scholarly journals Memory precision for salient distractors decreases with learned suppression

2021 ◽  
Author(s):  
Bo Yeong Won ◽  
Aditi Venkatesh ◽  
Phillip Witkowski ◽  
Timothy Banh ◽  
Joy Geng
Keyword(s):  
Cognitive Processes ◽  
Sensory Information ◽  
Sensory Level ◽  
Task Interference ◽  
Memory Precision ◽  
The Relationship

Attention operates as a cognitive gate that selects sensory information for entry intomemory and awareness (Driver, 2001). Under many circumstances, the selected information is task-relevant and important to remember, but it is also well known that perceptually salient non- target objects will capture attention and induce awareness even when they are irrelevant (Adams and Gaspelin, 2020). Recent studies have shown that task interference by salient distractors diminishes after repeated exposures, but the relationship between suppression and memory remain unclear. If attentional suppression (indicated by a reduced capture costs) occurs at the sensory level and prevents readout to other cognitive processes, one might expect memory and awareness to dimmish commensurate with improved suppression. Here we test this hypothesis by measuring memory precision, awareness, and confidence of salient non-targets over repetitions as capture costs are reduced. Our results show that better attentional suppression is accompanied by reductions in memory precision and awareness, suggesting that reductions in capture costs reflect a reduction in the likelihood of the distractor entering memory and awareness.

scholarly journals Memory precision for salient distractors decreases with learned suppression

2021 ◽  
Author(s):  
Bo-Yeong Won ◽  
Aditi Venkatesh ◽  
Phillip P. Witkowski ◽  
Timothy Banh ◽  
Joy J. Geng
Keyword(s):  
British Journal ◽  
Cognitive Processes ◽  
Sensory Information ◽  
Color Singleton ◽  
Sensory Level ◽  
Distractor Object ◽  
Memory Precision ◽  
The Relationship

AbstractAttention operates as a cognitive gate that selects sensory information for entry into memory and awareness (Driver, 2001, British Journal of Psychology, 92, 53–78). Under many circumstances, the selected information is task-relevant and important to remember, but sometimes perceptually salient nontarget objects will capture attention and enter into awareness despite their irrelevance (Adams & Gaspelin, 2020, Attention, Perception, & Psychophysics, 82[4], 1586–1598). Recent studies have shown that repeated exposures with salient distractor will diminish their ability to capture attention, but the relationship between suppression and later cognitive processes such as memory and awareness remains unclear. If learned attentional suppression (indicated by reduced capture costs) occurs at the sensory level and prevents readout to other cognitive processes, one would expect memory and awareness to dimmish commensurate with improved suppression. Here, we test this hypothesis by measuring memory precision and awareness of salient nontargets over repeated exposures as capture costs decreased. Our results show that stronger learned suppression is accompanied by reductions in memory precision and confidence in having seen a color singleton at all, suggesting that such suppression operates at the sensory level to prevent further processing of the distractor object.

scholarly journals Indices of Heart Rate Variability and Performance During a Response-Conflict Task Are Differently Associated With ADHD and Autism

2021 ◽  
pp. 108705472097279
Author(s):  
Alessio Bellato ◽  
Iti Arora ◽  
Puja Kochhar ◽  
Chris Hollis ◽  
Madeleine J. Groom
Keyword(s):  
Heart Rate ◽  
Heart Rate Variability ◽  
Sensory Information ◽  
Response Conflict ◽  
Mediation Model ◽  
Conflict Task ◽  
Accurate Performance ◽  
And Performance ◽  
Comorbid Adhd ◽  
The Relationship

We investigated autonomic arousal, attention and response conflict, in ADHD and autism. Heart rate variability (HRV), and behavioral/electrophysiological indices of performance, were recorded during a task with low and high levels of response conflict in 78 children/adolescents (7–15 years old) with ADHD, autism, comorbid ADHD+autism, or neurotypical. ANOVA models were used to investigate effects of ADHD and autism, while a mediation model was tested to clarify the relationship between ADHD and slower performance. Slower and less accurate performance characterized ADHD and autism; however, atypical electrophysiological indices differently characterized these conditions. The relationship between ADHD and slower task performance was mediated by reduced HRV in response to the cue stimulus. Autonomic hypo-arousal and difficulties in mobilizing energetic resources in response to sensory information (associated with ADHD), and atypical electrophysiological indices of information processing (associated with autism), might negatively affect cognitive performance in those with ADHD+autism.

scholarly journals Characterizing Bilingual Effects on Cognition: The Search for Meaningful Individual Differences

2021 ◽  
Vol 11 (1) ◽  
pp. 81
Author(s):  
Kristina C. Backer ◽  
Heather Bortfeld
Keyword(s):  
Individual Differences ◽  
Cognitive Processes ◽  
Language Background ◽  
Bilingual Advantage ◽  
The Past ◽  
General Movement ◽  
And Performance ◽  
Task Irrelevant ◽  
Analytical Approaches ◽  
The Relationship

A debate over the past decade has focused on the so-called bilingual advantage—the idea that bilingual and multilingual individuals have enhanced domain-general executive functions, relative to monolinguals, due to competition-induced monitoring of both processing and representation from the task-irrelevant language(s). In this commentary, we consider a recent study by Pot, Keijzer, and de Bot (2018), which focused on the relationship between individual differences in language usage and performance on an executive function task among multilingual older adults. We discuss their approach and findings in light of a more general movement towards embracing complexity in this domain of research, including individuals’ sociocultural context and position in the lifespan. The field increasingly considers interactions between bilingualism/multilingualism and cognition, employing measures of language use well beyond the early dichotomous perspectives on language background. Moreover, new measures of bilingualism and analytical approaches are helping researchers interrogate the complexities of specific processing issues. Indeed, our review of the bilingualism/multilingualism literature confirms the increased appreciation researchers have for the range of factors—beyond whether someone speaks one, two, or more languages—that impact specific cognitive processes. Here, we highlight some of the most salient of these, and incorporate suggestions for a way forward that likewise encompasses neural perspectives on the topic.

Relation between understanding and agreeing in response to one-sentence assertion*

2014 ◽  
Vol 7 (1) ◽  
pp. 36-67 ◽  
Author(s):  
YASUHIRO OZURU ◽  
DAVID BOWIE ◽  
GIULIA KAUFMAN
Keyword(s):  
Cognitive Processes ◽  
Experimental Studies ◽  
Cognitive Response ◽  
Response Options ◽  
Evaluative Response ◽  
Quasi Experimental ◽  
The Relationship

abstractThree quasi-experimental studies were conducted to investigate the relationship between the evaluative (i.e., agree/true) and the meta-cognitive (i.e., understand) response, and to determine which type of response people are more likely to provide when responding to one-sentence assertive statements. In Studies 1 and 2, participants performed two separate tasks in which they were asked to indicate the levels of: (i) understanding and (ii) agreement / perceived truthfulness of 126 one-sentence statements. The results indicated that participants were likely to provide a negative evaluative response (i.e., disagree/false) to a statement that they did not understand. In Study 3, participants were asked to evaluate the same 126 statements and choose between four response options: agree, disagree, understand, do not understand. The results indicated that people are more likely provide an evaluative response regardless of the understandability of a statement. The results of these studies are discussed in relation to (i) pragmatic perspective of how people infer speakers’ meaning, and (ii) cognitive processes underlying evaluative and meta-cognitive response.

Towards the Cognitive Informatics of Natural Language

2013 ◽  
Vol 7 (3) ◽  
pp. 25-45 ◽  
Author(s):  
J. M. Taylor ◽  
V. Raskin
Keyword(s):  
Natural Language ◽  
Language Processing ◽  
Cognitive Processes ◽  
Computational Analysis ◽  
Computer Experiment ◽  
Cognitive Computing ◽  
Cognitive Informatics ◽  
Cognitive Behaviors ◽  
Computational Humor ◽  
The Relationship

This paper deals with a contribution of computational analysis of verbal humor to natural language cognition. After a brief introduction to the growing area of computational humor and of its roots in humor theories, it describes and compares the results of a human-subject and computer experiment. The specific interest is to compare how well the computer, equipped with the resources and methodologies of the Ontological Semantic Technology, a comprehensive meaning access approach to natural language processing, can model several aspects of the cognitive behaviors of humans processing jokes from the Internet. The paper, sharing several important premises with cognitive informatics, is meant as a direct contribution to this rapidly developing transdisciplinary field, and as such, it bears on cognitive computing as well, especially at the level of implementation of computational humor in non-toy systems and the relationship to human cognitive processes of understanding and producing humor.

Achievement in School in Relation to Simultaneous and Sequential Cognitive Processes among Young Egyptian Students

1997 ◽  
Vol 84 (3_suppl) ◽  
pp. 1139-1148 ◽  
Author(s):  
Fadia Z. Elwan
Keyword(s):  
Cognitive Processing ◽  
Cognitive Processes ◽  
Sequential Analysis ◽  
School Achievement ◽  
Reading Scores ◽  
Sequential Processing ◽  
Simultaneous Synthesis ◽  
And Performance ◽  
The Relationship ◽  
Reading Decoding

The present study was designed to examine whether a relationship exists between scores on simultaneous and sequential cognitive processes, on one hand, and performance on the Reading Decoding and Arithmetic subtests of the Kaufman Assessment Battery for Children (K–ABC), on the other hand, using a sample of 170 Egyptian school children in Grades 1, 3, and 5. To examine the differential magnitudes of the relationship between scores for cognitive processing and school achievement a two by two (simultaneous × sequential) analysis of variance was calculated with reading decoding and arithmetic scores as dependent variables. The results indicated that cognitive processing, especially simultaneous synthesis, is related to arithmetic as well as decoding during reading. Scores on sequential processing were not significantly related to scores for decoding reading and may not be important as simultaneous processing for mathematical skills. The findings were interpreted in the context of the Arabic orthographic system and in view of the nature of the cognitive and mathematical tasks employed in this study.

Creativity from paradoxical experience: a theory of how individuals achieve creativity while adopting paradoxical frames

2019 ◽  
Vol 23 (3) ◽  
pp. 397-418 ◽  
Author(s):  
Goran Calic ◽  
Sebastien Hélie ◽  
Nick Bontis ◽  
Elaine Mosakowski
Keyword(s):  
Cognitive Processes ◽  
Computational Simulation ◽  
Current Theory ◽  
Superior Performance ◽  
Cognitive Mechanisms ◽  
Content Type ◽  
Important Benefit ◽  
Paradox Theory ◽  
Stored Information ◽  
The Relationship

PurposeExtant paradox theory suggests that adopting paradoxical frames, which are mental templates adopted by individuals in order to embrace contradictions, will result in superior firm performance. Superior performance is achieved through learning and creativity, fostering flexibility and resilience and unleashing human capital. The creativity mechanism of paradox theory is limited by a few propositions and a rough underlying theoretical logic. Using the extant theoretical base as a platform, the paper aims to develop a more powerful theory using a computational simulation.Design/methodology/approachThis paper relies on a psychologically realistic computer simulation. Using a simulation to generate ideas from stored information, one can model and manipulate the parameters that have been shown to mediate the relationship between paradoxes and creative output – defined as the number of creative ideas generated.FindingsSimulation results suggest that the relationship between paradoxical frames and creative output is non-monotonic – contrary to previous studies. Indeed, findings suggest that paradoxical frames can reduce, rather than enhance, creative output, in at least some cases.Originality/valueAn important benefit of adopting paradoxical frames is their capacity to increase creative output. This assumption is challenging to test, because one cannot measure private cognitive processes related to knowledge creation. However, they can be simulated. This allows for the extension of current theory. This new theory depicts a more complete relationship between paradoxical frames and creativity by accounting for subjective differences in how paradoxical frames are experienced along two cognitive mechanisms – differentiation and integration.

scholarly journals Auditory word recognition across the lifespan

2016 ◽  
Vol 6 (1-2) ◽  
pp. 119-146 ◽  
Author(s):  
Henrike K. Blumenfeld ◽  
Scott R. Schroeder ◽  
Susan C. Bobb ◽  
Max R. Freeman ◽  
Viorica Marian
Keyword(s):  
Older Adults ◽  
Cognitive Control ◽  
Cognitive Processes ◽  
Processing Speed ◽  
Word Identification ◽  
Age Related ◽  
Auditory Word ◽  
Auditory Word Recognition ◽  
The Relationship ◽  
Age Related Changes

Abstract Recent research suggests that bilingual experience reconfigures linguistic and nonlinguistic cognitive processes. We examined the relationship between linguistic competition resolution and nonlinguistic cognitive control in younger and older adults who were either bilingual or monolingual. Participants heard words in English and identified the referent among four pictures while eye-movements were recorded. Target pictures (e.g., cab) appeared with a phonological competitor picture (e.g., cat) and two filler pictures. After each eye-tracking trial, priming probes assessed residual activation and inhibition of target and competitor words. When accounting for processing speed, results revealed that age-related changes in activation and inhibition are smaller in bilinguals than in monolinguals. Moreover, younger and older bilinguals, but not monolinguals, recruited similar inhibition mechanisms during word identification and during a nonlinguistic Stroop task. Results suggest that, during lexical access, bilinguals show more consistent competition resolution and recruitment of cognitive control across the lifespan than monolinguals.

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