beam” pronounced as *Palken), or they listened to pre-recorded words with the same accent. In a subsequent eye-tracking experiment, looks to auditorily presented target words with the accent were analyzed. Participants from both training conditions fixated accented target words more often than a control group without training. Training was identical in Experiment 2, but during test, canonical German words that overlapped in onset with the accented words from training were presented as target words (e.g., Palme—“palm tree” overlapped in onset with the training word *Palken) rather than accented words. This time, no training effect was observed; recognition of canonical word forms was not affected by having learned the accent. Therefore, accent learning was only visible when the accented test tokens in Experiment 1, which were not included in the test of Experiment 2, possessed sufficient salience based on the objective criterion “accent.” These effects were not modified by the subjective criterion of salience from the training modality. PMID:27375540

"Test" is a Four Letter Word

DOE Office of Scientific and Technical Information (OSTI.GOV)

Pope, G M

2005-05-03

For a number of years I had the pleasure of teaching Testing Seminars all over the world and meeting and learning from others in our field. Over a twelve year period, I always asked the following questions to Software Developers, Test Engineers, and Managers who took my two or three day seminar on Software Testing: 'When was the first time you heard the word test'? 'Where were you when you first heard the word test'? 'Who said the word test'? 'How did the word test make you feel'? Most of the thousands of responses were similar to 'It was mymore » third grade teacher at school, and I felt nervous and afraid'. Now there were a few exceptions like 'It was my third grade teacher, and I was happy and excited to show how smart I was'. But by and large, my informal survey found that 'testing' is a word to which most people attach negative meanings, based on its historical context. So why is this important to those of us in the software development business? Because I have found that a preponderance of software developers do not get real excited about hearing that the software they just wrote is going to be 'tested' by the Test Group. Typical reactions I have heard over the years run from: 'I'm sure there is nothing wrong with the software, so go ahead and test it, better you find defects than our customers'. to these extremes: 'There is no need to test my software because there is nothing wrong with it'. 'You are not qualified to test my software because you don't know as much as I do about it'. 'If any Test Engineers come into our office again to test our software we will throw them through the third floor window'. So why is there such a strong negative reaction to testing? It is primitive. It goes back to grade school for many of us. It is a negative word that congers up negative emotions. In other words, 'test' is a four letter word. How many of us associate 'Joy' with 'Test'? Not many. It is hard for most of us to reprogram associations learned at an early age. So what can we do about it (short of hypnotic therapy for software developers)? Well one concept I have used (and still use) is to not call testing 'testing'. Call it something else. Ever wonder why most of the Independent Software Testing groups are called Software Quality Assurance groups? Now you know. Software Quality Assurance is not such a negatively charged phrase, even though Software Quality Assurance is much more than simply testing. It was a real blessing when the concept of Validation and Verification came about for software. Now I define Validation to mean assuring that the product produced does the right thing (usually what the customer wants it to do), and verification means that the product was built the right way (in accordance with some good design principles and practices). So I have deliberately called the System Test Group the Verification and Validation Group, or V&V Group, as a way of avoiding the negative image problem. I remember once having a conversation with a developer colleague who said, in the heat of battle, that it was fine to V&V his code, just don't test it! Once again V&V includes many things besides testing, but it just doesn't sound like an onerous thing to do to software. In my current job, working at a highly regarded national laboratory with world renowned physicists, I have again encountered the negativity about testing software. Except here they don't take kindly to Software Quality Assurance or Software Verification and Validation either. After all, software is just a trivial tool to automate algorithms that implement physics models. Testing, SQA, and V&V take time and get in the way of completing ground breaking science experiments. So I have again had to change the name of software testing to something less negative in the physics world. I found (the hard way) that if I requested more time to do software experimentation, the physicist's resistance melted. And so the conversation continues, 'We have time to run more software experiments. Just don't waste any time testing the software'! In case the concept of not calling testing 'testing' appeals to you, and there may be an opportunity for you to take the sting out of the name at your place of employment, I have compiled a table of things that testing could be called besides 'testing'. Of course we can embellish this by adding some good sounding prefixes and suffixes also. To come up with alternate names for testing, pick a word from columns A, B, and C in the table below. For instance Unified Acceptance Trials (A2,B7,C3) or Tailored Observational Demonstration (A6,B5,C5) or Agile Criteria Scoring (A3,B8,C8) or Rapid Requirement Proof (A1,B9,C7) or Satisfaction Assurance (B10,C1). You can probably think of some additional combinations appropriate for your industry.« less

Effect of Test-Expectancy and Word Bank Availability on Test Performance

ERIC Educational Resources Information Center

Glass, Laura A.; Clause, Christopher B.; Kreiner, David S.

2007-01-01

We examined test-expectancy as it applies to fill-in-the-blank tests. We randomly assigned 60 college students to take a fill-in-the-blank vocabulary test in one of three conditions. Two groups took the test with a word bank available; we told one group but not the other that they would have a word bank. The third group took the test with no word…

Source memory enhancement for emotional words.

PubMed

Doerksen, S; Shimamura, A P

2001-03-01

The influence of emotional stimuli on source memory was investigated by using emotionally valenced words. The words were colored blue or yellow (Experiment 1) or surrounded by a blue or yellow frame (Experiment 2). Participants were asked to associate the words with the colors. In both experiments, emotionally valenced words elicited enhanced free recall compared with nonvalenced words; however, recognition memory was not affected. Source memory for the associated color was also enhanced for emotional words, suggesting that even memory for contextual information is benefited by emotional stimuli. This effect was not due to the ease of semantic clustering of emotional words because semantically related words were not associated with enhanced source memory, despite enhanced recall (Experiment 3). It is suggested that enhancement resulted from facilitated arousal or attention, which may act to increase organization processes important for source memory.

Utility of proverb interpretation measures with cardiac transplant candidates.

PubMed

Dugbartey, A T

1998-12-01

To assess metaphorical understanding and proverb interpretation in cardiac transplant candidates, the neuropsychological assessment records of 22 adults with end-stage cardiac disease under consideration for transplantation were analyzed. Neuropsychological tests consisted of the Controlled Oral Word Association Test, Halstead Category Test, Rey-Osterrieth Complex Figure Test (Copy), Trial Making Test, and summed scores for the proverb items of the WAIS-R Comprehension subtest. Analysis showed that the group tended to interpret proverbs literally. Proverb scores were significantly associated with scores on the Similarities and Picture Arrangement subtests of the WAIS-R. There was a moderate negative association between number of reported heart attacks and Proverb scores. The need for brief yet robust assessments including measures of inferential thinking and conceptualization in transplant candidates are highlighted.

COURSES OF MISRECALL OVER LONG-TERM RETENTION INTERVALS AS RELATED TO STRENGTH OF PRE-EXPERIMENTAL HABITS OF WORD ASSOCIATION.

ERIC Educational Resources Information Center

BILODEAU, EDWARD A.; BLICK, KENNETH A.

THIS STUDY WAS MADE TO COMPARE THE EFFECTS OF STIMULATION AND NONSTIMULATION ON RECALL OF WORDS FOLLOWING TIME-DELAY PERIODS. THE SUBJECTS (670 AIRMEN) WERE TRAINED WITH AN EXAMPLE WORD LIST AND TWO WORD LISTS CONTAINING FIVE OF THE SECONDARY WORDS ASSOCIATED WITH RUSSELL-JENKINS STIMULUS WORDS. AFTER TIME DELAYS OF 2 MINUTES, 20 MINUTES, 2 DAYS,…

Regional Brain Dysfunction Associated with Semantic Errors in Comprehension.

PubMed

Shahid, Hinna; Sebastian, Rajani; Tippett, Donna C; Saxena, Sadhvi; Wright, Amy; Hanayik, Taylor; Breining, Bonnie; Bonilha, Leonardo; Fridriksson, Julius; Rorden, Chris; Hillis, Argye E

2018-02-01

Here we illustrate how investigation of individuals acutely after stroke, before structure/function reorganization through recovery or rehabilitation, can be helpful in answering questions about the role of specific brain regions in language functions. Although there is converging evidence from a variety of sources that the left posterior-superior temporal gyrus plays some role in spoken word comprehension, its precise role in this function has not been established. We hypothesized that this region is essential for distinguishing between semantically related words, because it is critical for linking the spoken word to the complete semantic representation. We tested this hypothesis in 127 individuals with 48 hours of acute ischemic stroke, before the opportunity for reorganization or recovery. We identified tissue dysfunction (acute infarct and/or hypoperfusion) in gray and white matter parcels of the left hemisphere, and we evaluated the association between rate of semantic errors in a word-picture verification tasks and extent of tissue dysfunction in each region. We found that after correcting for lesion volume and multiple comparisons, the rate of semantic errors correlated with the extent of tissue dysfunction in left posterior-superior temporal gyrus and retrolenticular white matter. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Incidental Learning in Young Children Tested with Words or Words Plus Pictures As Stimuli.

ERIC Educational Resources Information Center

Kau, Alice S. M.; Winer, Gerald A.

1987-01-01

The incidental memory of young children was tested for words or words plus pictures that were initially presented under orienting conditions. These conditions required responses to acoustic or semantic qualities of the stimuli and an affirmative or negative response to the orienting questions. (PCB)

The Unequal Impact of Food Insecurity on Cognitive and Behavioral Outcomes among 5-Year-Old Urban Children.

PubMed

Hobbs, Savannah; King, Christian

2018-05-09

To examine the associations of food insecurity with children's cognitive and behavioral outcomes using quantile regression. Secondary analysis of the Fragile Families and Child Wellbeing Study dataset. A total of 2,046 children aged 5 years. Child behavioral outcomes were measured using externalizing (aggressive) and internalizing (emotional) behavior problems. Child cognitive outcomes were measured using the Peabody Vocabulary test and the Woodcock-Johnson letter-word identification test. Food insecurity was measured using the US Department of Agriculture's Food Security Module. Unconditional quantile regressions were employed. Statistical significance was set at P ≤ .05. Negative associations between food insecurity and child behavior problems (externalizing and internalizing) were largest for children with the most behavior problems. For Peabody Vocabulary scores, the negative association with food insecurity was statistically significant only for children in the top half of the distribution (≥50th percentile). The analysis found mixed evidence of an association between food insecurity and the Woodcock-Johnson letter-word identification test. These associations were similar for boys and girls. Because children's cognitive skills and behavioral problems have long-lasting implications and effects later in life, reducing the risk of food insecurity might particularly benefit children with greater externalizing and internalizing behavior problems. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

False memory and level of processing effect: an event-related potential study.

PubMed

Beato, Maria Soledad; Boldini, Angela; Cadavid, Sara

2012-09-12

Event-related potentials (ERPs) were used to determine the effects of level of processing on true and false memory, using the Deese-Roediger-McDermott (DRM) paradigm. In the DRM paradigm, lists of words highly associated to a single nonpresented word (the 'critical lure') are studied and, in a subsequent memory test, critical lures are often falsely remembered. Lists with three critical lures per list were auditorily presented here to participants who studied them with either a shallow (saying whether the word contained the letter 'o') or a deep (creating a mental image of the word) processing task. Visual presentation modality was used on a final recognition test. True recognition of studied words was significantly higher after deep encoding, whereas false recognition of nonpresented critical lures was similar in both experimental groups. At the ERP level, true and false recognition showed similar patterns: no FN400 effect was found, whereas comparable left parietal and late right frontal old/new effects were found for true and false recognition in both experimental conditions. Items studied under shallow encoding conditions elicited more positive ERP than items studied under deep encoding conditions at a 1000-1500 ms interval. These ERP results suggest that true and false recognition share some common underlying processes. Differential effects of level of processing on true and false memory were found only at the behavioral level but not at the ERP level.

First-language raters' opinions when validating word recordings for a newly developed speech reception threshold test.

PubMed

Panday, Seema; Kathard, Harsha; Pillay, Mershen; Wilson, Wayne

2018-03-29

 The purpose of this study was to consider the value of adding first-language speaker ratings to the process of validating word recordings for use in a new speech reception threshold (SRT) test in audiology. Previous studies had identified 28 word recordings as being suitable for use in a new SRT test. These word recordings had been shown to satisfy the linguistic criteria of familiarity, phonetic dissimilarity and tone, and the psychometric criterion of homogeneity of audibility. Objectives: The aim of the study was to consider the value of adding first-language speakers' ratings when validating word recordings for a new SRT test. Method: A single observation, cross-sectional design was used to collect and analyse quantitative data in this study. Eleven first-language isiZulu speakers, purposively selected, were asked to rate each of the word recordings for pitch, clarity, naturalness, speech rate and quality on a 5-point Likert scale. The percent agreement and Friedman test were used for analysis. Results: More than 20% of these 11 participants rated the three-word recordings below 'strongly agree' in the category of pitch or tone, and one-word recording below 'strongly agree' in the categories of pitch or tone, clarity or articulation and naturalness or dialect. Conclusion: The first-language speaker ratings proved to be a valuable addition to the process of selecting word recordings for use in a new SRT test. In particular, these ratings identified potentially problematic word recordings in the new SRT test that had been missed by the previously and more commonly used linguistic and psychometric selection criteria.

The unbearable lightness of priming.

PubMed

Speelman, Craig P; Simpson, Terry A; Kirsner, Kim

2002-09-01

Repetition priming from text to isolated words has been difficult to observe. One explanation for this difficulty is that previous attempts to observe this type of priming have utilised conditions that normally reduce priming. Two experiments were conducted to evaluate this hypothesis. Experiment 1 involved participants being presented with words in isolation and in text passages. The words were then presented again in a lexical decision test. Results indicated that priming occurred as a result of exposure to both isolated words and words in text, although priming was greater in the word-word condition. Experiment 2 investigated whether priming occurred in a lexical decision test on words that had been read prior to the test in Milan Kundera's novel "The Unbearable Lightness of Being." There was some evidence that participants who had read the book recently were faster at lexical decision to words from the book than participants who had not read the book. The two experiments therefore indicate that priming can occur from text to isolated words, although it is smaller in magnitude to that observed from word to word. Reasons for this difference, as suggested by Kirsner and Speelman (J. Exp. Psychol.: Learn. Mem. Cogn. 22 (1996) 563) model of repetition priming, are discussed.

The semantic representation of prejudice and stereotypes.

PubMed

Bhatia, Sudeep

2017-07-01

We use a theory of semantic representation to study prejudice and stereotyping. Particularly, we consider large datasets of newspaper articles published in the United States, and apply latent semantic analysis (LSA), a prominent model of human semantic memory, to these datasets to learn representations for common male and female, White, African American, and Latino names. LSA performs a singular value decomposition on word distribution statistics in order to recover word vector representations, and we find that our recovered representations display the types of biases observed in human participants using tasks such as the implicit association test. Importantly, these biases are strongest for vector representations with moderate dimensionality, and weaken or disappear for representations with very high or very low dimensionality. Moderate dimensional LSA models are also the best at learning race, ethnicity, and gender-based categories, suggesting that social category knowledge, acquired through dimensionality reduction on word distribution statistics, can facilitate prejudiced and stereotyped associations. Copyright © 2017 Elsevier B.V. All rights reserved.

Alcohol Primes, Expectancies, and the Working Self-Concept

PubMed Central

Hicks, Joshua A.; Schlegel, Rebecca J.; Friedman, Ronald S.; McCarthy, Denis M.

2016-01-01

Previous research has shown that alcohol consumption can lead to momentary changes in the self-concept (e.g., Steele & Josephs, 1990). In two studies (n = 150), we examined whether the implicit activation of alcohol expectancies (i.e., sociability-related expectancies) would also lead to changes in self-perception. To test this idea, participants first completed a measure of sociability-related alcohol expectancies. In a subsequent laboratory session, participants were exposed to either alcohol-related primes (i.e., pictures or words associated with alcohol) or neutral primes. After the priming task, participants completed an ostensibly unrelated self-concept survey that contained words related to sociability (e.g., “outgoing”) and non-sociability related words (e.g., “clever”). For both studies, results revealed that sociability-related alcohol expectancies were positively associated with sociability-related self-concept ratings for participants exposed to alcohol primes, but not for participants exposed to the neutral primes. Implications for the role implicit self-concept activation may have on drinking behaviors are discussed. PMID:19769437

The Effect of Language Exposure and Word Characteristics on the Arab EFL Learners' Word Associations

ERIC Educational Resources Information Center

El-Dakhs, Dina Abdel

2017-01-01

The present study investigates the patterns of word associations among Arab EFL learners and compares these patterns with those of native speakers of English. The study also examines the influence of increased language exposure and word characteristics on the learners' association patterns. To this end, 45 native speakers of English and 421 Arab…

Color associations to emotion and emotion-laden words: A collection of norms for stimulus construction and selection.

PubMed

Sutton, Tina M; Altarriba, Jeanette

2016-06-01

Color has the ability to influence a variety of human behaviors, such as object recognition, the identification of facial expressions, and the ability to categorize stimuli as positive or negative. Researchers have started to examine the relationship between emotional words and colors, and the findings have revealed that brightness is often associated with positive emotional words and darkness with negative emotional words (e.g., Meier, Robinson, & Clore, Psychological Science, 15, 82-87, 2004). In addition, words such as anger and failure seem to be inherently associated with the color red (e.g., Kuhbandner & Pekrun). The purpose of the present study was to construct norms for positive and negative emotion and emotion-laden words and their color associations. Participants were asked to provide the first color that came to mind for a set of 160 emotional items. The results revealed that the color RED was most commonly associated with negative emotion and emotion-laden words, whereas YELLOW and WHITE were associated with positive emotion and emotion-laden words, respectively. The present work provides researchers with a large database to aid in stimulus construction and selection.

Genetic variance in a component of the language acquisition device: ROBO1 polymorphisms associated with phonological buffer deficits.

PubMed

Bates, Timothy C; Luciano, Michelle; Medland, Sarah E; Montgomery, Grant W; Wright, Margaret J; Martin, Nicholas G

2011-01-01

The region containing ROBO1 (Chromosome 3p12.3) has been implicated as a susceptibility gene for reading disorder and language deficit by translocation and linkage data. No association studies have yet been reported supporting any candidate gene. Here we report the first association of this gene with language deficits, specifically with phonological buffer deficits (a phenotype implicated in language acquisition, Specific Language Impairment and Speech Sound Disorder) and dyslexia (reading and spelling ability traits) in an unselected sample of adolescent twins and their siblings. Family-based analyses were performed on 144 tag SNPs in ROBO1, typed in 538 families with up to five offspring and tested for association with a developmental marker of language impairment (phonological buffer capacity, assessed using non word repetition). A reading and spelling ability measure--based on validated measures of lexical processing (irregular word) and grapheme-phoneme decoding (pseudo word)--and measures of short-term and working memory were also analysed. Significant association for phonological buffer capacity was observed for 21 of 144 SNPs tested, peaking at 8.70 × 10(-05) and 9.30 × 10(-05) for SNPs rs6803202 and rs4535189 respectively for nonword repetition, values that survive correction for multiple testing. Twenty-two SNPs showed significant associations for verbal storage (forward digit span)--a trait linked to phonological span. By contrast, just 5 SNPs reached nominal significance for working-memory, not surviving correction, and, importantly, only one SNP in the 144 tested reached nominal significance (0.04) for association with reading and spelling ability. These results provide strong support for ROBO1 as a gene involved in a core trait underpinning language acquisition, with a specific function in supporting a short-term buffer for arbitrary phonological strings. These effects of ROBO1 appear to be unrelated to brain mechanisms underpinning reading ability, at least by adolescence. While replication will be critical, the present results strongly support ROBO1 as the first gene discovered to be associated with language deficits affecting normal variation in language ability. Its functional role in neuronal migration underlying bilateral symmetry and lateralization of neuronal function further suggests a role in the evolution of human language ability.

“The Relationship between Executive Functioning, Processing Speed and White Matter Integrity in Multiple Sclerosis”

PubMed Central

Genova, Helen M.; DeLuca, John; Chiaravalloti, Nancy; Wylie, Glenn

2014-01-01

The primary purpose of the current study was to examine the relationship between performance on executive tasks and white matter integrity, assessed by diffusion tensor imaging (DTI) in Multiple Sclerosis (MS). A second aim was to examine how processing speed affects the relationship between executive functioning and FA. This relationship was examined in two executive tasks that rely heavily on processing speed: the Color-Word Interference Test and Trail-Making Test (Delis-Kaplan Executive Function System). It was hypothesized that reduced fractional anisotropy (FA) is related to poor performance on executive tasks in MS, but that this relationship would be affected by the statistical correction of processing speed from the executive tasks. 15 healthy controls and 25 persons with MS participated. Regression analyses were used to examine the relationship between executive functioning and FA, both before and after processing speed was removed from the executive scores. Before processing speed was removed from the executive scores, reduced FA was associated with poor performance on Color-Word Interference Test and Trail-Making Test in a diffuse network including corpus callosum and superior longitudinal fasciculus. However, once processing speed was removed, the relationship between executive functions and FA was no longer significant on the Trail Making test, and significantly reduced and more localized on the Color-Word Interference Test. PMID:23777468

Left hemisphere dysfunction during verbal dichotic listening tests in patients who have social phobia with or without comorbid depressive disorder.

PubMed

Bruder, Gerard E; Schneier, Franklin R; Stewart, Jonathan W; McGrath, Patrick J; Quitkin, Frederic

2004-01-01

Behavioral, electrophysiological, and imaging studies have found evidence that anxiety disorders are associated with left hemisphere dysfunction or higher than normal activation of right hemisphere regions. Few studies, however, have examined hemispheric asymmetries of function in social phobia, and the influence of comorbidity with depressive disorders is unknown. The present study used dichotic listening tests to assess lateralized cognitive processing in patients with social phobia, depression, or comorbid social phobia and depression. The study used a two-by-two factorial design in which one factor was social phobia (present versus absent) and the second factor was depressive disorder (present versus absent). A total of 125 unmedicated patients with social phobia, depressive disorder, or comorbid social phobia and depressive disorder and 44 healthy comparison subjects were tested on dichotic fused-words, consonant-vowel syllable, and complex tone tests. Patients with social phobia with or without a comorbid depressive disorder had a smaller left hemisphere advantage for processing words and syllables, compared with subjects without social phobia, whereas no difference between groups was found in the right hemisphere advantage for processing complex tones. Depressed women had a larger left hemisphere advantage for processing words, compared with nondepressed women, but this difference was not seen among men. The results support the hypothesis that social phobia is associated with dysfunction of left hemisphere regions mediating verbal processing. Given the importance of verbal processes in social interactions, this dysfunction may contribute to the stress and difficulty experienced by patients with social phobia in social situations.

Taming Test Anxiety: The Activation of Failure-Related Concepts Enhances Cognitive Test Performance of Test-Anxious Students

ERIC Educational Resources Information Center

Tempel, Tobias; Neumann, Roland

2016-01-01

We investigated processes underlying performance decrements of highly test-anxious persons. Three experiments contrasted conditions that differed in the degree of activation of concepts related to failure. Participants memorized a list of words either containing words related to failure or containing no words related to failure in Experiment 1. In…

What relates newspaper, definite, and clothing? An article describing deficits in convergent problem solving and creativity following hippocampal damage

PubMed Central

Warren, David E.; Kurczek, Jake; Duff, Melissa C.

2016-01-01

Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N=5) and healthy normal comparison participants (N=5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. PMID:27010751

Interactive Book Reading to Accelerate Word Learning by Kindergarten Children With Specific Language Impairment: Identifying Adequate Progress and Successful Learning Patterns

PubMed Central

Komesidou, Rouzana; Fleming, Kandace K.; Romine, Rebecca Swinburne

2017-01-01

Purpose The goal of this study was to provide guidance to clinicians on early benchmarks of successful word learning in an interactive book reading treatment and to examine how encoding and memory evolution during treatment contribute to word learning outcomes by kindergarten children with specific language impairment (SLI). Method Twenty-seven kindergarten children with SLI participated in a preliminary clinical trial using interactive book reading to teach 30 new words. Word learning was assessed at 4 points during treatment through a picture naming test. Results The results indicate that the following performance during treatment was cause for concern, indicating a need to modify the treatment: naming 0–1 treated words correctly at Naming Test 1; naming 0–2 treated words correctly at Naming Test 2; naming 0–3 treated words correctly at Naming Test 3. In addition, the results showed that encoding was the primary limiting factor in word learning, but rmemory evolution also contributed (albeit to a lesser degree) to word learning success. Conclusion Case illustrations demonstrate how a clinician's understanding of a child's word learning strengths and weaknesses develop over the course of treatment, substantiating the importance of regular data collection and clinical decision-making to ensure the best possible outcomes for each individual child. PMID:28419188

Post-learning arousal enhances veridical memory and reduces false memory in the Deese-Roediger-McDermott paradigm.

PubMed

Nielson, Kristy A; Correro, Anthony N

2017-10-01

The Deese-Roediger-McDermott (DRM) paradigm examines false memory by introducing words associated with a non-presented 'critical lure' as memoranda, which typically causes the lures to be remembered as frequently as studied words. Our prior work has shown enhanced veridical memory and reduced misinformation effects when arousal is induced after learning (i.e., during memory consolidation). These effects have not been examined in the DRM task, or with signal detection analysis, which can elucidate the mechanisms underlying memory alterations. Thus, 130 subjects studied and then immediately recalled six DRM lists, one after another, and then watched a 3-min arousing (n=61) or neutral (n=69) video. Recognition tested 70min later showed that arousal induced after learning led to better delayed discrimination of studied words from (a) critical lures, and (b) other non-presented 'weak associates.' Furthermore, arousal reduced liberal response bias (i.e., the tendency toward accepting dubious information) for studied words relative to all foils, including critical lures and 'weak associates.' Thus, arousal induced after learning effectively increased the distinction between signal and noise by enhancing access to verbatim information and reducing endorsement of dubious information. These findings provide important insights into the cognitive mechanisms by which arousal modulates early memory consolidation processes. Copyright © 2017 Elsevier Inc. All rights reserved.

Fluctuations of estradiol during women's menstrual cycle: Influences on reactivity towards erotic stimuli in the late positive potential.

PubMed

Munk, Aisha J L; Zoeller, Aaron C; Hennig, Juergen

2018-05-01

While several studies examined the reactivity towards negative emotional stimuli across women's menstrual cycle, only few investigated responses to positive emotional cues in association with sexual hormones on a neural level. Therefore, the aim of the current EEG-experiment was to study the differential reactivity towards positive (erotic) words during the menstrual cycle (i.e. with fluctuations in the steroids estradiol and progesterone) in the late positive potential (LPP). Regarding reactivity towards erotic stimuli, the LPP is seen as the most relevant ERP-component, as more positive amplitudes in the LPP reflect larger incentive salience and higher arousal. The LPP towards erotic words was expected to be more pronounced during fertile phases of the menstrual cycle (around ovulation). Furthermore, associations with hormonal concentrations of estradiol and progesterone were investigated. 19 young, free cycling women were tested in an Erotic Stroop paradigm during the follicular phase, ovulation, and the luteal phase in a balanced cross-over design, while electroencephalogram (EEG) was recorded. LPPs in reaction to erotic compared to neutral words were larger in every phase. During the follicular phase and ovulation, higher estradiol-concentrations were associated with more positive LPP-amplitudes towards erotic- than to neutral words. No effects of progesterone, as well as no effects of cycle phase, were evident. Results are being discussed regarding implications for further research. Copyright © 2018 Elsevier Ltd. All rights reserved.

Neural Processing of Emotional Facial and Semantic Expressions in Euthymic Bipolar Disorder (BD) and Its Association with Theory of Mind (ToM)

PubMed Central

Petroni, Agustín; Baez, Sandra; Lopez, Vladimir; do Nascimento, Micaela; Herrera, Eduar; Guex, Raphael; Hurtado, Esteban; Blenkmann, Alejandro; Beltrachini, Leandro; Gelormini, Carlos; Sigman, Mariano; Lischinsky, Alicia; Torralva, Teresa; Torrente, Fernando; Cetkovich, Marcelo; Manes, Facundo

2012-01-01

Background Adults with bipolar disorder (BD) have cognitive impairments that affect face processing and social cognition. However, it remains unknown whether these deficits in euthymic BD have impaired brain markers of emotional processing. Methodology/Principal Findings We recruited twenty six participants, 13 controls subjects with an equal number of euthymic BD participants. We used an event-related potential (ERP) assessment of a dual valence task (DVT), in which faces (angry and happy), words (pleasant and unpleasant), and face-word simultaneous combinations are presented to test the effects of the stimulus type (face vs word) and valence (positive vs. negative). All participants received clinical, neuropsychological and social cognition evaluations. ERP analysis revealed that both groups showed N170 modulation of stimulus type effects (face > word). BD patients exhibited reduced and enhanced N170 to facial and semantic valence, respectively. The neural source estimation of N170 was a posterior section of the fusiform gyrus (FG), including the face fusiform area (FFA). Neural generators of N170 for faces (FG and FFA) were reduced in BD. In these patients, N170 modulation was associated with social cognition (theory of mind). Conclusions/Significance This is the first report of euthymic BD exhibiting abnormal N170 emotional discrimination associated with theory of mind impairments. PMID:23056505

Neuronal loss associated with cognitive performance in amyotrophic lateral sclerosis: an (11C)-flumazenil PET study.

PubMed

Wicks, Paul; Turner, Martin R; Abrahams, Sharon; Hammers, Alexander; Brooks, David J; Leigh, P Nigel; Goldstein, Laura H

2008-02-01

Amyotrophic lateral sclerosis (ALS) is a multi-system disorder. Mild cognitive deficits are present in a subgroup of non-demented patients with ALS. Detailed neuropsychological assessments reveal deficits of word retrieval including impairments on tests of verbal fluency and confrontation naming. The PET GABA(A) receptor ligand [11C]-flumazenil is a marker of neuronal dysfunction in ALS. This study used [11C]-flumazenil PET to identify correlations between cortical regions and impairments in word retrieval. Twelve patients with ALS underwent [11C]-flumazenil PET and neuropsychological assessment, including tests of written letter fluency and confrontation naming. Poorer performance on verbal fluency correlated with decreased [11C]-flumazenil binding in a region including the right inferior frontal gyrus, superior temporal gyrus, and anterior insula. Poorer performance on a test of confrontation naming correlated with decreased binding in the left middle frontal gyrus (extending to Broca's area) and left cuneus. This study indicates that [11C]-flumazenil PET can be used to help localize cortical regions associated with cognitive deficits in ALS.

Loanwords and Vocabulary Size Test Scores: A Case of Different Estimates for Different L1 Learners

ERIC Educational Resources Information Center

Laufer, Batia; McLean, Stuart

2016-01-01

The article investigated how the inclusion of loanwords in vocabulary size tests affected the test scores of two L1 groups of EFL learners: Hebrew and Japanese. New BNC- and COCA-based vocabulary size tests were constructed in three modalities: word form recall, word form recognition, and word meaning recall. Depending on the test modality, the…

Semantic context effects and priming in word association.

PubMed

Zeelenberg, René; Pecher, Diane; Shiffrin, Richard M; Raaijmakers, Jeroen G W

2003-09-01

Two experiments investigated priming in word association, an implicit memory task. In the study phase of Experiment 1, semantically ambiguous target words were presented in sentences that biased their interpretation. The appropriate interpretation of the target was either congruent or incongruent with the cue presented in a subsequent word association task. Priming (i.e., a higher proportion of target responses relative to a nonstudied baseline) was obtained for the congruent condition, but not for the incongruent condition. In Experiment 2, study sentences emphasized particular meaning aspects of nonambiguous targets. The word association task showed a higher proportion of target responses for targets studied in the more congruent sentence context than for targets studied in the less congruent sentence context. These results indicate that priming in word association depends largely on the storage of information relating the cue and target.

A test of the orthographic recoding hypothesis

NASA Astrophysics Data System (ADS)

Gaygen, Daniel E.

2003-04-01

The Orthographic Recoding Hypothesis [D. E. Gaygen and P. A. Luce, Percept. Psychophys. 60, 465-483 (1998)] was tested. According to this hypothesis, listeners recognize spoken words heard for the first time by mapping them onto stored representations of the orthographic forms of the words. Listeners have a stable orthographic representation of words, but no phonological representation, when those words have been read frequently but never heard or spoken. Such may be the case for low frequency words such as jargon. Three experiments using visually and auditorily presented nonword stimuli tested this hypothesis. The first two experiments were explicit tests of memory (old-new tests) for words presented visually. In the first experiment, the recognition of auditorily presented nonwords was facilitated when they previously appeared on a visually presented list. The second experiment was similar, but included a concurrent articulation task during a visual word list presentation, thus preventing covert rehearsal of the nonwords. The results were similar to the first experiment. The third experiment was an indirect test of memory (auditory lexical decision task) for visually presented nonwords. Auditorily presented nonwords were identified as nonwords significantly more slowly if they had previously appeared on the visually presented list accompanied by a concurrent articulation task.

False recognition depends on depth of prior word processing: a magnetoencephalographic (MEG) study.

PubMed

Walla, P; Hufnagl, B; Lindinger, G; Deecke, L; Imhof, H; Lang, W

2001-04-01

Brain activity was measured with a whole head magnetoencephalograph (MEG) during the test phases of word recognition experiments. Healthy young subjects had to discriminate between previously presented and new words. During prior study phases two different levels of word processing were provided according to two different kinds of instructions (shallow and deep encoding). Event-related fields (ERFs) associated with falsely recognized words (false alarms) were found to depend on the depth of processing during the prior study phase. False alarms elicited higher brain activity (as reflected by dipole strength) in case of prior deep encoding as compared to shallow encoding between 300 and 500 ms after stimulus onset at temporal brain areas. Between 500 and 700 ms we found evidence for differences in the involvement of neural structures related to both conditions of false alarms. Furthermore, the number of false alarms was found to depend on depth of processing. Shallow encoding led to a higher number of false alarms than deep encoding. All data are discussed as strong support for the ideas that a certain level of word processing is performed by a distinct set of neural systems and that the same neural systems which encode information are reactivated during the retrieval.

Typography and color: effects of salience and fluency on conscious recollective experience.

PubMed

Wehr, Thomas; Wippich, Werner

2004-12-01

Within one experiment the central assumptions of the distinctiveness/fluency account of recollective experience were tested and contrasted with predictions of processing theory. To manipulate perceptual salience, the typography of words was varied. Effects of conceptual salience were induced by a variation of word color. In the study phase participants generated different word or object images according to presented words. To manipulate perceptual and conceptual fluency one test group underwent a priming procedure in the test phase, consisting of a recognition test, whereby some primes were identical to the target words typographically or by color and others were not. Additionally, all participants were asked to make judgments of recollective experience (remember, know, guess) after the old/new decisions. The results of the data analyses confirm the distinctiveness/fluency account. Words written in an unusual typography or color were judged significantly more often as "remembered" than normal words. The priming procedure uncovered some effects of fluency on reaction times: old/new decisions took less time if prime and target words were perceptually or conceptually identical.

Deaf college students' mathematical skills relative to morphological knowledge, reading level, and language proficiency.

PubMed

Kelly, Ronald R; Gaustad, Martha G

2007-01-01

This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests. Additionally, the participating deaf students' grades in their college mathematics courses were significantly and positively associated with their reading grade level and their knowledge of morphological components of words.

Effects of stress upon psychophysiological responses and performance following sleep deprivation

NASA Technical Reports Server (NTRS)

Roessler, R.; Lester, J. W.

1972-01-01

The usefulness of psychological and physiological variables in predicting performance under stress of 48 hours of sleep deprivation was investigated. Performance tests, with subjects of different ego strength personalities, in concept acquisition, reading comprehension, word association, word memory, and anagrams were conducted, and physiological measurements of (1) the phasic and tonic electrodermal, (2) galvanic skin response, (3) thermal skin resistance, (4) heart rate, (5) respiration, and (6) plethysmographic finger pulse volumn were recorded. It was found that the changes in the pattern of performance were the result of testing subjects at times when they would normally be sleeping, and that sleep deprivation longer than 48 hours must be maintained to produce changes in simple or well learned tasks.

Flexible word meaning in embodied agents

NASA Astrophysics Data System (ADS)

Wellens, Peter; Loetzsch, Martin; Steels, Luc

2008-06-01

Learning the meanings of words requires coping with referential uncertainty - a learner hearing a novel word cannot be sure which aspects or properties of the referred object or event comprise the meaning of the word. Data from developmental psychology suggest that human learners grasp the important aspects of many novel words after just a few exposures, a phenomenon known as fast mapping. Traditionally, word learning is viewed as a mapping task, in which the learner has to map a set of forms onto a set of pre-existing concepts. We criticise this approach and argue instead for a flexible nature of the coupling between form and meanings as a solution to the problem of referential uncertainty. We implemented and tested the model in populations of humanoid robots that play situated language games about objects in their shared environment. Results show that the model can handle an exponential increase in uncertainty and allows scaling towards very large meaning spaces, while retaining the ability to grasp an operational meaning almost instantly for a great number of words. In addition, the model captures some aspects of the flexibility of form-meaning associations found in human languages. Meanings of words can shift between being very specific (names) and general (e.g. 'small'). We show that this specificity is biased not by the model itself but by the distribution of object properties in the world.

Semantic Boost on Episodic Associations: An Empirically-Based Computational Model

ERIC Educational Resources Information Center

Silberman, Yaron; Bentin, Shlomo; Miikkulainen, Risto

2007-01-01

Words become associated following repeated co-occurrence episodes. This process might be further determined by the semantic characteristics of the words. The present study focused on how semantic and episodic factors interact in incidental formation of word associations. First, we found that human participants associate semantically related words…

Reading Instruction Affects the Cognitive Skills Supporting Early Reading Development

ERIC Educational Resources Information Center

McGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma

2012-01-01

This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…

Human hippocampus associates information in memory

PubMed Central

Henke, Katharina; Weber, Bruno; Kneifel, Stefan; Wieser, Heinz Gregor; Buck, Alfred

1999-01-01

The hippocampal formation, one of the most complex and vulnerable brain structures, is recognized as a crucial brain area subserving human long-term memory. Yet, its specific functions in memory are controversial. Recent experimental results suggest that the hippocampal contribution to human memory is limited to episodic memory, novelty detection, semantic (deep) processing of information, and spatial memory. We measured the regional cerebral blood flow by positron-emission tomography while healthy volunteers learned pairs of words with different learning strategies. These led to different forms of learning, allowing us to test the degree to which they challenge hippocampal function. Neither novelty detection nor depth of processing activated the hippocampal formation as much as semantically associating the primarily unrelated words in memory. This is compelling evidence for another function of the human hippocampal formation in memory: establishing semantic associations. PMID:10318979

Thinking can cause forgetting: memory dynamics in creative problem solving.

PubMed

Storm, Benjamin C; Angello, Genna; Bjork, Elizabeth Ligon

2011-09-01

Research on retrieval-induced forgetting has shown that retrieval can cause the forgetting of related or competing items in memory (Anderson, Bjork, & Bjork, 1994). In the present research, we examined whether an analogous phenomenon occurs in the context of creative problem solving. Using the Remote Associates Test (RAT; Mednick, 1962), we found that attempting to generate a novel common associate to 3 cue words caused the forgetting of other strong associates related to those cue words. This problem-solving-induced forgetting effect occurred even when participants failed to generate a viable solution, increased in magnitude when participants spent additional time problem solving, and was positively correlated with problem-solving success on a separate set of RAT problems. These results implicate a role for forgetting in overcoming fixation in creative problem solving. (c) 2011 APA, all rights reserved.

The acquisition of simple associations as observed in color-word contingency learning.

PubMed

Lin, Olivia Y-H; MacLeod, Colin M

2018-01-01

Three experiments investigated the learning of simple associations in a color-word contingency task. Participants responded manually to the print colors of 3 words, with each word associated strongly to 1 of the 3 colors and weakly to the other 2 colors. Despite the words being irrelevant, response times to high-contingency stimuli and to low-contingency stimuli quickly diverged. This high-low difference remained quite constant over successive blocks of trials, evidence of stable contingency learning. Inclusion of a baseline condition-an item having no color-word contingency-permitted separation of the contingency learning effect into 2 components: a cost due to low contingency and a benefit due to high contingency. Both cost and benefit were quick to acquire, quick to extinguish, and quick to reacquire. The color-word contingency task provides a simple way to directly study the learning of associations. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Adapting a receptive vocabulary test for preschool-aged Greek-speaking children.

PubMed

Okalidou, Areti; Syrika, Asimina; Beckman, Mary E; Edwards, Jan R

2011-01-01

Receptive vocabulary is an important measure for language evaluations. Therefore, norm-referenced receptive vocabulary tests are widely used in several languages. However, a receptive vocabulary test has not yet been normed for Modern Greek. To adapt an American English vocabulary test, the Receptive One-Word Picture Vocabulary Test-II (ROWPVT-II), for Modern Greek for use with Greek-speaking preschool children. The list of 170 English words on ROWPVT-II was adapted by (1) developing two lists (A and B) of Greek words that would match either the target English word or another concept corresponding to one of the pictured objects in the four-picture array; and (2) determining a developmental order for the chosen Greek words for preschool-aged children. For the first task, adult word frequency measures were used to select the words for the Greek wordlist. For the second task, 427 children, 225 boys and 202 girls, ranging in age from 2;0 years to 5;11 years, were recruited from urban and suburban areas of Greece. A pilot study of the two word lists was performed with the aim of comparing an equal number of list A and list B responses for each age group and deriving a new developmental list order. The relative difficulty of each Greek word item, that is, its accuracy score, was calculated by taking the average proportion of correct responses across ages for that word. Subsequently, the word accuracy scores in the two lists were compared via regression analysis, which yielded a highly significant relationship (R(2) = 0.97; p < 0.0001) and a few outlier pairs (via residuals). Further analysis used the original relative ranking order along with the derived ranking order from the average accuracy scores of the two lists in order to determine which word item from the two lists was a better fit. Finally, new starting levels (basals) were established for preschool ages. The revised word list can serve as the basis for adapting a receptive vocabulary test for Greek preschool-aged children. Further steps need to be taken when testing larger numbers of 2;0 to 5;11-year-old children on the revised word list for determination of norms. This effort will facilitate early identification and remediation of language disorders in Modern Greek-speaking children. © 2010 Royal College of Speech & Language Therapists.

Midbrain-Driven Emotion and Reward Processing in Alcoholism

PubMed Central

Müller-Oehring, E M; Jung, Y-C; Sullivan, E V; Hawkes, W C; Pfefferbaum, A; Schulte, T

2013-01-01

Alcohol dependence is associated with impaired control over emotionally motivated actions, possibly associated with abnormalities in the frontoparietal executive control network and midbrain nodes of the reward network associated with automatic attention. To identify differences in the neural response to alcohol-related word stimuli, 26 chronic alcoholics (ALC) and 26 healthy controls (CTL) performed an alcohol-emotion Stroop Match-to-Sample task during functional MR imaging. Stroop contrasts were modeled for color-word incongruency (eg, word RED printed in green) and for alcohol (eg, BEER), positive (eg, HAPPY) and negative (eg, MAD) emotional word content relative to congruent word conditions (eg, word RED printed in red). During color-Stroop processing, ALC and CTL showed similar left dorsolateral prefrontal activation, and CTL, but not ALC, deactivated posterior cingulate cortex/cuneus. An interaction revealed a dissociation between alcohol-word and color-word Stroop processing: ALC activated midbrain and parahippocampal regions more than CTL when processing alcohol-word relative to color-word conditions. In ALC, the midbrain region was also invoked by negative emotional Stroop words thereby showing significant overlap of this midbrain activation for alcohol-related and negative emotional processing. Enhanced midbrain activation to alcohol-related words suggests neuroadaptation of dopaminergic midbrain systems. We speculate that such tuning is normally associated with behavioral conditioning to optimize responses but here contributed to automatic bias to alcohol-related stimuli. PMID:23615665

Midbrain-driven emotion and reward processing in alcoholism.

PubMed

Müller-Oehring, E M; Jung, Y-C; Sullivan, E V; Hawkes, W C; Pfefferbaum, A; Schulte, T

2013-09-01

Alcohol dependence is associated with impaired control over emotionally motivated actions, possibly associated with abnormalities in the frontoparietal executive control network and midbrain nodes of the reward network associated with automatic attention. To identify differences in the neural response to alcohol-related word stimuli, 26 chronic alcoholics (ALC) and 26 healthy controls (CTL) performed an alcohol-emotion Stroop Match-to-Sample task during functional MR imaging. Stroop contrasts were modeled for color-word incongruency (eg, word RED printed in green) and for alcohol (eg, BEER), positive (eg, HAPPY) and negative (eg, MAD) emotional word content relative to congruent word conditions (eg, word RED printed in red). During color-Stroop processing, ALC and CTL showed similar left dorsolateral prefrontal activation, and CTL, but not ALC, deactivated posterior cingulate cortex/cuneus. An interaction revealed a dissociation between alcohol-word and color-word Stroop processing: ALC activated midbrain and parahippocampal regions more than CTL when processing alcohol-word relative to color-word conditions. In ALC, the midbrain region was also invoked by negative emotional Stroop words thereby showing significant overlap of this midbrain activation for alcohol-related and negative emotional processing. Enhanced midbrain activation to alcohol-related words suggests neuroadaptation of dopaminergic midbrain systems. We speculate that such tuning is normally associated with behavioral conditioning to optimize responses but here contributed to automatic bias to alcohol-related stimuli.

The role of character positional frequency on Chinese word learning during natural reading.

PubMed

Liang, Feifei; Blythe, Hazel I; Bai, Xuejun; Yan, Guoli; Li, Xin; Zang, Chuanli; Liversedge, Simon P

2017-01-01

Readers' eye movements were recorded to examine the role of character positional frequency on Chinese lexical acquisition during reading and its possible modulation by word spacing. In Experiment 1, three types of pseudowords were constructed based on each character's positional frequency, providing congruent, incongruent, and no positional word segmentation information. Each pseudoword was embedded into two sets of sentences, for the learning and the test phases. In the learning phase, half the participants read sentences in word-spaced format, and half in unspaced format. In the test phase, all participants read sentences in unspaced format. The results showed an inhibitory effect of character positional frequency upon the efficiency of word learning when processing incongruent pseudowords both in the learning and test phase, and also showed facilitatory effect of word spacing in the learning phase, but not at test. Most importantly, these two characteristics exerted independent influences on word segmentation. In Experiment 2, three analogous types of pseudowords were created whilst controlling for orthographic neighborhood size. The results of the two experiments were consistent, except that the effect of character positional frequency was absent in the test phase in Experiment 2. We argue that the positional frequency of a word's constituent characters may influence the character-to-word assignment in a process that likely incorporates both lexical segmentation and identification.

The emotional carryover effect in memory for words.

PubMed

Schmidt, Stephen R; Schmidt, Constance R

2016-08-01

Emotional material rarely occurs in isolation; rather it is experienced in the spatial and temporal proximity of less emotional items. Some previous researchers have found that emotional stimuli impair memory for surrounding information, whereas others have reported evidence for memory facilitation. Researchers have not determined which types of emotional items or memory tests produce effects that carry over to surrounding items. Six experiments are reported that measured carryover from emotional words varying in arousal to temporally adjacent neutral words. Taboo, non-taboo emotional, and neutral words were compared using different stimulus onset asynchronies (SOAs), recognition and recall tests, and intentional and incidental memory instructions. Strong emotional memory effects were obtained in all six experiments. However, emotional items influenced memory for temporally adjacent words under limited conditions. Words following taboo words were more poorly remembered than words following neutral words when relatively short SOAs were employed. Words preceding taboo words were affected only when recall tests and relatively short retention intervals were used. These results suggest that increased attention to the emotional items sometimes produces emotional carryover effects; however, retrieval processes also contribute to retrograde amnesia and may extend the conditions under which anterograde amnesia is observed.

Training Alters the Resolution of Lexical Interference: Evidence for Plasticity of Competition and Inhibition

PubMed Central

Kapnoula, Efthymia C.; McMurray, Bob

2016-01-01

Language learning is generally described as a problem of acquiring new information (e.g., new words). However, equally important are changes in how the system processes known information. For example, a wealth of studies has suggested dramatic changes over development in how efficiently children recognize familiar words, but it is unknown what kind of experience-dependent mechanisms of plasticity give rise to such changes in real-time processing. We examined the plasticity of the language processing system by testing whether a fundamental aspect of spoken word recognition, lexical interference, can be altered by experience. Adult participants were trained on a set of familiar words over a series of 4 tasks. In the high-competition (HC) condition, tasks were designed to encourage coactivation of similar words (e.g., net and neck) and to require listeners to resolve this competition. Tasks were similar in the low-competition (LC) condition, but did not enhance this competition. Immediately after training, interlexical interference was tested using a visual world paradigm task. Participants in the HC group resolved interference to a fuller degree than those in the LC group, demonstrating that experience can shape the way competition between words is resolved. TRACE simulations showed that the observed late differences in the pattern of interference resolution can be attributed to differences in the strength of lexical inhibition. These findings inform cognitive models in many domains that involve competition/interference processes, and suggest an experience-dependent mechanism of plasticity that may underlie longer term changes in processing efficiency associated with both typical and atypical development. PMID:26709587

Effects of ecstasy/polydrug use on memory for associative information.

PubMed

Gallagher, Denis T; Fisk, John E; Montgomery, Catharine; Judge, Jeannie; Robinson, Sarita J; Taylor, Paul J

2012-08-01

Associative learning underpins behaviours that are fundamental to the everyday functioning of the individual. Evidence pointing to learning deficits in recreational drug users merits further examination. A word pair learning task was administered to examine associative learning processes in ecstasy/polydrug users. After assignment to either single or divided attention conditions, 44 ecstasy/polydrug users and 48 non-users were presented with 80 word pairs at encoding. Following this, four types of stimuli were presented at the recognition phase: the words as originally paired (old pairs), previously presented words in different pairings (conjunction pairs), old words paired with new words, and pairs of new words (not presented previously). The task was to identify which of the stimuli were intact old pairs. Ecstasy/ploydrug users produced significantly more false-positive responses overall compared to non-users. Increased long-term frequency of ecstasy use was positively associated with the propensity to produce false-positive responses. It was also associated with a more liberal signal detection theory decision criterion value. Measures of long term and recent cannabis use were also associated with these same word pair learning outcome measures. Conjunction word pairs, irrespective of drug use, generated the highest level of false-positive responses and significantly more false-positive responses were made in the divided attention condition compared to the single attention condition. Overall, the results suggest that long-term ecstasy exposure may induce a deficit in associative learning and this may be in part a consequence of users adopting a more liberal decision criterion value.

Dual-Process Models of Associative Recognition in Young and Older Adults: Evidence from Receiver Operating Characteristics

ERIC Educational Resources Information Center

Healy, Michael R.; Light, Leah L.; Chung, Christie

2005-01-01

In 3 experiments, young and older adults studied lists of unrelated word pairs and were given confidence-rated item and associative recognition tests. Several different models of recognition were fit to the confidence-rating data using techniques described by S. Macho (2002, 2004). Concordant with previous findings, item recognition data were best…

Competing Contingencies over Derived Relational Responding: A Behavioral Model of the Implicit Association Test

ERIC Educational Resources Information Center

Gavin, Amanda; Roche, Bryan; Ruiz, Maria R.

2008-01-01

Subjects were exposed to a word-picture association training phase in which each of 2 arbitrary nonsense syllables printed in blue and red font, respectively, were paired with either sexual or aversive photographic images. Subjects were then exposed to an equivalence training procedure that led to the formation of 2 3-member equivalence relations,…

Exploring Differential Effects across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements

ERIC Educational Resources Information Center

Steacy, Laura M.; Elleman, Amy M.; Lovett, Maureen W.; Compton, Donald L.

2016-01-01

In English, gains in decoding skill do not map directly onto increases in word reading. However, beyond the Self-Teaching Hypothesis, little is known about the transfer of decoding skills to word reading. In this study, we offer a new approach to testing specific decoding elements on transfer to word reading. To illustrate, we modeled word-reading…

Infants with Williams syndrome detect statistical regularities in continuous speech.

PubMed

Cashon, Cara H; Ha, Oh-Ryeong; Graf Estes, Katharine; Saffran, Jenny R; Mervis, Carolyn B

2016-09-01

Williams syndrome (WS) is a rare genetic disorder associated with delays in language and cognitive development. The reasons for the language delay are unknown. Statistical learning is a domain-general mechanism recruited for early language acquisition. In the present study, we investigated whether infants with WS were able to detect the statistical structure in continuous speech. Eighteen 8- to 20-month-olds with WS were familiarized with 2min of a continuous stream of synthesized nonsense words; the statistical structure of the speech was the only cue to word boundaries. They were tested on their ability to discriminate statistically-defined "words" and "part-words" (which crossed word boundaries) in the artificial language. Despite significant cognitive and language delays, infants with WS were able to detect the statistical regularities in the speech stream. These findings suggest that an inability to track the statistical properties of speech is unlikely to be the primary basis for the delays in the onset of language observed in infants with WS. These results provide the first evidence of statistical learning by infants with developmental delays. Copyright © 2016 Elsevier B.V. All rights reserved.

Investigating the Relationship between Sexual and Chemical Addictions by Comparing Executive Function in Pedophiles, Opiate Addicts and Healthy Controls

PubMed Central

Cohen, Lisa J.; Nesci, Cristina; Steinfeld, Matthew; Haeri, Sophia; Galynker, Igor

2011-01-01

Disorders of driven sexual behavior have been conceptualized as sexual addictions. In the following study, we compared 51 subjects with pedophilia, 53 subjects with opiate addiction, and 84 healthy control subjects on neuropsychological tests that tap executive functions. The test battery included the Wisconsin Card Sorting Test (WCST), Stroop Color-Word Test, the Matching Familiar Figures Test (MFFT), Porteus Mazes, Controlled Word Association (COWA), and Trailmaking Test. The groups differed on tests of cognitive flexibility and set switching (WCST), sustained attention (Stroop), and impulsivity (MFFT and Porteus Mazes). There were no differences on verbal fluency (COWA). The subjects with pedophilia differed significantly from those with opiate addiction on several tests, with longer latency to response on MFFT and fewer completed mazes but also fewer errors on Porteus Mazes. Thus, while both subjects with pedophilia and those with opiate addiction show executive dysfunction, the nature of that dysfunction may differ between the two groups; specifically, opiate addicted subjects may be more prone to cognitive impulsivity. PMID:21107145

Investigating the relationship between sexual and chemical addictions by comparing executive function in subjects with pedophilia or opiate addiction and healthy controls.

PubMed

Cohen, Lisa J; Nesci, Cristina; Steinfeld, Matthew; Haeri, Sophia; Galynker, Igor

2010-11-01

Disorders of driven sexual behavior have been conceptualized as sexual addictions. In the following study, we compared 51 subjects with pedophilia, 53 subjects with opiate addiction, and 84 healthy control subjects on neuropsychological tests that tap executive functions. The test battery included the Wisconsin Card Sorting Test (WCST), Stroop Color-Word Test, the Matching Familiar Figures Test (MFFT), Porteus Mazes, Controlled Word Association (COWA), and Trailmaking Test. The groups differed on tests of cognitive flexibility and set switching (WCST), sustained attention (Stroop), and impulsivity (MFFT and Porteus Mazes). There were no differences on verbal fluency (COWA). The subjects with pedophilia differed significantly from those with opiate addiction on several tests, with longer latency to response on MFFT and fewer completed mazes but also fewer errors on Porteus Mazes. Thus, while both subjects with pedophilia and those with opiate addiction show executive dysfunction, the nature of that dysfunction may differ between the two groups; specifically, opiate addicted subjects may be more prone to cognitive impulsivity.

Characterizing biased cancer-related cognitive processing: relationships with BRCA1/2 genetic mutation status, personal cancer history, age, and prophylactic surgery.

PubMed

Carpenter, Kristen M; Eisenberg, Stacy; Weltfreid, Sharone; Low, Carissa A; Beran, Tammy; Stanton, Annette L

2014-09-01

This study evaluated associations of cancer-related cognitive processing with BRCA1/2 mutation carrier status, personal cancer history, age, and election of prophylactic surgery in women at high risk for breast cancer. In a 2 (BRCA1/2 mutation carrier status) × 2 (personal cancer history) matched-control design, with age as an additional predictor, participants (N = 115) completed a computerized cancer Stroop task. Dependent variables were response latency to cancer-related stimuli (reaction time [RT]) and cancer-related cognitive interference (cancer RT minus neutral RT). RT and interference were tested as predictors of prophylactic surgery in the subsequent four years. RT for cancer-related words was significantly slower than other word groups, indicating biased processing specific to cancer-related stimuli. Participants with a cancer history evidenced longer RT to cancer-related words than those without a history; moreover, a significant Cancer History × Age interaction indicated that, among participants with a cancer history, the typical advantage associated with younger age on Stroop tasks was absent. BRCA mutation carriers demonstrated more cancer-related cognitive interference than noncarriers. Again, the typical Stroop age advantage was absent among carriers. Exploratory analyses indicated that BRCA+ status and greater cognitive interference predicted greater likelihood of undergoing prophylactic surgery. Post hoc tests suggest that cancer-related distress does not account for these relationships. In the genetic testing context, younger women with a personal cancer history or who are BRCA1/2 mutation carriers might be particularly vulnerable to biases in cancer-related cognitive processing. Biased processing was associated marginally with greater likelihood of prophylactic surgery. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Try a Little Bit of Teaching: A Dynamic Assessment of Word Decoding as a Kindergarten Predictor of Word Reading Difficulties at the End of Grade 1

ERIC Educational Resources Information Center

Gellert, Anna S.; Elbro, Carsten

2017-01-01

The present study examined the construct and predictive validity of a dynamic test of decoding. In theory, a dynamic test provides a direct measure of potential for learning. In this study, children were taught 3 novel letters and how to blend the sounds of those into new words, then they were tested on different words comprising the 3 letters.…

Selective rehearsal is affected by the emotionality of the encoding context in item-method directed forgetting: An event-related potential study.

PubMed

Liu, Tzu-Ling; Chen, Nai-Feng; Cheng, Shih-Kuen

2017-02-01

Emotional items are often remembered more clearly than neutral items. However, whether stimuli embedded in an emotional context are more resistant to directed forgetting than those presented in a neutral context remains unclear. This question was tested by recording event-related potentials (ERPs) in an item-method directed forgetting paradigm involving neutral words that were embedded in neutral or negative contexts. During the study phase, participants were asked to associate a neutral word with a negative or neutral picture. A remember (R) or forget (F) cue was then designated to indicate whether the word was a to-be-remembered (TBR) or to-be-forgotten (TBF) word. In the test phase, participants were asked to identify all previously presented old words regardless of the R/F cues. The behavioral results indicated a significant interaction between the valence of the encoding contexts and the R/F cues. The hit rate was lower for the TBR words encoded in negative contexts relative to those encoded in neutral contexts. No such valence effect was observed in the hit rates of the TBF words. For the ERP data, the R cues elicited a P3b-like effect that has been linked to the selective rehearsal of the TBR items. This effect was more sustained in the negative encoding context than in the neutral context. The F cues elicited a frontal positivity that has been linked to the active inhibition of the TBF words; however, this positivity was not modulated by the valence of the encoding context. The sustained P3b-like effect for the R cues in the negative encoding context might reflect a compensative encoding for the TBR words caused by the attention-capturing negative contexts. Therefore, we argue that the emotional context affected the selective elaboration of the TBR words; however, we also argue that there was no supportive evidence of an emotional effect on the forgetting of TBF items. Copyright © 2016 Elsevier B.V. All rights reserved.

Why 'piss' is ruder than 'pee'? The role of sound in affective meaning making

PubMed Central

Conrad, Markus; Schmidtke, David; Jacobs, Arthur

2018-01-01

Most language users agree that some words sound harsh (e.g. grotesque) whereas others sound soft and pleasing (e.g. lagoon). While this prominent feature of human language has always been creatively deployed in art and poetry, it is still largely unknown whether the sound of a word in itself makes any contribution to the word’s meaning as perceived and interpreted by the listener. In a large-scale lexicon analysis, we focused on the affective substrates of words’ meaning (i.e. affective meaning) and words’ sound (i.e. affective sound); both being measured on a two-dimensional space of valence (ranging from pleasant to unpleasant) and arousal (ranging from calm to excited). We tested the hypothesis that the sound of a word possesses affective iconic characteristics that can implicitly influence listeners when evaluating the affective meaning of that word. The results show that a significant portion of the variance in affective meaning ratings of printed words depends on a number of spectral and temporal acoustic features extracted from these words after converting them to their spoken form (study1). In order to test the affective nature of this effect, we independently assessed the affective sound of these words using two different methods: through direct rating (study2a), and through acoustic models that we implemented based on pseudoword materials (study2b). In line with our hypothesis, the estimated contribution of words’ sound to ratings of words’ affective meaning was indeed associated with the affective sound of these words; with a stronger effect for arousal than for valence. Further analyses revealed crucial phonetic features potentially causing the effect of sound on meaning: For instance, words with short vowels, voiceless consonants, and hissing sibilants (as in ‘piss’) feel more arousing and negative. Our findings suggest that the process of meaning making is not solely determined by arbitrary mappings between formal aspects of words and concepts they refer to. Rather, even in silent reading, words’ acoustic profiles provide affective perceptual cues that language users may implicitly use to construct words’ overall meaning. PMID:29874293

Children and adolescents' performance on a medium-length/nonsemantic word-list test.

PubMed

Flores-Lázaro, Julio César; Salgado Soruco, María Alejandra; Stepanov, Igor I

2017-01-01

Word-list learning tasks are among the most important and frequently used tests for declarative memory evaluation. For example, the California Verbal Learning Test-Children's Version (CVLT-C) and Rey Auditory Verbal Learning Test provide important information about different cognitive-neuropsychological processes. However, the impact of test length (i.e., number of words) and semantic organization (i.e., type of words) on children's and adolescents' memory performance remains to be clarified, especially during this developmental stage. To explore whether a medium-length non-semantically organized test can produce the typical curvilinear performance that semantically organized tests produce, reflecting executive control, we studied and compared the cognitive performance of normal children and adolescents by utilizing mathematical modeling. The model is based on the first-order system transfer function and has been successfully applied to learning curves for the CVLT-C (15 words, semantically organized paradigm). Results indicate that learning nine semantically unrelated words produces typical curvilinear (executive function) performance in children and younger adolescents and that performance could be effectively analyzed with the mathematical model. This indicates that the exponential increase (curvilinear performance) of correctly learned words does not solely depend on semantic and/or length features. This type of test controls semantic and length effects and may represent complementary tools for executive function evaluation in clinical populations in which semantic and/or length processing are affected.

Facilitating Word Recognition and Spelling Using Word Boxes and Word Sort Phonic Procedures.

ERIC Educational Resources Information Center

Joseph, Laurice M.

2002-01-01

Word boxes and word sorts are two word study phonics approaches that involve teaching phonemic awareness, making letter-sound associations, and teaching spelling through the use of well-established behavioral principles. The current study examines the effectiveness of word boxes and word sorts. Findings revealed that word boxes and word sort…

Long-term interference at the semantic level: Evidence from blocked-cyclic picture matching.

PubMed

Wei, Tao; Schnur, Tatiana T

2016-01-01

Processing semantically related stimuli creates interference across various domains of cognition, including language and memory. In this study, we identify the locus and mechanism of interference when retrieving meanings associated with words and pictures. Subjects matched a probe stimulus (e.g., cat) to its associated target picture (e.g., yarn) from an array of unrelated pictures. Across trials, probes were either semantically related or unrelated. To test the locus of interference, we presented probes as either words or pictures. If semantic interference occurs at the stage common to both tasks, that is, access to semantic representations, then interference should occur in both probe presentation modalities. Results showed clear semantic interference effects independent of presentation modality and lexical frequency, confirming a semantic locus of interference in comprehension. To test the mechanism of interference, we repeated trials across 4 presentation cycles and manipulated the number of unrelated intervening trials (zero vs. two). We found that semantic interference was additive across cycles and survived 2 intervening trials, demonstrating interference to be long-lasting as opposed to short-lived. However, interference was smaller with zero versus 2 intervening trials, which we interpret to suggest that short-lived facilitation counteracted the long-lived interference. We propose that retrieving meanings associated with words/pictures from the same semantic category yields both interference due to long-lasting changes in connection strength between semantic representations (i.e., incremental learning) and facilitation caused by short-lived residual activation. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Sleep-dependent memory consolidation is related to perceived value of learned material.

PubMed

van Rijn, Elaine; Lucignoli, Carlo; Izura, Cristina; Blagrove, Mark T

2017-06-01

Although many types of newly encoded information can be consolidated during sleep, an enhanced effect has been found for memories tagged as relevant to the future, such as through knowledge of future testing or payment for successful recall. In the current study, participants (n = 80) learned Welsh and Breton translations of English words, and intrinsic relevance of learned material was operationalized as perceived value of the Welsh and Breton languages. Participants were non-Welsh native English speakers who had recently arrived in Wales. Memory for the words was tested immediately and 12 h later, after either a period of wake or a period of sleep. An increase in recall for both languages was found after sleep, but not after wake. Importantly, for the sleep condition, overnight improvement in Welsh word recall was associated with participants' level of valuing the Welsh language. This association was not found for the wake period condition. These findings support previous indications of an active role of sleep in the consolidation of memories relevant for the future, and demonstrate that this effect may be modulated by individual differences in perceived value of the learned material. It remains to be established whether this association is mediated by an emotional attachment to the language or a cognitive facility with it, or both. © 2016 The Authors. Journal of Sleep Research published by John Wiley & Sons Ltd on behalf of European Sleep Research Society.

Rapid formation and flexible expression of memories of subliminal word pairs.

PubMed

Reber, Thomas P; Henke, Katharina

2011-01-01

Our daily experiences are incidentally and rapidly encoded as episodic memories. Episodic memories consist of numerous associations (e.g., who gave what to whom where and when) that can be expressed flexibly in new situations. Key features of episodic memory are speed of encoding, its associative nature, and its representational flexibility. Another defining feature of human episodic memory has been consciousness of encoding/retrieval. Here, we show that humans can rapidly form associations between subliminal words and minutes later retrieve these associations even if retrieval words were conceptually related to, but different from encoding words. Because encoding words were presented subliminally, associative encoding, and retrieval were unconscious. Unconscious association formation and retrieval were dependent on a preceding understanding of task principles. We conclude that key computations underlying episodic memory - rapid encoding and flexible expression of associations - can operate outside consciousness.

Selective handling of information in patients suffering from restrictive anorexia in an emotional Stroop test and a word recognition test.

PubMed

Mendlewicz, L; Nef, F; Simon, Y

2001-01-01

Several studies have been carried out using the Stroop test in eating disorders. Some of these studies have brought to light the existence of cognitive and attention deficits linked principally to weight and to food in anorexic and bulimic patients. The aim of the current study is to replicate and to clarify the existence of cognitive and attention deficits in anorexic patients using the Stroop test and a word recognition test. The recognition test is made up of 160 words; 80 words from the previous Stroop experiment mixed at random and matched from a semantic point of view to 80 distractions. The recognition word test is carried out 2 or 3 days after the Stroop test. Thirty-two subjects took part in the study: 16 female patients hospitalised for anorexia nervosa and 16 normal females as controls. Our results do not enable us to confirm the existence of specific cognitive deficits in anorexic patients. Copyright 2001 S. Karger AG, Basel

Atrial fibrillation and cognitive decline-the role of subclinical cerebral infarcts: the atherosclerosis risk in communities study.

PubMed

Chen, Lin Y; Lopez, Faye L; Gottesman, Rebecca F; Huxley, Rachel R; Agarwal, Sunil K; Loehr, Laura; Mosley, Thomas; Alonso, Alvaro

2014-09-01

The mechanism underlying the association of atrial fibrillation (AF) with cognitive decline in stroke-free individuals is unclear. We examined the association of incident AF with cognitive decline in stroke-free individuals, stratified by subclinical cerebral infarcts (SCIs) on brain MRI scans. We analyzed data from 935 stroke-free participants (mean age±SD, 61.5±4.3 years; 62% women; and 51% black) from 1993 to 1995 through 2004 to 2006 in the Atherosclerosis Risk in Communities Study, a biracial community-based prospective cohort study. Cognitive testing (including the digit symbol substitution and the word fluency tests) was performed in 1993 to 1995, 1996 to 1998, and 2004 to 2006 and brain MRI scans in 1993 to 1995 and 2004 to 2006. During follow-up, there were 48 incident AF events. Incident AF was associated with greater annual average rate of decline in digit symbol substitution (-0.77; 95% confidence interval, -1.55 to 0.01; P=0.054) and word fluency (-0.80; 95% confidence interval, -1.60 to -0.01; P=0.048). Among participants without SCIs on brain MRI scans, incident AF was not associated with cognitive decline. In contrast, incident AF was associated with greater annual average rate of decline in word fluency (-2.65; 95% confidence interval, -4.26 to -1.03; P=0.002) among participants with prevalent SCIs in 1993 to 1995. Among participants who developed SCIs during follow-up, incident AF was associated with a greater annual average rate of decline in digit symbol substitution (-1.51; 95% confidence interval, -3.02 to -0.01; P=0.049). The association of incident AF with cognitive decline in stroke-free individuals can be explained by the presence or development of SCIs, raising the possibility of anticoagulation as a strategy to prevent cognitive decline in AF. © 2014 American Heart Association, Inc.

[Perception of odor quality by Free Image-Association Test].

PubMed

Ueno, Y

1992-10-01

A method was devised for evaluating odor quality. Subjects were requested to freely describe the images elicited by smelling odors. This test was named the "Free Image-Association Test (FIT)". The test was applied for 20 flavors of various foods, five odors from the standards of T&T olfactometer (Japanese standard olfactory test), butter of yak milk, and incense from Lamaism temples. The words for expressing imagery were analyzed by multidimensional scaling and cluster analysis. Seven clusters of odors were obtained. The feature of these clusters were quite similar to that of primary odors which have been suggested by previous studies. However, the clustering of odors can not be explained on the basis of the primary-odor theory, but the information processing theory originally proposed by Miller (1956). These results support the usefulness of the Free Image-Association Test for investigating odor perception based on the images associated with odors.

Word acquisition, retention, and transfer: findings from contextual and isolated word training.

PubMed

Martin-Chang, Sandra Lyn; Levy, Betty Ann; O'Neil, Sara

2007-01-01

Successful reading instruction entails not only acquiring new words but also remembering them after training has finished and accessing their word-specific representations when they are encountered in new text. We report two studies demonstrating that acquisition, retention, and transfer of unfamiliar words were affected differentially by isolated word and context training. Materials were individualized to include only those words that average readers in second grade were unable to name in context. Different words were trained in each condition; context training presented words in stories, and isolated word training presented words on flashcards. Together, the studies show that context training promotes word acquisition beyond that experienced from reading words in isolation. Contrary to the prevailing opinion, memory performance for words trained in context and in isolation did not differ; children demonstrated excellent retention over an 8-day interval in both conditions. Finally, transfer was maximized when the congruency between training and testing was high. Therefore, when reading trained words in novel circumstances, the best method of training was mediated by the transfer task employed at test.

Professional Music Training and Novel Word Learning: From Faster Semantic Encoding to Longer-lasting Word Representations.

PubMed

Dittinger, Eva; Barbaroux, Mylène; D'Imperio, Mariapaola; Jäncke, Lutz; Elmer, Stefan; Besson, Mireille

2016-10-01

On the basis of previous results showing that music training positively influences different aspects of speech perception and cognition, the aim of this series of experiments was to test the hypothesis that adult professional musicians would learn the meaning of novel words through picture-word associations more efficiently than controls without music training (i.e., fewer errors and faster RTs). We also expected musicians to show faster changes in brain electrical activity than controls, in particular regarding the N400 component that develops with word learning. In line with these hypotheses, musicians outperformed controls in the most difficult semantic task. Moreover, although a frontally distributed N400 component developed in both groups of participants after only a few minutes of novel word learning, in musicians this frontal distribution rapidly shifted to parietal scalp sites, as typically found for the N400 elicited by known words. Finally, musicians showed evidence for better long-term memory for novel words 5 months after the main experimental session. Results are discussed in terms of cascading effects from enhanced perception to memory as well as in terms of multifaceted improvements of cognitive processing due to music training. To our knowledge, this is the first report showing that music training influences semantic aspects of language processing in adults. These results open new perspectives for education in showing that early music training can facilitate later foreign language learning. Moreover, the design used in the present experiment can help to specify the stages of word learning that are impaired in children and adults with word learning difficulties.

Spreading activation in nonverbal memory networks.

PubMed

Foster, Paul S; Wakefield, Candias; Pryjmak, Scott; Roosa, Katelyn M; Branch, Kaylei K; Drago, Valeria; Harrison, David W; Ruff, Ronald

2017-09-01

Theories of spreading activation primarily involve semantic memory networks. However, the existence of separate verbal and visuospatial memory networks suggests that spreading activation may also occur in visuospatial memory networks. The purpose of the present investigation was to explore this possibility. Specifically, this study sought to create and describe the design frequency corpus and to determine whether this measure of visuospatial spreading activation was related to right hemisphere functioning and spreading activation in verbal memory networks. We used word frequencies taken from the Controlled Oral Word Association Test and design frequencies taken from the Ruff Figural Fluency Test as measures of verbal and visuospatial spreading activation, respectively. Average word and design frequencies were then correlated with measures of left and right cerebral functioning. The results indicated that a significant relationship exists between performance on a test of right posterior functioning (Block Design) and design frequency. A significant negative relationship also exists between spreading activation in semantic memory networks and design frequency. Based on our findings, the hypotheses were supported. Further research will need to be conducted to examine whether spreading activation exists in visuospatial memory networks as well as the parameters that might modulate this spreading activation, such as the influence of neurotransmitters.

Standard-Chinese Lexical Neighborhood Test in normal-hearing young children.

PubMed

Liu, Chang; Liu, Sha; Zhang, Ning; Yang, Yilin; Kong, Ying; Zhang, Luo

2011-06-01

The purposes of the present study were to establish the Standard-Chinese version of Lexical Neighborhood Test (LNT) and to examine the lexical and age effects on spoken-word recognition in normal-hearing children. Six lists of monosyllabic and six lists of disyllabic words (20 words/list) were selected from the database of daily speech materials for normal-hearing (NH) children of ages 3-5 years. The lists were further divided into "easy" and "hard" halves according to the word frequency and neighborhood density in the database based on the theory of Neighborhood Activation Model (NAM). Ninety-six NH children (age ranged between 4.0 and 7.0 years) were divided into three different age groups of 1-year intervals. Speech-perception tests were conducted using the Standard-Chinese monosyllabic and disyllabic LNT. The inter-list performance was found to be equivalent and inter-rater reliability was high with 92.5-95% consistency. Results of word-recognition scores showed that the lexical effects were all significant. Children scored higher with disyllabic words than with monosyllabic words. "Easy" words scored higher than "hard" words. The word-recognition performance also increased with age in each lexical category. A multiple linear regression analysis showed that neighborhood density, age, and word frequency appeared to have increasingly more contributions to Chinese word recognition. The results of the present study indicated that performances of Chinese word recognition were influenced by word frequency, age, and neighborhood density, with word frequency playing a major role. These results were consistent with those in other languages, supporting the application of NAM in the Chinese language. The development of Standard-Chinese version of LNT and the establishment of a database of children of 4-6 years old can provide a reliable means for spoken-word recognition test in children with hearing impairment. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Free Associations Mirroring Self- and World-Related Concepts: Implications for Personal Construct Theory, Psycholinguistics and Philosophical Psychology.

PubMed

Kuška, Martin; Trnka, Radek; Kuběna, Aleš A; Růžička, Jiří

2016-01-01

People construe reality by using words as basic units of meaningful categorization. The present theory-driven study applied the method of a free association task to explore how people express the concepts of the world and the self in words. The respondents were asked to recall any five words relating with the word world. Afterward they were asked to recall any five words relating with the word self. The method of free association provided the respondents with absolute freedom to choose any words they wanted. Such free recall task is suggested as being a relatively direct approach to the respondents' self- and world-related conceptual categories, without enormous rational processing. The results provide us, first, with associative ranges for constructs of the world and the self, where some associative dimensions are defined by semantic polarities in the meanings of peripheral categories (e.g., Nature vs. Culture). Second, our analysis showed that some groups of verbal categories that were associated with the words world and self are central, while others are peripheral with respect to the central position. Third, the analysis of category networks revealed that some categories play the role of a transmitter, mediating the pathway between other categories in the network.

Free Associations Mirroring Self- and World-Related Concepts: Implications for Personal Construct Theory, Psycholinguistics and Philosophical Psychology

PubMed Central

Kuška, Martin; Trnka, Radek; Kuběna, Aleš A.; Růžička, Jiří

2016-01-01

People construe reality by using words as basic units of meaningful categorization. The present theory-driven study applied the method of a free association task to explore how people express the concepts of the world and the self in words. The respondents were asked to recall any five words relating with the word world. Afterward they were asked to recall any five words relating with the word self. The method of free association provided the respondents with absolute freedom to choose any words they wanted. Such free recall task is suggested as being a relatively direct approach to the respondents’ self- and world-related conceptual categories, without enormous rational processing. The results provide us, first, with associative ranges for constructs of the world and the self, where some associative dimensions are defined by semantic polarities in the meanings of peripheral categories (e.g., Nature vs. Culture). Second, our analysis showed that some groups of verbal categories that were associated with the words world and self are central, while others are peripheral with respect to the central position. Third, the analysis of category networks revealed that some categories play the role of a transmitter, mediating the pathway between other categories in the network. PMID:27445940

Inflectional spelling deficits in developmental dyslexia.

PubMed

Egan, Joanne; Tainturier, Marie-Josèphe

2011-01-01

The goal of this study was to examine past-tense spelling deficits in developmental dyslexia and their relationship to phonological abilities, spoken morphological awareness and word specific orthographic memory. Three groups of children (28 9-year-old dyslexic, 28 chronological age-matched and 28 reading/spelling age-matched children) completed a battery of tests including spelling regularly inflected words (e.g., kissed) and matched one-morpheme words (e.g., wrist). They were also assessed on a range of tests of reading and spelling abilities and associated linguistic measures. Dyslexic children were impaired in relation to chronological age-matched controls on all measures. Furthermore, they were significantly poorer than younger reading and spelling age-matched controls at spelling inflected verbs, supporting the existence of a specific deficit in past-tense spelling in dyslexia. In addition to under-using the -ed spelling on inflected verbs, the dyslexic children were less likely to erroneously apply this spelling to one-morpheme words than younger controls. Dyslexics were also poorer than younger controls at using a consistent spelling for stems presented in isolation versus as part of an inflected word, indicating that they make less use of the morphological relations between words to support their spelling. In line with this interpretation, regression analyses revealed another qualitative difference between the spelling and reading age-matched group and the dyslexic group: while both spoken morphological awareness and orthographic word specific memory were significant predictors of the accuracy of past-tense spelling in the former group, only orthographic memory (irregular word reading and spelling) was a significant factor in the dyslexic group. Finally, we identified a subgroup of seven dyslexic children who were severely deficient in past-tense spelling. This subgroup was also significantly worse than other dyslexics and than younger controls on scores of orthographic memory. The implications of our findings for teaching and remediation strategies are discussed. Copyright © 2011 Elsevier Srl. All rights reserved.

Is semantic fluency differentially impaired in schizophrenic patients with delusions?

PubMed

Rossell, S L; Rabe-Hesketh, S S; Shapleske, J S; David, A S

1999-10-01

The study of cognitive deficits in schizophrenia has recently focused upon semantics: the study of meaning. Delusions are a plausible manifestation of abnormal semantics because by definition they involve changes in personal meaning and belief. A symptom-based approach was used to investigate semantic and phonological fluency in a group of schizophrenic patients subdivided into those with delusions and those with no current delusions. The results demonstrated that deluded patients only were differentially impaired on a test of semantic fluency in comparison to phonological fluency. All subjects showed the same decline in performance over the time course of both tests indicating that retrieval speed in schizophrenia is no different from that of normal controls. Further analysis of word associations in two semantic categories (animals and body parts), revealed that deluded subjects have a more idiosyncratic organisation for animals. The findings of reduced semantic fluency production and poor logical word associations may represent a disorganised storage of semantic information in deluded patients, which in turn affects efficient access.

SSC 254 Screen-Based Word Processors: Production Tests. The Lanier Word Processor.

ERIC Educational Resources Information Center

Moyer, Ruth A.

Designed for use in Trident Technical College's Secretarial Lab, this series of 12 production tests focuses on the use of the Lanier Word Processor for a variety of tasks. In tests 1 and 2, students are required to type and print out letters. Tests 3 through 8 require students to reformat a text; make corrections on a letter; divide and combine…

Newly learned word forms are abstract and integrated immediately after acquisition

PubMed Central

Kapnoula, Efthymia C.; McMurray, Bob

2015-01-01

A hotly debated question in word learning concerns the conditions under which newly learned words compete or interfere with familiar words during spoken word recognition. This has recently been described as a key marker of the integration of a new word into the lexicon and was thought to require consolidation Dumay & Gaskell, (Psychological Science, 18, 35–39, 2007; Gaskell & Dumay, Cognition, 89, 105–132, 2003). Recently, however, Kapnoula, Packard, Gupta, and McMurray, (Cognition, 134, 85–99, 2015) showed that interference can be observed immediately after a word is first learned, implying very rapid integration of new words into the lexicon. It is an open question whether these kinds of effects derive from episodic traces of novel words or from more abstract and lexicalized representations. Here we addressed this question by testing inhibition for newly learned words using training and test stimuli presented in different talker voices. During training, participants were exposed to a set of nonwords spoken by a female speaker. Immediately after training, we assessed the ability of the novel word forms to inhibit familiar words, using a variant of the visual world paradigm. Crucially, the test items were produced by a male speaker. An analysis of fixations showed that even with a change in voice, newly learned words interfered with the recognition of similar known words. These findings show that lexical competition effects from newly learned words spread across different talker voices, which suggests that newly learned words can be sufficiently lexicalized, and abstract with respect to talker voice, without consolidation. PMID:26202702

Diagnostic Accuracy, Sensitivity, and Specificity of Executive Function Tests in Moderate Traumatic Brain Injury in Ghana.

PubMed

Adjorlolo, Samuel

2018-06-01

The sociocultural differences between Western and sub-Saharan African countries make it imperative to standardize neuropsychological tests in the latter. However, Western-normed tests are frequently administered in sub-Saharan Africa because of challenges hampering standardization efforts. Yet a salient topical issue in the cross-cultural neuropsychology literature relates to the utility of Western-normed neuropsychological tests in minority groups, non-Caucasians, and by extension Ghanaians. Consequently, this study investigates the diagnostic accuracy, sensitivity, and specificity of executive function (EF) tests (The Stroop Test, Trail Making Test, and Controlled Oral Word Association Test), and a Revised Quick Cognitive Screening Test (RQCST) in a sample of 50 patients diagnosed with moderate traumatic brain injury and 50 healthy controls in Ghana. The EF test scores showed good diagnostic accuracy, with area under the curve (AUC) values of the Trail Making Test scores ranging from .746 to .902. With respect to the Stroop Test scores, the AUC values ranged from .793 to .898, while Controlled Oral Word Association Test had AUC value of .787. The RQCST scores discriminated between the groups, with AUC values ranging from .674 to .912. The AUC values of composite EF score and a neuropsychological score created from EF and RQCST scores were .936 and. 942, respectively. Additionally, the Stroop Test, Trail Making Test, EF composite score, and RQCST scores showed good to excellent sensitivities and specificities. In general, this study has shown that commonly used EF tests in Western countries have diagnostic accuracy, sensitivity, and specificity when administered in Ghanaian samples. The findings and implications of the study are discussed.

Implicit semantic priming in Spanish-speaking children and adults: an auditory lexical decision task.

PubMed

Girbau, Dolors; Schwartz, Richard G

2011-05-01

Although receptive priming has long been used as a way to examine lexical access in adults, few studies have applied this method to children and rarely in an auditory modality. We compared auditory associative priming in children and adults. A testing battery and a Lexical Decision (LD) task was administered to 42 adults and 27 children (8;1-10; 11 years-old) from Spain. They listened to Spanish word pairs (semantically related/unrelated word pairs and word-pseudoword pairs), and tone pairs. Then participants pressed one key for word pairs, and another for pairs with a word and a pseudoword. They also had to press the two keys alternatively for tone pairs as a basic auditory control. Both groups of participants, children and adults, exhibited semantic priming, with significantly faster Reaction Times (RTs) to semantically related word pairs than to unrelated pairs and to the two word-pseudoword sets. The priming effect was twice as large in the adults compared to children, and the children (not the adults) were significantly slower in their response to word-pseudoword pairs than to the unrelated word pairs. Moreover, accuracy was somewhat higher in adults than children for each word pair type, but especially in the word-pseudoword pairs. As expected, children were significantly slower than adults in the RTs for all stimulus types, and their RTs decreased significantly from 8 to 10 years of age and they also decreased in relation to some of their language abilities development (e.g., relative clauses comprehension). In both age groups, the Reaction Time average for tone pairs was lower than for speech pairs, but only all adults obtained 100% accuracy (which was slightly lower in children). Auditory processing and semantic networks are still developing in 8-10 year old children.

Illusory expectations can affect retrieval-monitoring accuracy.

PubMed

McDonough, Ian M; Gallo, David A

2012-03-01

The present study investigated how expectations, even when illusory, can affect the accuracy of memory decisions. Participants studied words presented in large or small font for subsequent memory tests. Replicating prior work, judgments of learning indicated that participants expected to remember large words better than small words, even though memory for these words was equivalent on a standard test of recognition memory and subjective judgments. Critically, we also included tests that instructed participants to selectively search memory for either large or small words, thereby allowing different memorial expectations to contribute to performance. On these tests we found reduced false recognition when searching memory for large words relative to small words, such that the size illusion paradoxically affected accuracy measures (d' scores) in the absence of actual memory differences. Additional evidence for the role of illusory expectations was that (a) the accuracy effect was obtained only when participants searched memory for the aspect of the stimuli corresponding to illusory expectations (size instead of color) and (b) the accuracy effect was eliminated on a forced-choice test that prevented the influence of memorial expectations. These findings demonstrate the critical role of memorial expectations in the retrieval-monitoring process. 2012 APA, all rights reserved

Segmenting Words from Fluent Speech during Infancy--Challenges and Opportunities in a Bilingual Context

ERIC Educational Resources Information Center

Polka, Linda; Orena, Adriel John; Sundara, Megha; Worrall, Jennifer

2017-01-01

Previous research shows that word segmentation is a language-specific skill. Here, we tested segmentation of bi-syllabic words in two languages (French; English) within the same infants in a single test session. In Experiment 1, monolingual 8-month-olds (French; English) segmented bi-syllabic words in their native language, but not in an…

Rapid Formation and Flexible Expression of Memories of Subliminal Word Pairs

PubMed Central

Reber, Thomas P.; Henke, Katharina

2011-01-01

Our daily experiences are incidentally and rapidly encoded as episodic memories. Episodic memories consist of numerous associations (e.g., who gave what to whom where and when) that can be expressed flexibly in new situations. Key features of episodic memory are speed of encoding, its associative nature, and its representational flexibility. Another defining feature of human episodic memory has been consciousness of encoding/retrieval. Here, we show that humans can rapidly form associations between subliminal words and minutes later retrieve these associations even if retrieval words were conceptually related to, but different from encoding words. Because encoding words were presented subliminally, associative encoding, and retrieval were unconscious. Unconscious association formation and retrieval were dependent on a preceding understanding of task principles. We conclude that key computations underlying episodic memory – rapid encoding and flexible expression of associations – can operate outside consciousness. PMID:22125545

Cerebral interregional correlations of associative language processing: a positron emission tomography activation study using fluorine-18 fluorodeoxyglucose.

PubMed

Schreckenberger, M; Gouzoulis-Mayfrank, E; Sabri, O; Arning, C; Schulz, G; Tuttass, T; Wagenknecht, G; Kaiser, H J; Sass, H; Buell, U

1998-11-01

Even though there have been numerous positron emission tomography (PET) activation studies on the perfusional and metabolic bases of language processing, little is known about the intracerebral functional network of language and cognitive processes. It was the aim of this study to investigate the cerebral interregional correlations during voluntary word association versus word repetition in healthy subjects to gain insight into the functional connectivity of associative speech processing. Due to individual variability in functional anatomy, the study protocol was designed as an averaged single-subject study. Eight healthy volunteers performed a verbal association task during fluorine-18 fluorodeoxyglucose (18F-FDG) PET scanning. Two different tasks were performed in randomized order: (a) word repetition (after auditory presentation of nouns) as a control condition, and (b) word association (after auditory presentation of nouns) as a specific semantic activation. The regional metabolic rate of glucose (rMRGlu) was calculated after brain regionalization [112 regions of interest on individual 3D flash magnetic resonance imaging (MRI)] and PET/MRI realignment. Statistical analysis was performed for comparison of association and repetition and for calculation of interregional correlation coefficients during both tasks. Compared with word repetition, word association was associated with significant increases in rMRGlu in the left prefrontal cortex, the left frontal operculum (Broca's area) and the left insula, indicating involvement of these areas in associative language processing. Decreased rMRGlu was found in the left posterior cingulum during word association. During word repetition, highly significant negative correlations were found between the left prefrontal cortex, the contralateral cortex areas and the ipsilateral posterior cingulum. These negative correlations were almost completely eliminated during the association task, suggesting a functional decoupling of the strict intercorrelation pattern.

Scale-Invariant Transition Probabilities in Free Word Association Trajectories

PubMed Central

Costa, Martin Elias; Bonomo, Flavia; Sigman, Mariano

2009-01-01

Free-word association has been used as a vehicle to understand the organization of human thoughts. The original studies relied mainly on qualitative assertions, yielding the widely intuitive notion that trajectories of word associations are structured, yet considerably more random than organized linguistic text. Here we set to determine a precise characterization of this space, generating a large number of word association trajectories in a web implemented game. We embedded the trajectories in the graph of word co-occurrences from a linguistic corpus. To constrain possible transport models we measured the memory loss and the cycling probability. These two measures could not be reconciled by a bounded diffusive model since the cycling probability was very high (16% of order-2 cycles) implying a majority of short-range associations whereas the memory loss was very rapid (converging to the asymptotic value in ∼7 steps) which, in turn, forced a high fraction of long-range associations. We show that memory loss and cycling probabilities of free word association trajectories can be simultaneously accounted by a model in which transitions are determined by a scale invariant probability distribution. PMID:19826622

Comparing Angular and Curved Shapes in Terms of Implicit Associations and Approach/Avoidance Responses.

PubMed

Palumbo, Letizia; Ruta, Nicole; Bertamini, Marco

2015-01-01

Most people prefer smoothly curved shapes over more angular shapes. We investigated the origin of this effect using abstract shapes and implicit measures of semantic association and preference. In Experiment 1 we used a multidimensional Implicit Association Test (IAT) to verify the strength of the association of curved and angular polygons with danger (safe vs. danger words), valence (positive vs. negative words) and gender (female vs. male names). Results showed that curved polygons were associated with safe and positive concepts and with female names, whereas angular polygons were associated with danger and negative concepts and with male names. Experiment 2 used a different implicit measure, which avoided any need to categorise the stimuli. Using a revised version of the Stimulus Response Compatibility (SRC) task we tested with a stick figure (i.e., the manikin) approach and avoidance reactions to curved and angular polygons. We found that RTs for approaching vs. avoiding angular polygons did not differ, even in the condition where the angles were more pronounced. By contrast participants were faster and more accurate when moving the manikin towards curved shapes. Experiment 2 suggests that preference for curvature cannot derive entirely from an association of angles with threat. We conclude that smoothly curved contours make these abstract shapes more pleasant. Further studies are needed to clarify the nature of such a preference.

Comparing Angular and Curved Shapes in Terms of Implicit Associations and Approach/Avoidance Responses

PubMed Central

Palumbo, Letizia; Ruta, Nicole; Bertamini, Marco

2015-01-01

Most people prefer smoothly curved shapes over more angular shapes. We investigated the origin of this effect using abstract shapes and implicit measures of semantic association and preference. In Experiment 1 we used a multidimensional Implicit Association Test (IAT) to verify the strength of the association of curved and angular polygons with danger (safe vs. danger words), valence (positive vs. negative words) and gender (female vs. male names). Results showed that curved polygons were associated with safe and positive concepts and with female names, whereas angular polygons were associated with danger and negative concepts and with male names. Experiment 2 used a different implicit measure, which avoided any need to categorise the stimuli. Using a revised version of the Stimulus Response Compatibility (SRC) task we tested with a stick figure (i.e., the manikin) approach and avoidance reactions to curved and angular polygons. We found that RTs for approaching vs. avoiding angular polygons did not differ, even in the condition where the angles were more pronounced. By contrast participants were faster and more accurate when moving the manikin towards curved shapes. Experiment 2 suggests that preference for curvature cannot derive entirely from an association of angles with threat. We conclude that smoothly curved contours make these abstract shapes more pleasant. Further studies are needed to clarify the nature of such a preference. PMID:26460610

Assessment of Selective Attention with CSCWT (Computerized Stroop Color-Word Test) among Children and Adults

ERIC Educational Resources Information Center

Afsaneh, Zarghi; Alireza, Zali; Mehdi, Tehranidost; Farzad, Ashrafi; Reza, Zarindast Mohammad; Mehdi, Moazzezi; Mojtaba, Khodadadi Seyed

2012-01-01

The SCWT (Stroop Color-Word Test) is a quick and frequently used measure for assessing selective attention and cognitive flexibility. This study determines age, sex and education level influence on attention and cognitive flexibility by CSCWT (Computerized Stroop Color-Word Test) among healthy Iranian children and adults. There were 78 healthy…

Apollo experience report: Voice communications techniques and performance

NASA Technical Reports Server (NTRS)

Dabbs, J. H.; Schmidt, O. L.

1972-01-01

The primary performance requirement of the spaceborne Apollo voice communications system is percent word intelligibility, which is related to other link/channel parameters. The effect of percent word intelligibility on voice channel design and a description of the verification procedures are included. Development and testing performance problems and the techniques used to solve the problems are also discussed. Voice communications performance requirements should be comprehensive and verified easily; the total system must be considered in component design, and the necessity of voice processing and the associated effect on noise, distortion, and cross talk should be examined carefully.

Not all cultural values are created equal: Cultural change in China reexamined through Google books.

PubMed

Zhang, Rui; Weng, Liping

2017-06-20

Given its major transformations in recent decades, China has figured prominently in research on cultural change. Previous research converges in showing a general trend towards individualism in contemporary China while noting that rising individualism tends to coexist with enduring collectivism. To further understand this, we tested whether perceived traditional importance of cultural values would modulate the trajectory of cultural change reflected in word usage frequencies in published books. We re-analysed Google's Chinese corpus since 1980 based on a broad sample of words associated with individualism-collectivism. We replicated the pattern of rising individualism and declining collectivism among words of modest and low perceived traditional importance. Most important, however, collectivistic words of high perceived traditional importance increased in usage frequencies with time, thus departing from the general trend towards individualism. Overall, our research underscores the role of core culture in cultural maintenance during times of rapid cultural change. © 2017 International Union of Psychological Science.

Can verbal working memory training improve reading?

PubMed

Banales, Erin; Kohnen, Saskia; McArthur, Genevieve

2015-01-01

The aim of the current study was to determine whether poor verbal working memory is associated with poor word reading accuracy because the former causes the latter, or the latter causes the former. To this end, we tested whether (a) verbal working memory training improves poor verbal working memory or poor word reading accuracy, and whether (b) reading training improves poor reading accuracy or verbal working memory in a case series of four children with poor word reading accuracy and verbal working memory. Each child completed 8 weeks of verbal working memory training and 8 weeks of reading training. Verbal working memory training improved verbal working memory in two of the four children, but did not improve their reading accuracy. Similarly, reading training improved word reading accuracy in all children, but did not improve their verbal working memory. These results suggest that the causal links between verbal working memory and reading accuracy may not be as direct as has been assumed.

The Influence of Item Properties on Association-Memory

ERIC Educational Resources Information Center

Madan, Christopher R.; Glaholt, Mackenzie G.; Caplan, Jeremy B.

2010-01-01

Word properties like imageability and word frequency improve cued recall of verbal paired-associates. We asked whether these enhancements follow simply from prior effects on item-memory, or also strengthen associations between items. Participants studied word pairs varying in imageability or frequency: pairs were "pure" (high-high, low-low) or…

Increasing Negativity of Age Stereotypes across 200 Years: Evidence from a Database of 400 Million Words

PubMed Central

Ng, Reuben; Allore, Heather G.; Trentalange, Mark; Monin, Joan K.; Levy, Becca R.

2015-01-01

Scholars argue about whether age stereotypes (beliefs about old people) are becoming more negative or positive over time. No previous study has systematically tested the trend of age stereotypes over more than 20 years, due to lack of suitable data. Our aim was to fill this gap by investigating whether age stereotypes have changed over the last two centuries and, if so, what may be associated with this change. We hypothesized that age stereotypes have increased in negativity due, in part, to the increasing medicalization of aging. This study applied computational linguistics to the recently compiled Corpus of Historical American English (COHA), a database of 400 million words that includes a range of printed sources from 1810 to 2009. After generating a comprehensive list of synonyms for the term elderly for these years from two historical thesauri, we identified 100 collocates (words that co-occurred most frequently with these synonyms) for each of the 20 decades. Inclusion criteria for the collocates were: (1) appeared within four words of the elderly synonym, (2) referred to an old person, and (3) had a stronger association with the elderly synonym than other words appearing in the database for that decade. This yielded 13,100 collocates that were rated for negativity and medicalization. We found that age stereotypes have become more negative in a linear way over 200 years. In 1880, age stereotypes switched from being positive to being negative. In addition, support was found for two potential explanations. Medicalization of aging and the growing proportion of the population over the age of 65 were both significantly associated with the increase in negative age stereotypes. The upward trajectory of age-stereotype negativity makes a case for remedial action on a societal level. PMID:25675438

Effects of Working Memory Capacity on Metacognitive Monitoring: A Study of Group Differences Using a Listening Span Test.

PubMed

Komori, Mie

2016-01-01

Monitoring is an executive function of working memory that serves to update novel information, focusing attention on task-relevant targets, and eliminating task-irrelevant noise. The present research used a verbal working memory task to examine how working memory capacity limits affect monitoring. Participants performed a Japanese listening span test that included maintenance of target words and listening comprehension. On each trial, participants responded to the target word and then immediately estimated confidence in recall performance for that word (metacognitive judgment). The results confirmed significant differences in monitoring accuracy between high and low capacity groups in a multi-task situation. That is, confidence judgments were superior in high vs. low capacity participants in terms of absolute accuracy and discrimination. The present research further investigated how memory load and interference affect underestimation of successful recall. The results indicated that the level of memory load that reduced word recall performance and led to an underconfidence bias varied according to participants' memory capacity. In addition, irrelevant information associated with incorrect true/ false decisions (secondary task) and word recall within the current trial impaired monitoring accuracy in both participant groups. These findings suggest that interference from unsuccessful decisions only influences low, but not high, capacity participants. Therefore, monitoring accuracy, which requires high working memory capacity, improves metacognitive abilities by inhibiting task-irrelevant noise and focusing attention on detecting task-relevant targets or useful retrieval cues, which could improve actual cognitive performance.

[Explicit memory for type font of words in source monitoring and recognition tasks].

PubMed

Hatanaka, Yoshiko; Fujita, Tetsuya

2004-02-01

We investigated whether people can consciously remember type fonts of words by methods of examining explicit memory; source-monitoring and old/new-recognition. We set matched, non-matched, and non-studied conditions between the study and the test words using two kinds of type fonts; Gothic and MARU. After studying words in one way of encoding, semantic or physical, subjects in a source-monitoring task made a three way discrimination between new words, Gothic words, and MARU words (Exp. 1). Subjects in an old/new-recognition task indicated whether test words were previously presented or not (Exp. 2). We compared the source judgments with old/new recognition data. As a result, these data showed conscious recollection for type font of words on the source monitoring task and dissociation between source monitoring and old/new recognition performance.

The reliability and validity of qualitative scores for the Controlled Oral Word Association Test.

PubMed

Ross, Thomas P; Calhoun, Emily; Cox, Tara; Wenner, Carolyn; Kono, Whitney; Pleasant, Morgan

2007-05-01

The reliability and validity of two qualitative scoring systems for the Controlled Oral Word Association Test [Benton, A. L., Hamsher, de S. K., & Sivan, A. B. (1983). Multilingual aplasia examination (2nd ed.). Iowa City, IA: AJA Associates] were examined in 108 healthy young adults. The scoring systems developed by Troyer et al. [Troyer, A. K., Moscovich, M., & Winocur, G. (1997). Clustering and switching as two components of verbal fluency: Evidence from younger and older healthy adults. Neuropsychology, 11, 138-146] and by Abwender et al. [Abwender, D. A., Swan, J. G., Bowerman, J. T., & Connolly, S. W. (2001a). Qualitative analysis of verbal fluency output: Review and comparison of several scoring methods. Assessment, 8, 323-336] each demonstrated excellent interrater reliability (all indices at or above r(icc)=.9). Consistent with previous research [e.g., Ross, T. P. (2003). The reliability of cluster and switch scores for the COWAT. Archives of Clinical Psychology, 18, 153-164), test-retest reliability coefficients (N=53; M interval 44.6 days) for the qualitative scores were modest to poor (r(icc)=.6 to .4 range). Correlations among COWAT scores, measures of executive functioning, verbal learning, working memory, and vocabulary were examined. The idea that qualitative scores represent distinct executive functions such as cognitive flexibility or strategy utilization was not supported. We offer the interpretation that COWAT performance may require the ability to retrieve words in a non-routine manner while suppressing habitual responses and associated processing interference, presumably due to a spread of activation across semantic or lexical networks. This interpretation, though speculative at present, implies that clustering and switching on the COWAT may not be entirely deliberate, but rather an artifact of a passive (i.e., state-dependent) process. Ideas for future research, most noticeably experimental studies using cognitive methods (e.g., priming), are discussed.

Adapting a receptive vocabulary test for preschool-aged Greek-speaking children

PubMed Central

Okalidou, Areti; Syrika, Asimina; Beckman, Mary E.; Edwards, Jan R.

2010-01-01

Introduction Receptive vocabulary is an important measure for language evaluations (e.g. Bornstein & Haynes, 1998; Metsala, 1999; Nation & Snowling, 1997). Therefore, norm-referenced receptive vocabulary tests are widely used in several languages (e.g. Brownell, 2000; Dunn, Dunn, Whetton & Burley, 1997). However, a receptive vocabulary test has not yet been normed for Modern Greek. Aims The purposes of this study were to adapt an American English vocabulary test, the Receptive One-Word Picture Vocabulary Test-II (ROWPVT-II) for Modern Greek for use with Greek-speaking preschool children. Methods & Procedures The list of 170 English words on the ROWPVT-II was adapted by a) developing two lists (list A and list B) of Greek words that would match either the target English word or another concept corresponding to one of the pictured objects in the 4-picture array and b) determining a developmental order for the chosen Greek words for preschool-aged children. For the first task, adult word frequency measures were used to select the words for the Greek wordlist. For the second task, 427 children, 225 boys and 202 girls, ranging in age from 2;0 years though 5;11 years, were recruited from urban and suburban areas of Greece. A pilot study of the two word lists was performed with the aim of comparing an equal number of list A and list B responses for each age group and deriving a new developmental list order. Outcomes & Results The relative difficulty of each Greek word item, i.e. its accuracy score, was calculated by taking the average proportion of correct responses across ages for that word. Subsequently, the word accuracy scores in the two lists were compared via regression analysis which yielded a highly significant relationship (R2 = 0.97; p<0.0001) and a few outlier pairs (via residuals). Further analysis used the original relative ranking order along with the derived ranking order from the average accuracy scores of the two lists, in order to determine which word item from the two lists was a better fit. Finally, new starting levels (basals) were established for preschool ages. Conclusions & Implications The revised word list can serve as the basis for adapting a receptive vocabulary test for Greek preschool-aged children. Further steps need to be taken in testing larger numbers of 2-5;11 year old children on the revised word list for determination of norms. This effort will facilitate early identification and remediation of language disorders in Modern Greek-speaking children. PMID:21281411

The parietal memory network activates similarly for true and associative false recognition elicited via the DRM procedure.

PubMed

McDermott, Kathleen B; Gilmore, Adrian W; Nelson, Steven M; Watson, Jason M; Ojemann, Jeffrey G

2017-02-01

Neuroimaging investigations of human memory encoding and retrieval have revealed that multiple regions of parietal cortex contribute to memory. Recently, a sparse network of regions within parietal cortex has been identified using resting state functional connectivity (MRI techniques). The regions within this network exhibit consistent task-related responses during memory formation and retrieval, leading to its being called the parietal memory network (PMN). Among its signature patterns are: deactivation during initial experience with an item (e.g., encoding); activation during subsequent repetitions (e.g., at retrieval); greater activation for successfully retrieved familiar words than novel words (e.g., hits relative to correctly-rejected lures). The question of interest here is whether novel words that are subjectively experienced as having been recently studied would elicit PMN activation similar to that of hits. That is, we compared old items correctly recognized to two types of novel items on a recognition test: those correctly identified as new and those incorrectly labeled as old due to their strong associative relation to the studied words (in the DRM false memory protocol). Subjective oldness plays a strong role in driving activation, as hits and false alarms activated similarly (and greater than correctly-rejected lures). Copyright © 2016 Elsevier Ltd. All rights reserved.

Brain mechanisms of successful recognition through retrieval of semantic context.

PubMed

Flegal, Kristin E; Marín-Gutiérrez, Alejandro; Ragland, J Daniel; Ranganath, Charan

2014-08-01

Episodic memory is associated with the encoding and retrieval of context information and with a subjective sense of reexperiencing past events. The neural correlates of episodic retrieval have been extensively studied using fMRI, leading to the identification of a "general recollection network" including medial temporal, parietal, and prefrontal regions. However, in these studies, it is difficult to disentangle the effects of context retrieval from recollection. In this study, we used fMRI to determine the extent to which the recruitment of regions in the recollection network is contingent on context reinstatement. Participants were scanned during a cued recognition test for target words from encoded sentences. Studied target words were preceded by either a cue word studied in the same sentence (thus congruent with encoding context) or a cue word studied in a different sentence (thus incongruent with encoding context). Converging fMRI results from independently defined ROIs and whole-brain analysis showed regional specificity in the recollection network. Activity in hippocampus and parahippocampal cortex was specifically increased during successful retrieval following congruent context cues, whereas parietal and prefrontal components of the general recollection network were associated with confident retrieval irrespective of contextual congruency. Our findings implicate medial temporal regions in the retrieval of semantic context, contributing to, but dissociable from, recollective experience.

Fragments of a larger whole: retrieval cues constrain observed neural correlates of memory encoding.

PubMed

Otten, Leun J

2007-09-01

Laying down a new memory involves activity in a number of brain regions. Here, it is shown that the particular regions associated with successful encoding depend on the way in which memory is probed. Event-related functional magnetic resonance imaging signals were acquired while subjects performed an incidental encoding task on a series of visually presented words denoting objects. A recognition memory test using the Remember/Know procedure to separate responses based on recollection and familiarity followed 1 day later. Critically, half of the studied objects were cued with a corresponding spoken word, and half with a corresponding picture. Regardless of cue, activity in prefrontal and hippocampal regions predicted subsequent recollection of a word. Type of retrieval cue modulated activity in prefrontal, temporal, and parietal cortices. Words subsequently recognized on the basis of a sense of familiarity were at study also associated with differential activity in a number of brain regions, some of which were probe dependent. Thus, observed neural correlates of successful encoding are constrained by type of retrieval cue, and are only fragments of all encoding-related neural activity. Regions exhibiting cue-specific effects may be sites that support memory through the degree of overlap between the processes engaged during encoding and those engaged during retrieval.

The time course of morphological processing during spoken word recognition in Chinese.

PubMed

Shen, Wei; Qu, Qingqing; Ni, Aiping; Zhou, Junyi; Li, Xingshan

2017-12-01

We investigated the time course of morphological processing during spoken word recognition using the printed-word paradigm. Chinese participants were asked to listen to a spoken disyllabic compound word while simultaneously viewing a printed-word display. Each visual display consisted of three printed words: a semantic associate of the first constituent of the compound word (morphemic competitor), a semantic associate of the whole compound word (whole-word competitor), and an unrelated word (distractor). Participants were directed to detect whether the spoken target word was on the visual display. Results indicated that both the morphemic and whole-word competitors attracted more fixations than the distractor. More importantly, the morphemic competitor began to diverge from the distractor immediately at the acoustic offset of the first constituent, which was earlier than the whole-word competitor. These results suggest that lexical access to the auditory word is incremental and morphological processing (i.e., semantic access to the first constituent) that occurs at an early processing stage before access to the representation of the whole word in Chinese.

Clustering, hierarchical organization, and the topography of abstract and concrete nouns.

PubMed

Troche, Joshua; Crutch, Sebastian; Reilly, Jamie

2014-01-01

The empirical study of language has historically relied heavily upon concrete word stimuli. By definition, concrete words evoke salient perceptual associations that fit well within feature-based, sensorimotor models of word meaning. In contrast, many theorists argue that abstract words are "disembodied" in that their meaning is mediated through language. We investigated word meaning as distributed in multidimensional space using hierarchical cluster analysis. Participants (N = 365) rated target words (n = 400 English nouns) across 12 cognitive dimensions (e.g., polarity, ease of teaching, emotional valence). Factor reduction revealed three latent factors, corresponding roughly to perceptual salience, affective association, and magnitude. We plotted the original 400 words for the three latent factors. Abstract and concrete words showed overlap in their topography but also differentiated themselves in semantic space. This topographic approach to word meaning offers a unique perspective to word concreteness.

Examining assortativity in the mental lexicon: Evidence from word associations.

PubMed

Van Rensbergen, Bram; Storms, Gert; De Deyne, Simon

2015-12-01

Words are characterized by a variety of lexical and psychological properties, such as their part of speech, word-frequency, concreteness, or affectivity. In this study, we examine how these properties relate to a word's connectivity in the mental lexicon, the structure containing a person's knowledge of words. In particular, we examine the extent to which these properties display assortative mixing, that is, the extent to which words in the lexicon are more likely to be connected to words that share these properties. We investigated three types of word properties: 1) subjective word covariates: valence, dominance, arousal, and concreteness; 2) lexical information: part of speech; and 3) distributional word properties: age-of-acquisition, word frequency, and contextual diversity. We assessed which of these factors exhibit assortativity using a word association task, where the probability of producing a certain response to a cue is a measure of the associative strength between the cue and response in the mental lexicon. Our results show that the extent to which these aspects exhibit assortativity varies considerably, with a high cue-response correspondence on valence, dominance, arousal, concreteness, and part of speech, indicating that these factors correspond to the words people deem as related. In contrast, we find that cues and responses show only little correspondence on word frequency, contextual diversity, and age-of-acquisition, indicating that, compared to subjective and lexical word covariates, distributional properties exhibit only little assortativity in the mental lexicon. Possible theoretical accounts and implications of these findings are discussed.

An Investigation of the Measurement Properties of the Spot-the-Word Test In a Community Sample

ERIC Educational Resources Information Center

Mackinnon, Andrew; Christensen, Helen

2007-01-01

Intellectual ability is assessed with the Spot-the-Word (STW) test (A. Baddeley, H. Emslie, & I. Nimmo Smith, 1993) by asking respondents to identify a word in a word-nonword item pair. Results in moderate-sized samples suggest this ability is resistant to decline due to dementia. The authors used a 3-parameter item response theory model to…

A Case Study Assessing the Auditory and Speech Development of Four Children Implanted with Cochlear Implants by the Chronological Age of 12 Months

PubMed Central

2013-01-01

Children with severe hearing loss most likely receive the greatest benefit from a cochlear implant (CI) when implanted at less than 2 years of age. Children with a hearing loss may also benefit greater from binaural sensory stimulation. Four children who received their first CI under 12 months of age were included in this study. Effects on auditory development were determined using the German LittlEARS Auditory Questionnaire, closed- and open-set monosyllabic word tests, aided free-field, the Mainzer and Göttinger speech discrimination tests, Monosyllabic-Trochee-Polysyllabic (MTP), and Listening Progress Profile (LiP). Speech production and grammar development were evaluated using a German language speech development test (SETK), reception of grammar test (TROG-D) and active vocabulary test (AWST-R). The data showed that children implanted under 12 months of age reached open-set monosyllabic word discrimination at an age of 24 months. LiP results improved over time, and children recognized 100% of words in the MTP test after 12 months. All children performed as well as or better than their hearing peers in speech production and grammar development. SETK showed that the speech development of these children was in general age appropriate. The data suggests that early hearing loss intervention benefits speech and language development and supports the trend towards early cochlear implantation. Furthermore, the data emphasizes the potential benefits associated with bilateral implantation. PMID:23509653

A case study assessing the auditory and speech development of four children implanted with cochlear implants by the chronological age of 12 months.

PubMed

May-Mederake, Birgit; Shehata-Dieler, Wafaa

2013-01-01

Children with severe hearing loss most likely receive the greatest benefit from a cochlear implant (CI) when implanted at less than 2 years of age. Children with a hearing loss may also benefit greater from binaural sensory stimulation. Four children who received their first CI under 12 months of age were included in this study. Effects on auditory development were determined using the German LittlEARS Auditory Questionnaire, closed- and open-set monosyllabic word tests, aided free-field, the Mainzer and Göttinger speech discrimination tests, Monosyllabic-Trochee-Polysyllabic (MTP), and Listening Progress Profile (LiP). Speech production and grammar development were evaluated using a German language speech development test (SETK), reception of grammar test (TROG-D) and active vocabulary test (AWST-R). The data showed that children implanted under 12 months of age reached open-set monosyllabic word discrimination at an age of 24 months. LiP results improved over time, and children recognized 100% of words in the MTP test after 12 months. All children performed as well as or better than their hearing peers in speech production and grammar development. SETK showed that the speech development of these children was in general age appropriate. The data suggests that early hearing loss intervention benefits speech and language development and supports the trend towards early cochlear implantation. Furthermore, the data emphasizes the potential benefits associated with bilateral implantation.

Aging, Emotion, Attention, and Binding in the Taboo Stroop Task: Data and Theories.

PubMed

MacKay, Donald G; Johnson, Laura W; Graham, Elizabeth R; Burke, Deborah M

2015-10-14

How does aging impact relations between emotion, memory, and attention? To address this question, young and older adults named the font colors of taboo and neutral words, some of which recurred in the same font color or screen location throughout two color-naming experiments. The results indicated longer color-naming response times (RTs) for taboo than neutral base-words (taboo Stroop interference); better incidental recognition of colors and locations consistently associated with taboo versus neutral words (taboo context-memory enhancement); and greater speed-up in color-naming RTs with repetition of color-consistent than color-inconsistent taboo words, but no analogous speed-up with repetition of location-consistent or location-inconsistent taboo words (the consistency type by repetition interaction for taboo words). All three phenomena remained constant with aging, consistent with the transmission deficit hypothesis and binding theory, where familiar emotional words trigger age-invariant reactions for prioritizing the binding of contextual features to the source of emotion. Binding theory also accurately predicted the interaction between consistency type and repetition for taboo words. However, one or more aspects of these phenomena failed to support the inhibition deficit hypothesis, resource capacity theory, or socio-emotional selectivity theory. We conclude that binding theory warrants further test in a range of paradigms, and that relations between aging and emotion, memory, and attention may depend on whether the task and stimuli trigger fast-reaction, involuntary binding processes, as in the taboo Stroop paradigm.

Aging, Emotion, Attention, and Binding in the Taboo Stroop Task: Data and Theories

PubMed Central

MacKay, Donald G.; Johnson, Laura W.; Graham, Elizabeth R.; Burke, Deborah M.

2015-01-01

How does aging impact relations between emotion, memory, and attention? To address this question, young and older adults named the font colors of taboo and neutral words, some of which recurred in the same font color or screen location throughout two color-naming experiments. The results indicated longer color-naming response times (RTs) for taboo than neutral base-words (taboo Stroop interference); better incidental recognition of colors and locations consistently associated with taboo versus neutral words (taboo context-memory enhancement); and greater speed-up in color-naming RTs with repetition of color-consistent than color-inconsistent taboo words, but no analogous speed-up with repetition of location-consistent or location-inconsistent taboo words (the consistency type by repetition interaction for taboo words). All three phenomena remained constant with aging, consistent with the transmission deficit hypothesis and binding theory, where familiar emotional words trigger age-invariant reactions for prioritizing the binding of contextual features to the source of emotion. Binding theory also accurately predicted the interaction between consistency type and repetition for taboo words. However, one or more aspects of these phenomena failed to support the inhibition deficit hypothesis, resource capacity theory, or socio-emotional selectivity theory. We conclude that binding theory warrants further test in a range of paradigms, and that relations between aging and emotion, memory, and attention may depend on whether the task and stimuli trigger fast-reaction, involuntary binding processes, as in the taboo Stroop paradigm. PMID:26473909

Influence of prime-target relationship on semantic priming effects from words in a lexical-decision task.

PubMed

Abad, María J F; Noguera, Carmen; Ortells, Juan J

2003-07-01

The present research examines the influence of prime-target relationship (associative and categorical versus categorical only) on priming effects from attended and ignored parafoveal words. Participants performed a lexical-decision task on a single central target, which was preceded by two parafoveal prime words, one of which (the attended prime) was spatially precued. The results showed reliable positive and negative priming effects from attended and ignored words, respectively. However, this priming pattern was observed only for the "associative and categorical", but not for the "categorical only" relationship condition. These results suggest that the lack of semantic priming effects from words in some prior studies may be attributed to the kind of material used (i.e. weakly-associated word pairs).

Stroop Color-Word Interference Test: Normative data for Spanish-speaking pediatric population.

PubMed

Rivera, D; Morlett-Paredes, A; Peñalver Guia, A I; Irías Escher, M J; Soto-Añari, M; Aguayo Arelis, A; Rute-Pérez, S; Rodríguez-Lorenzana, A; Rodríguez-Agudelo, Y; Albaladejo-Blázquez, N; García de la Cadena, C; Ibáñez-Alfonso, J A; Rodriguez-Irizarry, W; García-Guerrero, C E; Delgado-Mejía, I D; Padilla-López, A; Vergara-Moragues, E; Barrios Nevado, M D; Saracostti Schwartzman, M; Arango-Lasprilla, J C

2017-01-01

To generate normative data for the Stroop Word-Color Interference test in Spanish-speaking pediatric populations. The sample consisted of 4,373 healthy children from nine countries in Latin America (Chile, Cuba, Ecuador, Guatemala, Honduras, Mexico, Paraguay, Peru, and Puerto Rico) and Spain. Each participant was administered the Stroop Word-Color Interference test as part of a larger neuropsychological battery. The Stroop Word, Stroop Color, Stroop Word-Color, and Stroop Interference scores were normed using multiple linear regressions and standard deviations of residual values. Age, age2, sex, and mean level of parental education (MLPE) were included as predictors in the analyses. The final multiple linear regression models showed main effects for age on all scores, except on Stroop Interference for Guatemala, such that scores increased linearly as a function of age. Age2 affected Stroop Word scores for all countries, Stroop Color scores for Ecuador, Mexico, Peru, and Spain; Stroop Word-Color scores for Ecuador, Mexico, and Paraguay; and Stroop Interference scores for Cuba, Guatemala, and Spain. MLPE affected Stroop Word scores for Chile, Mexico, and Puerto Rico; Stroop Color scores for Mexico, Puerto Rico, and Spain; Stroop Word-Color scores for Ecuador, Guatemala, Mexico, Puerto Rico and Spain; and Stroop-Interference scores for Ecuador, Mexico, and Spain. Sex affected Stroop Word scores for Spain, Stroop Color scores for Mexico, and Stroop Interference for Honduras. This is the largest Spanish-speaking pediatric normative study in the world, and it will allow neuropsychologists from these countries to have a more accurate approach to interpret the Stroop Word-Color Interference test in pediatric populations.

The effect of presentation level on memory performance.

PubMed

Heinrich, Antje; Schneider, Bruce A

2011-01-01

A loss of speech intelligibility at high presentation levels is called rollover. It is a phenomenon that increases in prevalence as people age. Whether the adverse effect of high presentation levels extends to processes subsequent to speech intelligibility, such as memory, is unknown. The present study examined this question on the basis of the previous finding that older but not younger adults showed memory impairment when acoustically distorted words were presented at 50 dB SL compared with an undistorted baseline presented at 65 dB SPL. One question investigated in the present study was whether a presentation level of 50 dB SL put older listeners at the cusp of rollover and whether this subsequently impaired memory. Moreover, we wanted to know whether and at what level it was possible to induce a similar impairment in younger listeners. We used a paired-associate memory paradigm in which five word pairs per list were presented at a rate of 4 secs per word pair. After each list, the first word of one of the pairs was presented again and the listener was asked to recall the second word. Over the course of the experiment, all list positions were tested an equal number of times. The word pairs, which were acoustically distorted using a jittering algorithm, were presented at 40 dB SL to all younger and older participants and just below an uncomfortably loud level for younger listeners only. Intelligibility of the distorted words was equated across age groups for each presentation level. The effect of presentation level on memory performance was investigated and compared with data of a previous study that used the same design but presented the distorted and undistorted words at 50 dB SL to both age groups. A total of 58 younger and 24 older adults were tested in two experiments. The results showed that for older adults, memory performance for distorted words was decreased in all list positions at a presentation level of 50 dB SL compared with 40 dB SL and an undistorted 65 dB SPL baseline. This effect did not occur for younger listeners. However, when younger adults were tested at a very high presentation level, they showed the same memory decrease compared with the baseline as older adults showed for 50 dB SL. A high presentation level of distorted words can adversely affect memory even after intelligibility is equated for. Moreover, older listeners are affected at lower presentation levels. Hence, the choice of sound level, particularly for older listeners, is important and may affect their level of cognitive performance beyond its effects on intelligibility. Higher presentation levels may not always lead to better performance when the task involves recall of words previously heard.

Memory for pictures and words as a function of level of processing: Depth or dual coding?

PubMed

D'Agostino, P R; O'Neill, B J; Paivio, A

1977-03-01

The experiment was designed to test differential predictions derived from dual-coding and depth-of-processing hypotheses. Subjects under incidental memory instructions free recalled a list of 36 test events, each presented twice. Within the list, an equal number of events were assigned to structural, phonemic, and semantic processing conditions. Separate groups of subjects were tested with a list of pictures, concrete words, or abstract words. Results indicated that retention of concrete words increased as a direct function of the processing-task variable (structural < phonemic

The effects of divided attention at study and test on false recognition: a comparison of DRM and categorized lists.

PubMed

Knott, Lauren M; Dewhurst, Stephen A

2007-12-01

Three experiments investigated the effects of divided attention at encoding and retrieval on false recognition. In Experiment 1, participants studied word lists in either full or divided attention (random number generation) conditions and then took part in a recognition test with full attention. In Experiment 2, after studying word lists with full attention, participants carried out a recognition test with either full or divided attention. Experiment 3 manipulated attention at both study and test. We also compared Deese/Roediger-McDermott (DRM) and categorized lists, due to recent claims regarding the locus of false memories produced by such lists (Smith, Gerkens, Pierce, & Choi, 2002). With both list types, false "remember" responses were reduced by divided attention at encoding and increased by divided attention at retrieval. The findings suggest that the production of false memories occurs as a result of the generation of associates at encoding and failures of source monitoring retrieval. Crucially, this is true for both DRM and categorized lists.

The role of partial knowledge in statistical word learning

PubMed Central

Fricker, Damian C.; Yu, Chen; Smith, Linda B.

2013-01-01

A critical question about the nature of human learning is whether it is an all-or-none or a gradual, accumulative process. Associative and statistical theories of word learning rely critically on the later assumption: that the process of learning a word's meaning unfolds over time. That is, learning the correct referent for a word involves the accumulation of partial knowledge across multiple instances. Some theories also make an even stronger claim: Partial knowledge of one word–object mapping can speed up the acquisition of other word–object mappings. We present three experiments that test and verify these claims by exposing learners to two consecutive blocks of cross-situational learning, in which half of the words and objects in the second block were those that participants failed to learn in Block 1. In line with an accumulative account, Re-exposure to these mis-mapped items accelerated the acquisition of both previously experienced mappings and wholly new word–object mappings. But how does partial knowledge of some words speed the acquisition of others? We consider two hypotheses. First, partial knowledge of a word could reduce the amount of information required for it to reach threshold, and the supra-threshold mapping could subsequently aid in the acquisition of new mappings. Alternatively, partial knowledge of a word's meaning could be useful for disambiguating the meanings of other words even before the threshold of learning is reached. We construct and compare computational models embodying each of these hypotheses and show that the latter provides a better explanation of the empirical data. PMID:23702980

Implicit Social Cognitive Processes Underlying Victim Self and Identity: Evidence With College-Aged Adults.

PubMed

Sachs, Nicole M; Veysey, Bonita M; Rivera, Luis M

2017-11-01

Past research on victimization has relied predominantly on individuals' awareness of and willingness to self-report a victimization experience and its effect on self and identity processes. The present research adopts theoretical and methodological innovations in implicit social cognition research to provide a new perspective on how a violent victimization experience might influence identity processes outside of conscious awareness. Our main goal was to test whether individuals who have victimization experience implicitly associate the self with victims (implicit victim identity) and their stereotypes (implicit victim self-stereotyping), and the relation of these associations to explicit victim identity and self-stereotyping. Two pretests with undergraduate student participants ( Ns = 122 and 72) identified victim-related word stimuli for two Single Category Implicit Association Test (SC-IAT) measures of implicit victim identity and self-stereotyping. In Pretest Study A, participants read crime vignettes and listed words that described a victim, then in Pretest Study B, participants rated these words on victim relatedness and valence. The Main Study recruited undergraduate student participants ( N = 101) who completed the SC-IATs, self-report measures of explicit victim identity and self-stereotyping, and victimization experiences. Three of our five hypotheses were supported. Individuals with past victimization experience exhibited strong explicit victim identity and self-stereotyping, but not implicit victim identity and self-stereotyping, relative to those with no victimization experience. Explicit and implicit victim identity and self-stereotyping were unrelated. Finally, among individuals with victimization experience, a strong implicit victim identity was associated with strong implicit victim self-stereotyping. This research has implications for understanding the processes underlying revictimization and for preventing further victimization.

Overlap between the neural correlates of cued recall and source memory: evidence for a generic recollection network?

PubMed

Hayama, Hiroki R; Vilberg, Kaia L; Rugg, Michael D

2012-05-01

Recall of a studied item and retrieval of its encoding context (source memory) both depend on recollection of qualitative information about the study episode. This study investigated whether recall and source memory engage overlapping neural regions. Participants (n = 18) studied a series of words, which were presented either to the left or right of fixation. fMRI data were collected during a subsequent test phase in which three-letter word-stems were presented, two thirds of which could be completed by a study item. Instructions were to use each stem as a cue to recall a studied word and, when recall was successful, to indicate the word's study location. When recall failed, the stem was to be completed with the first word to come to mind. Relative to stems for which recall failed, word-stems eliciting successful recall were associated with enhanced activity in a variety of cortical regions, including bilateral parietal, posterior midline, and parahippocampal cortex. Activity in these regions was enhanced when recall was accompanied by successful rather than unsuccessful source retrieval. It is proposed that the regions form part of a "recollection network" in which activity is graded according to the amount of information retrieved about a study episode.

Distinct Patterns of Neural Activity during Memory Formation of Nonwords versus Words

PubMed Central

Otten, Leun J.; Sveen, Josefin; Quayle, Angela H.

2008-01-01

Research into the neural underpinnings of memory formation has focused on the encoding of familiar verbal information. Here, we address how the brain supports the encoding of novel information that does not have meaning. Electrical brain activity was recorded from the scalps of healthy young adults while they performed an incidental encoding task (syllable judgments) on separate series of words and ‘nonwords’ (nonsense letter strings that are orthographically legal and pronounceable). Memory for the items was then probed with a recognition memory test. For words as well as nonwords, event-related potentials differed depending on whether an item would subsequently be remembered or forgotten. However, the polarity and timing of the effect varied across item type. For words, subsequently remembered items showed the usually observed positive-going, frontally-distributed modulation from around 600 ms after word onset. For nonwords, by contrast, a negative-going, spatially widespread modulation predicted encoding success from 1000 ms onwards. Nonwords also showed a modulation shortly after item onset. These findings imply that the brain supports the encoding of familiar and unfamiliar letter strings in qualitatively different ways, including the engagement of distinct neural activity at different points in time. The processing of semantic attributes plays an important role in the encoding of words and the associated positive frontal modulation. PMID:17958481

The optimal viewing position effect in printed versus cursive words: Evidence of a reading cost for the cursive font.

PubMed

Danna, Jérémy; Massendari, Delphine; Furnari, Benjamin; Ducrot, Stéphanie

2018-06-13

Two eye-movement experiments were conducted to examine the effects of font type on the recognition of words presented in central vision, using a variable-viewing-position technique. Two main questions were addressed: (1) Is the optimal viewing position (OVP) for word recognition modulated by font type? (2) Is the cursive font more appropriate than the printed font in word recognition in children who exclusively write using a cursive script? In order to disentangle the role of perceptual difficulty associated with the cursive font and the impact of writing habits, we tested French adults (Experiment 1) and second-grade French children, the latter having exclusively learned to write in cursive (Experiment 2). Results revealed that the printed font is more appropriate than the cursive for recognizing words in both adults and children: adults were slightly less accurate in cursive than in printed stimuli recognition and children were slower to identify cursive stimuli than printed stimuli. Eye-movement measures also revealed that the OVP curves were flattened in cursive font in both adults and children. We concluded that the perceptual difficulty of the cursive font degrades word recognition by impacting the OVP stability. Copyright © 2018 Elsevier B.V. All rights reserved.

Why Words are Hard for Adults with Developmental Language Impairments

PubMed Central

McGregor, Karla K.; Licandro, Ulla; Arenas, Richard; Eden, Nichole; Stiles, Derek; Bean, Allison; Walker, Elizabeth

2013-01-01

PURPOSE: To determine whether word learning problems associated with developmental language impairment (LI) reflect deficits in encoding or subsequent remembering of forms and meanings. METHOD: Sixty-nine 18-25-year-olds with LI or without (ND) took tests to measure learning of 16 word forms and meanings immediately after training (encoding) and 12-hours, 24-hours, and 1-week later (remembering). Half of the participants trained in the morning and half in the evening. RESULTS: At immediate posttest, those with LI performed more poorly on form and meaning than those with ND. Poor performance was more likely among those with more severe LI. The LI and ND groups demonstrated no difference in remembering word meanings over one week. In both groups, participants who trained in the evening, and therefore slept shortly after training, demonstrated greater gains in meaning recall than those who trained in the morning. In contrast, the LI-ND gap for word form recall widened over the week. CONCLUSIONS: Some adults with LI have encoding deficits that limit the addition of word forms and meanings to the lexicon. Similarities and differences in patterns of remembering in the LI and ND groups motivate the hypothesis that consolidation of declarative memory is a strength for adults with LI. PMID:24023376

No effect of stress on false recognition.

PubMed

Beato, María Soledad; Cadavid, Sara; Pulido, Ramón F; Pinho, María Salomé

2013-02-01

The present study aimed to analyze the effect of acute stress on false recognition in the Deese/Roediger-McDermott (DRM) paradigm. In this paradigm, lists of words associated with a non-presented critical lure are studied and, in a subsequent memory test, critical lures are often falsely remembered. In two experiments, participants were randomly assigned to either the stress group (Trier Social Stress Test) or the no-stress control group. Because we sought to control the level-of-processing at encoding, in Experiment 1, participants created a visual mental image for each presented word (deep encoding). In Experiment 2, participants performed a shallow encoding (to respond whether each word contained the letter "o"). The results indicated that, in both experiments, as predicted, heart rate and STAI-S scores increased only in the stress group. However, false recognition did not differ across stress and no-stress groups. Results suggest that, although psychosocial stress was successfully induced, it does not enhance the vulnerability of individuals with acute stress to DRM false recognition, regardless of the level of processing.

Development and validation of a reading-related assessment battery in Malay for the purpose of dyslexia assessment.

PubMed

Lee, Lay Wah

2008-06-01

Malay is an alphabetic language with transparent orthography. A Malay reading-related assessment battery which was conceptualised based on the International Dyslexia Association definition of dyslexia was developed and validated for the purpose of dyslexia assessment. The battery consisted of ten tests: Letter Naming, Word Reading, Non-word Reading, Spelling, Passage Reading, Reading Comprehension, Listening Comprehension, Elision, Rapid Letter Naming and Digit Span. Content validity was established by expert judgment. Concurrent validity was obtained using the schools' language tests as criterion. Evidence of predictive and construct validity was obtained through regression analyses and factor analyses. Phonological awareness was the most significant predictor of word-level literacy skills in Malay, with rapid naming making independent secondary contributions. Decoding and listening comprehension made separate contributions to reading comprehension, with decoding as the more prominent predictor. Factor analysis revealed four factors: phonological decoding, phonological naming, comprehension and verbal short-term memory. In conclusion, despite differences in orthography, there are striking similarities in the theoretical constructs of reading-related tasks in Malay and in English.

Posture Affects How Robots and Infants Map Words to Objects

PubMed Central

Morse, Anthony F.; Benitez, Viridian L.; Belpaeme, Tony; Cangelosi, Angelo; Smith, Linda B.

2015-01-01

For infants, the first problem in learning a word is to map the word to its referent; a second problem is to remember that mapping when the word and/or referent are again encountered. Recent infant studies suggest that spatial location plays a key role in how infants solve both problems. Here we provide a new theoretical model and new empirical evidence on how the body – and its momentary posture – may be central to these processes. The present study uses a name-object mapping task in which names are either encountered in the absence of their target (experiments 1–3, 6 & 7), or when their target is present but in a location previously associated with a foil (experiments 4, 5, 8 & 9). A humanoid robot model (experiments 1–5) is used to instantiate and test the hypothesis that body-centric spatial location, and thus the bodies’ momentary posture, is used to centrally bind the multimodal features of heard names and visual objects. The robot model is shown to replicate existing infant data and then to generate novel predictions, which are tested in new infant studies (experiments 6–9). Despite spatial location being task-irrelevant in this second set of experiments, infants use body-centric spatial contingency over temporal contingency to map the name to object. Both infants and the robot remember the name-object mapping even in new spatial locations. However, the robot model shows how this memory can emerge –not from separating bodily information from the word-object mapping as proposed in previous models of the role of space in word-object mapping – but through the body’s momentary disposition in space. PMID:25785834

Increased intra-individual reaction time variability in cocaine-dependent subjects: role of cocaine-related cues.

PubMed

Liu, Shijing; Lane, Scott D; Schmitz, Joy M; Green, Charles E; Cunningham, Kathryn A; Moeller, F Gerard

2012-02-01

Neuroimaging data suggest that impaired performance on response inhibition and information processing tests in cocaine-dependent subjects is related to prefrontal and frontal cortical dysfunction and that dysfunction in these brain areas may underlie some aspects of cocaine addiction. In subjects with attention-deficit hyperactivity disorder and other psychiatric disorders, the Intra-Individual Reaction Time Variability (IIRTV) has been associated with frontal cortical dysfunction. In the present study, we evaluated IIRTV parameters in cocaine-dependent subjects vs. controls using a cocaine Stroop task. Fifty control and 123 cocaine-dependent subjects compiled from three studies completed a cocaine Stroop task. Standard deviation (SD) and coefficient of variation (CV) for reaction times (RT) were calculated for both trials with neutral and trials with cocaine-related words. The parameters mu, sigma, and tau were calculated using an ex-Gaussian analysis employed to characterize variability in RTs. The ex-Gaussian analysis divides the RTs into normal (mu, sigma) and exponential (tau) components. Using robust regression analysis, cocaine-dependent subjects showed greater SD, CV and Tau on trials with cocaine-related words compared to controls (p<0.05). However, in trials with neutral words, there was no evidence of group differences in any IIRTV parameters (p>0.05). The Wilcoxon matched-pairs signed-rank test showed that for cocaine-dependent subjects, both SD and tau were larger in trials with cocaine-related words than in trials with neutral words (p<0.05). The observation that only cocaine-related words increased IIRTV in cocaine-dependent subjects suggests that cocaine-related stimuli might disrupt information processing subserved by prefrontal and frontal cortical circuits. Copyright © 2011 Elsevier Ltd. All rights reserved.

Presentation of words to separate hemispheres prevents interword illusory conjunctions.

PubMed

Liederman, J; Sohn, Y S

1999-03-01

We tested the hypothesis that division of inputs between the hemispheres could prevent interword letter migrations in the form of illusory conjunctions. The task was to decide whether a centrally-presented consonant-vowel-consonant (CVC) target word matched one of four CVC words presented to a single hemisphere or divided between the hemispheres in a subsequent test display. During half of the target-absent trials, known as conjunction trials, letters from two separate words (e.g., "tag" and "cop") in the test display could be mistaken for a target word (e.g., "top"). For the other half of the target-absent trails, the test display did not match any target consonants (Experiment 1, N = 16) or it matched one target consonant (Experiment 2, N = 29), the latter constituting true "feature" trials. Bi- as compared to unihemispheric presentation significantly reduced the number of conjunction, but not feature, errors. Illusory conjunctions did not occur when the words were presented to separate hemispheres.

Sound localization and word discrimination in reverberant environment in children with developmental dyslexia.

PubMed

Castro-Camacho, Wendy; Peñaloza-López, Yolanda; Pérez-Ruiz, Santiago J; García-Pedroza, Felipe; Padilla-Ortiz, Ana L; Poblano, Adrián; Villarruel-Rivas, Concepción; Romero-Díaz, Alfredo; Careaga-Olvera, Aidé

2015-04-01

Compare if localization of sounds and words discrimination in reverberant environment is different between children with dyslexia and controls. We studied 30 children with dyslexia and 30 controls. Sound and word localization and discrimination was studied in five angles from left to right auditory fields (-90o, -45o, 0o, +45o, +90o), under reverberant and no-reverberant conditions; correct answers were compared. Spatial location of words in no-reverberant test was deficient in children with dyslexia at 0º and +90o. Spatial location for reverberant test was altered in children with dyslexia at all angles, except –-90o. Word discrimination in no-reverberant test in children with dyslexia had a poor performance at left angles. In reverberant test, children with dyslexia exhibited deficiencies at -45o, -90o, and +45o angles. Children with dyslexia could had problems when have to locate sound, and discriminate words in extreme locations of the horizontal plane in classrooms with reverberation.

Bilateral Parietal Cortex Damage Does Not Impair Associative Memory for Paired Stimuli

PubMed Central

Berryhill, Marian E.; Drowos, David B.; Olson, Ingrid R.

2010-01-01

Recent neuroimaging and neuropsychological findings indicate that the posterior parietal cortex (PPC) plays an important, albeit undefined, role in episodic memory. Here we ask whether this region is specifically involved in associative aspects of episodic memory. Experiment 1 tested whether PPC damage affects the ability to learn and retrieve novel word-pair associations. Experiment 2 tested whether PPC damage affects the retrieval of object-location associations, in a spatial fan task. In both experiments, patients showed normal levels of associative memory. These findings demonstrated that PPC damage did not prevent association memory for verbal items. Finally Experiment 3 tested whether PPC damage affects memory for non-verbal audio-visual pairs. The patients performed with normal accuracy, but with significantly reduced confidence. These findings indicate that the PPC does not have a central role in association formation per se and instead, indicate that the PPC is involved in other aspects of episodic memory. PMID:20104378

Our words, our story: a textual analysis of articles published in the Bulletin of the Medical Library Association/Journal of the Medical Library Association from 1961 to 2010.

PubMed

Funk, Mark E

2013-01-01

This lecture explores changes in the medical library profession over the last fifty years, as revealed by individual word usage in a body of literature. I downloaded articles published in the Bulletin of the Medical Library Association and Journal of the Medical Library Association between 1961 and 2000 to create an electronic corpus and tracked annual frequency of individual word usage. I used frequency sparklines of words, matching one of four archetypal shapes (level, rise, fall, and rise-and-fall) to identify significant words. Most significant words fell into the categories of environment, management, technology, and research. Based on word usage changes, the following trends are revealed: Compared to 1961, today's medical librarians are more concerned with digital information, not physical packages. We prefer information to be evidence-based. We focus more on health than medicine. We are reaching out to new constituents, sometimes leaving our building to do so. Teaching has become important for us. We run our libraries more like businesses, using constantly changing technology. We are publishing more research articles. Although these words were chosen by individual authors to tell their particular stories, in the aggregate, our words reveal our story of change in our profession.

Post-error Brain Activity Correlates With Incidental Memory for Negative Words

PubMed Central

Senderecka, Magdalena; Ociepka, Michał; Matyjek, Magdalena; Kroczek, Bartłomiej

2018-01-01

The present study had three main objectives. First, we aimed to evaluate whether short-duration affective states induced by negative and positive words can lead to increased error-monitoring activity relative to a neutral task condition. Second, we intended to determine whether such an enhancement is limited to words of specific valence or is a general response to arousing material. Third, we wanted to assess whether post-error brain activity is associated with incidental memory for negative and/or positive words. Participants performed an emotional stop-signal task that required response inhibition to negative, positive or neutral nouns while EEG was recorded. Immediately after the completion of the task, they were instructed to recall as many of the presented words as they could in an unexpected free recall test. We observed significantly greater brain activity in the error-positivity (Pe) time window in both negative and positive trials. The error-related negativity amplitudes were comparable in both the neutral and emotional arousing trials, regardless of their valence. Regarding behavior, increased processing of emotional words was reflected in better incidental recall. Importantly, the memory performance for negative words was positively correlated with the Pe amplitude, particularly in the negative condition. The source localization analysis revealed that the subsequent memory recall for negative words was associated with widespread bilateral brain activity in the dorsal anterior cingulate cortex and in the medial frontal gyrus, which was registered in the Pe time window during negative trials. The present study has several important conclusions. First, it indicates that the emotional enhancement of error monitoring, as reflected by the Pe amplitude, may be induced by stimuli with symbolic, ontogenetically learned emotional significance. Second, it indicates that the emotion-related enhancement of the Pe occurs across both negative and positive conditions, thus it is preferentially driven by the arousal content of an affective stimuli. Third, our findings suggest that enhanced error monitoring and facilitated recall of negative words may both reflect responsivity to negative events. More speculatively, they can also indicate that post-error activity of the medial prefrontal cortex may selectively support encoding for negative stimuli and contribute to their privileged access to memory. PMID:29867408

Sentence Context Prevails Over Word Association in Aphasia Patients with Spared Comprehension: Evidence from N400 Event-Related Potential

PubMed Central

Khachatryan, Elvira; De Letter, Miet; Vanhoof, Gertie; Goeleven, Ann; Van Hulle, Marc M.

2017-01-01

Behavioral and event-related potential (ERP) studies on aphasia patients showed that lexical information is not lost but rather its integration into the working context is hampered. Studies have been conducted on the processing of sentence-level information (meaningful versus meaningless) and of word-level information (related versus unrelated) in aphasia patients, but we are not aware of any study that assesses the relationship between the two. In healthy subjects the processing of a single word in a sentence context has been studied using the N400 ERP. It was shown that, even when there is only a weak expectation of a final word in a sentence, this expectation will dominate word relatedness. In order to study the effect of semantic relatedness between words in sentence processing in aphasia patients, we conducted a crossed-design ERP study, crossing the factors of word relatedness and sentence congruity. We tested aphasia patients with mild to minimum comprehension deficit and healthy young and older (age-matched with our patients) controls on a semantic anomaly judgment task when simultaneously recording EEG. Our results show that our aphasia patient’s N400 amplitudes in response to the sentences of our crossed-design study were similar to those of our age-matched healthy subjects. However, we detected an increase in the N400 ERP latency in those patients, indicating a delay in the integration of the new word into the working context. Additionally, we observed a positive correlation between comprehension level of those patients and N400 effect in response to meaningful sentences without word relatedness contrasted to meaningless sentences without word relatedness. PMID:28119590

What relates newspaper, definite, and clothing? An article describing deficits in convergent problem solving and creativity following hippocampal damage.

PubMed

Warren, David E; Kurczek, Jake; Duff, Melissa C

2016-07-01

Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N = 5) and healthy normal comparison participants (N = 5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

The origins of word learning: Brain responses of 3-month-olds indicate their rapid association of objects and words.

PubMed

Friedrich, Manuela; Friederici, Angela D

2017-03-01

The present study explored the origins of word learning in early infancy. Using event-related potentials (ERP) we monitored the brain activity of 3-month-old infants when they were repeatedly exposed to several initially novel words paired consistently with each the same initially novel objects or inconsistently with different objects. Our results provide strong evidence that these young infants extract statistic regularities in the distribution of the co-occurrences of objects and words extremely quickly. The data suggest that this ability is based on the rapid formation of associations between the neural representations of objects and words, but that the new associations are not retained in long-term memory until the next day. The type of brain response moreover indicates that, unlike in older infants, in 3-month-olds a semantic processing stage is not involved. Their ability to combine words with meaningful information is caused by a primary learning mechanism that enables the formation of proto-words and acts as a precursor for the acquisition of genuine words. © 2015 John Wiley & Sons Ltd.

Examining the Acquisition of Phonological Word Forms with Computational Experiments

ERIC Educational Resources Information Center

Vitevitch, Michael S.; Storkel, Holly L.

2013-01-01

It has been hypothesized that known words in the lexicon strengthen newly formed representations of novel words, resulting in words with dense neighborhoods being learned more quickly than words with sparse neighborhoods. Tests of this hypothesis in a connectionist network showed that words with dense neighborhoods were learned better than words…

Recombinative generalization of within-syllable units in nonreading adults with mental retardation.

PubMed

Saunders, Kathryn J; O'Donnell, Jennifer; Vaidya, Manish; Williams, Dean C

2003-01-01

Two adults with mental retardation demonstrated the recombination of within-syllable units (onsets and rimes) using a spoken-to-printed-word matching-to-sample (MTS) procedure. Further testing with 1 participant showed comprehension of the printed words. Printed-word naming was minimal before, but greater after, comprehension tests. The findings suggest that these procedures hold promise for further basic and applied analyses of word-attack skills.

More than words: Adults learn probabilities over categories and relationships between them.

PubMed

Hudson Kam, Carla L

2009-04-01

This study examines whether human learners can acquire statistics over abstract categories and their relationships to each other. Adult learners were exposed to miniature artificial languages containing variation in the ordering of the Subject, Object, and Verb constituents. Different orders (e.g. SOV, VSO) occurred in the input with different frequencies, but the occurrence of one order versus another was not predictable. Importantly, the language was constructed such that participants could only match the overall input probabilities if they were tracking statistics over abstract categories, not over individual words. At test, participants reproduced the probabilities present in the input with a high degree of accuracy. Closer examination revealed that learner's were matching the probabilities associated with individual verbs rather than the category as a whole. However, individual nouns had no impact on word orders produced. Thus, participants learned the probabilities of a particular ordering of the abstract grammatical categories Subject and Object associated with each verb. Results suggest that statistical learning mechanisms are capable of tracking relationships between abstract linguistic categories in addition to individual items.

Cross-modal Associations between Real Tastes and Colors.

PubMed

Saluja, Supreet; Stevenson, Richard J

2018-06-02

People make reliable and consistent matches between taste and color. However, in contrast to other cross-modal correspondences, all of the research to date has used only taste words (and often color words too), potentially limiting our understanding of how taste-color matches arise. Here, participants sampled the five basic tastes, at three concentration steps, and selected their best matching color from a color-wheel. This test was repeated, and in addition, participants evaluated the valence of the taste and their color choice, as well as the qualities/intensities of the taste stimuli. Participants were then presented with taste names and asked to generate the best matching color name, as well as reporting how they made their earlier choices. Color selections were reliable and consistent, and closely followed those based on taste word matches obtained in this and prior studies. Most participants reported basing their color choices on their associated taste-object (often foods). There was marked similarity in valence between taste and color choices, and the saturation of color choices was related to tastant concentration. We discuss what drives color-taste pairings, with learning suggested as one possible mechanism.

Biology Student Teachers' Cognitive Structure about "Living Thing"

ERIC Educational Resources Information Center

Kurt, Hakan

2013-01-01

The current study aims to determine biology student teachers' cognitive structure on the concept of "living thing" through revealing their conceptual framework. Qualitative research method was applied in this study. The data were collected from 44 biology student teachers. A free word association test was used as a data collection…

Students' Ideas about Dangerous Animals

ERIC Educational Resources Information Center

Cardak, Osman

2009-01-01

The aim of this article was to study the concepts and thoughts of primary education students about dangerous animals. A total of 316 primary education students attending a primary school in Turkey participated in the study. The research data was obtained through open-ended questions and word association tests. Data obtained from the questions…

Gender and Perception of Profession

ERIC Educational Resources Information Center

Ünal, Fatma; Tarhan, Sinem; Köksal, Eda Çürükvelioglu

2018-01-01

There are negative impacts of gender stereotypes particularly on the education of girls and women. The purpose of this study is to examine pre-service teachers' profession perceptions within the context of gender using word association test technique and to identify the definition of the concept of "profession" depending on sex. This…

Food insecurity and cognitive function in Puerto Rican adults.

PubMed

Gao, Xiang; Scott, Tammy; Falcon, Luis M; Wilde, Parke E; Tucker, Katherine L

2009-04-01

Food insecurity is associated with nutrient inadequacy and a variety of unfavorable health outcomes. However, little is known about whether food security is associated with lower cognitive function in the elderly. We investigated the prevalence of food insecurity in a representative sample of 1358 Puerto Ricans aged 45-75 y living in Massachusetts in relation to cognitive function performances. Food security was assessed with the US Household Food Security Scale. Cognitive function was measured to capture general cognition with a battery of 7 tests: Mini-Mental State Examination (MMSE), word list learning (verbal memory), digit span (attention), clock drawing and figure copying (visual-spatial ability), and Stroop and verbal fluency tests (fluency executive functioning). The overall prevalence of food insecurity during the past 12 mo was 12.1%; 6.1% of the subjects reported very low food security. Food insecurity was inversely associated with global cognitive performance, as assessed by the MMSE score. The adjusted difference in the MMSE score was -0.90 (95% CI: -1.6, -0.19; P for trend = 0.003) for a comparison of participants with very low food security with those who were food secure, after adjustment for age, smoking, education, poverty status, income, acculturation, plasma homocysteine, alcohol, diabetes, and hypertension. Food insecurity was significantly associated with lower scores for word-list learning, percentage retention, letter fluency, and digit span backward tests. Very low food security was prevalent among the study subjects and was associated with lower cognitive performance. Further studies, both observational and experimental, are warranted to clarify the direction of causality in this association.

Perceptual priming versus explicit memory: dissociable neural correlates at encoding.

PubMed

Schott, Björn; Richardson-Klavehn, Alan; Heinze, Hans-Jochen; Düzel, Emrah

2002-05-15

We addressed the hypothesis that perceptual priming and explicit memory have distinct neural correlates at encoding. Event-related potentials (ERPs) were recorded while participants studied visually presented words at deep versus shallow levels of processing (LOPs). The ERPs were sorted by whether or not participants later used studied words as completions to three-letter word stems in an intentional memory test, and by whether or not they indicated that these completions were remembered from the study list. Study trials from which words were later used and not remembered (primed trials) and study trials from which words were later used and remembered (remembered trials) were compared to study trials from which words were later not used (forgotten trials), in order to measure the ERP difference associated with later memory (DM effect). Primed trials involved an early (200-450 msec) centroparietal negative-going DM effect. Remembered trials involved a late (900-1200 msec) right frontal, positive-going DM effect regardless of LOP, as well as an earlier (600-800 msec) central, positive-going DM effect during shallow study processing only. All three DM effects differed topographically, and, in terms of their onset or duration, from the extended (600-1200 msec) fronto-central, positive-going shift for deep compared with shallow study processing. The results provide the first clear evidence that perceptual priming and explicit memory have distinct neural correlates at encoding, consistent with Tulving and Schacter's (1990) distinction between brain systems concerned with perceptual representation versus semantic and episodic memory. They also shed additional light on encoding processes associated with later explicit memory, by suggesting that brain processes influenced by LOP set the stage for other, at least partially separable, brain processes that are more directly related to encoding success.

Modulation of task demands suggests that semantic processing interferes with the formation of episodic associations

PubMed Central

Long, Nicole M.; Kahana, Michael J.

2016-01-01

Although episodic and semantic memory share overlapping neural mechanisms, it remains unclear how our pre-existing semantic associations modulate the formation of new, episodic associations. When freely recalling recently studied words, people rely on both episodic and semantic associations, shown through temporal and semantic clustering of responses. We asked whether orienting participants toward semantic associations interferes with or facilitates the formation of episodic associations. We compared electroencephalographic (EEG) activity recorded during the encoding of subsequently recalled words that were either temporally or semantically clustered. Participants studied words with or without a concurrent semantic orienting task. We identified a neural signature of successful episodic association formation whereby high frequency EEG activity (HFA, 44 – 100 Hz) overlying left prefrontal regions increased for subsequently temporally clustered words, but only for those words studied without a concurrent semantic orienting task. To confirm that this disruption in the formation of episodic associations was driven by increased semantic processing, we measured the neural correlates of subsequent semantic clustering. We found that HFA increased for subsequently semantically clustered words only for lists with a concurrent semantic orienting task. This dissociation suggests that increased semantic processing of studied items interferes with the neural processes that support the formation of novel episodic associations. PMID:27617775

Modulation of task demands suggests that semantic processing interferes with the formation of episodic associations.

PubMed

Long, Nicole M; Kahana, Michael J

2017-02-01

Although episodic and semantic memory share overlapping neural mechanisms, it remains unclear how our pre-existing semantic associations modulate the formation of new, episodic associations. When freely recalling recently studied words, people rely on both episodic and semantic associations, shown through temporal and semantic clustering of responses. We asked whether orienting participants toward semantic associations interferes with or facilitates the formation of episodic associations. We compared electroencephalographic (EEG) activity recorded during the encoding of subsequently recalled words that were either temporally or semantically clustered. Participants studied words with or without a concurrent semantic orienting task. We identified a neural signature of successful episodic association formation whereby high-frequency EEG activity (HFA, 44-100 Hz) overlying left prefrontal regions increased for subsequently temporally clustered words, but only for those words studied without a concurrent semantic orienting task. To confirm that this disruption in the formation of episodic associations was driven by increased semantic processing, we measured the neural correlates of subsequent semantic clustering. We found that HFA increased for subsequently semantically clustered words only for lists with a concurrent semantic orienting task. This dissociation suggests that increased semantic processing of studied items interferes with the neural processes that support the formation of novel episodic associations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

14-Month-Old Infants Form Novel Word-Spatial Relation Associations

ERIC Educational Resources Information Center

Casasola, Marianella; Wilbourn, Makeba Parramore

2004-01-01

This study explored 14-month-old infants' ability to form novel word-spatial relation associations. During habituation, infants heard 1 novel word (e.g., "teek") while viewing dynamic containment events (i.e., Big Bird placed in a box) and, on other habituation trials, a second novel word (e.g., "blick") while viewing dynamic support events (i.e.,…

Computerized Analysis of Verbal Fluency: Normative Data and the Effects of Repeated Testing, Simulated Malingering, and Traumatic Brain Injury

PubMed Central

Wyma, John M.; Herron, Timothy J.; Yund, E. William

2016-01-01

In verbal fluency (VF) tests, subjects articulate words in a specified category during a short test period (typically 60 s). Verbal fluency tests are widely used to study language development and to evaluate memory retrieval in neuropsychiatric disorders. Performance is usually measured as the total number of correct words retrieved. Here, we describe the properties of a computerized VF (C-VF) test that tallies correct words and repetitions while providing additional lexical measures of word frequency, syllable count, and typicality. In addition, the C-VF permits (1) the analysis of the rate of responding over time, and (2) the analysis of the semantic relationships between words using a new method, Explicit Semantic Analysis (ESA), as well as the established semantic clustering and switching measures developed by Troyer et al. (1997). In Experiment 1, we gathered normative data from 180 subjects ranging in age from 18 to 82 years in semantic (“animals”) and phonemic (letter “F”) conditions. The number of words retrieved in 90 s correlated with education and daily hours of computer-use. The rate of word production declined sharply over time during both tests. In semantic conditions, correct-word scores correlated strongly with the number of ESA and Troyer-defined semantic switches as well as with an ESA-defined semantic organization index (SOI). In phonemic conditions, ESA revealed significant semantic influences in the sequence of words retrieved. In Experiment 2, we examined the test-retest reliability of different measures across three weekly tests in 40 young subjects. Different categories were used for each semantic (“animals”, “parts of the body”, and “foods”) and phonemic (letters “F”, “A”, and “S”) condition. After regressing out the influences of education and computer-use, we found that correct-word z-scores in the first session did not differ from those of the subjects in Experiment 1. Word production was uniformly greater in semantic than phonemic conditions. Intraclass correlation coefficients (ICCs) of correct-word z-scores were higher for phonemic (0.91) than semantic (0.77) tests. In semantic conditions, good reliability was also seen for the SOI (ICC = 0.68) and ESA-defined switches in semantic categories (ICC = 0.62). In Experiment 3, we examined the performance of subjects from Experiment 2 when instructed to malinger: 38% showed abnormal (p< 0.05) performance in semantic conditions. Simulated malingerers with abnormal scores could be distinguished with 80% sensitivity and 89% specificity from subjects with abnormal scores in Experiment 1 using lexical, temporal, and semantic measures. In Experiment 4, we tested patients with mild and severe traumatic brain injury (mTBI and sTBI). Patients with mTBI performed within the normal range, while patients with sTBI showed significant impairments in correct-word z-scores and category shifts. The lexical, temporal, and semantic measures of the C-VF provide an automated and comprehensive description of verbal fluency performance. PMID:27936001