Top-down recognition leads to a reduced sense of body ownership in individuals with depersonalization tendencies: A focus on full body illusion

Sense of body ownership, i.e., the feeling that “my body belongs to me,” has been examined by both the rubber hand illusion (RHI) and full body illusion (FBI). In a study that examined the relationship between RHI and depersonalization, a symptom in which people experience a lower sense of body ownership, the degree of illusion was higher in people with a high depersonalization tendency. However, other reports have suggested that people with depersonalization disorder have difficulty feeling the sense of body ownership. Examination of depersonalization suggests that the negative body recognition in people with depersonalization may make them less likely to feel a sense of body ownership, but this has not yet been examined. In this study, by manipulating top-down recognition (e.g., instructing participants to recognize a fake body as theirs), we clarified the cause of the reduced sense of body ownership in people with a high depersonalization tendency. The FBI procedure was conducted in a virtual reality environment using an avatar as a fake body. The avatar was presented from a third-person perspective, and visual-tactile stimuli were presented to create an illusion. To examine the degree of illusion, we measured the skin conductance responses to the fear stimulus presented after the visual-tactile stimuli presentation. The degree of depersonalization was measured using the Japanese version of the Cambridge Depersonalization Scale. To manipulate the top-down recognition to the avatar, we provided self-association instructions before the presentation of the visual-tactile stimuli. The results showed that participants with a high depersonalization tendency had a lower degree of illusion (rho = -.589, p < .01) in the self-association condition, and a higher one (rho = .552, p < .01) in the non-association instruction condition. This indicates that although people with a high depersonalization tendency are more likely to feel a sense of body ownership through the integration of visual-tactile stimuli, top-down recognition of the body as one’s own leads to a decrease in the sense of body ownership.

The Interplay between Heritage Learners’ Prior Knowledge and Instruction on a Linguistically Complex Structure

Current HL pedagogy recommends focus on form approaches (Beaudrie, Ducar, & Potowski, 2014; Kisselev, Dubinina, & Polinsky, 2020) but within this broad category there are many techniques. To date only a few studies have compared HL learning gains on explicit and implicit focus on form instruction, and these have found explicit instruction to be more beneficial. The present study isolated the role of rule presentation on learning gains by comparing Spanish HL learners in a Processing Instruction condition (n = 26) who received rule presentation and explicit information about the target structure (indicative and subjunctive in adverbial clauses of time) prior to structured input, to HL learners in a Structured Input condition (n = 16) who received only structured input. Pretest/posttest/delayed posttest comparisons revealed that both PI and SI resulted in lasting learning gains, as well as a complex interplay between learners’ initial knowledge of the structure and the type of instruction, such that learners with little or no initial knowledge benefited from rule presentation, whereas learners with greater initial knowledge did not. Furthermore, data from think-alouds and retrospective interviews shows that all learners did not process the instruction similarly, and pedagogical implications are discussed.

Self-focused attention related to social anxiety during free speaking tasks activates the right frontopolar area

Self-focused attention (SFA) and other-focused attention (OFA) are central maintenance factors of social anxiety. Tomita et al., Cognitive Therapy and Research 44:511–525, 2020 investigated brain activities when manipulating SFA and OFA during speech tasks, after controlling for social anxiety, using near-infrared spectroscopy (NIRS) and eye-tracking. Compared with the control condition, the SFA condition demonstrated greater activity in the right frontopolar area (rFPA) and right dorsolateral prefrontal cortex. In the OFA condition, relative to controls, activity was greater in the left superior temporal gyrus. We investigated whether the activity in these brain areas increased in healthy individuals in proportion to their social anxiety tendency without manipulating SFA and OFA. Thirty-nine participants performed speech tasks under a no attentional manipulation (no-instruction) condition and a control (looking at various places) condition. Brain activity was measured using NIRS (oxy-Hb responses), and eye movements were tracked. We found that higher social anxiety was associated with higher rFPA activity in the no-instruction condition compared to the control condition and that higher subjective SFA during the no-instruction condition with higher social anxiety was associated with increased rFPA between the no-instruction and control conditions. These results suggest that greater activity in the rFPA is a useful objective measure of SFA related to social anxiety during speech tasks.

Evaluating the influential factors for life preserver donning tests

Life preservers often play a vital role in ensuring passenger safety in water-related accidents, while the difficulty of donning life preservers has been repeatedly proved even in a donning test. To evaluate the influencing factors for life preserver donning tests, 109 college students and 42 villagers were chosen as subjects. A total of fourteen variables with seven categorical variables and seven continuous variables were considered as potential influencing factors. T-test and one-way analysis of variance (ANOVA, for three or more categories) were used to judge whether grouping in categorical variables had a significant effect on the donning performance. Then all variables were offered into the stepwise linear regression (SLR) to evaluate the influential factors for life preserver donning tests. Results showed that four of fourteen variables, including gender, instruction condition, age group, and tool test time (representing the subject’s flexibility), had a significant effect on the donning performance. To evaluate the relationship between the donning performance and influencing factors, models of the retrieving time, the opening time, and the donning time were built based on the SLR analysis. The paper also highlights recommendations for modification of the donning test procedure, which helps to improve the validation and reliability of life preserver donning tests.

Evaluating acquisition, preference and discrimination in requesting skills between picture exchange and iPad®-based speech generating device across preschoolers

This study compared a picture exchange (PE) system and an iPad®-based speech generating device (SGD) when teaching requesting skills to preschoolers with developmental disabilities and limited functional speech. A multiple baseline design with counterbalancing the order of two instruction conditions across participants was applied to compare the acquisition rate, followed by a concurrent operant arrangement to examine participants’ preference for these two augmentative and alternative communication (AAC) systems. Discrimination of two picture symbols presented via the priority AAC system was also probed using a concurrent operant arrangement. Results indicated that two of three participants required less sessions to reach mastery for the iPad®-based instruction condition. All participants showed a clear preference for the iPad®-based SGD and were able to discriminate between two picture symbols presented simultaneously on the iPad®-based SGD when making requests. This study highlights practice implications in terms of describing a systematic approach that could be employed when identifying a priority AAC system for learners with developmental disabilities and limited functional speech.

An Experimental Approach to Investigate the Involvement of Cognitive Load in Divergent Thinking

Up to now, support for the idea that a controlled component exists in creative thought has mainly been supported by correlational studies; to further shed light on this issue, we employed an experimental approach. We used four alternate uses tasks that differed in instruction type (“be fluent” vs. “be creative”) and concurrent secondary workload (load vs. no load). A total of 51 participants (39 female) went through all tasks and generated ideas for a total of 16 different objects; their responses were scored in terms of fluency (number of responses generated), creative quality, and flexibility. We did find, as expected, that the be-creative instruction resulted in fewer and more creative ideas, as well as more flexible idea sets, but neither of the expected interaction effects became significant. Specifically, fluency was not affected more strongly by secondary workload in the be-fluent instruction condition than in the be-creative instruction condition. Further, the performance drop evoked by the secondary workload was not stronger in the be-creative instruction condition compared to the be-fluent instruction condition when creative quality or flexibility were examined as dependent variable. Altogether, our results do not confirm that be-creative instructions involve more cognitive load than be-fluent instructions. Nevertheless, the analysis of the serial order effect and additional correlational examinations revealed some promising results. Methodological limitations which may have influenced the results are discussed in light of the inherent suspense between internal and external validity (i.e., most likely the applied self-paced dual-task approach increased external validity, but undermined internal validity) and potentially guide future research.

Lineup Instruction Verbiage's Effect on the Accuracy of Eyewitness Identifications: Michigan's Procedure

ABSTRACT Our study examined the effects of biased and unbiased lineup instructions verbiage on the accuracy of eyewitness identification in a suspect-absent photographic lineup. Seventy subjects were randomly assigned to either a biased instruction condition or an unbiased instruction condition where they watched a mocked crime video, solved word-search puzzles for five minutes, completed a suspect-absent photographic lineup, and then completed an online post-witness experience feedback questionnaire. The unbiased condition utilized photographic lineup instructions from the State Bar of Michigan's Eyewitness Identification Task Force recommended policy writing guide. For the biased condition, the instructions alluded to subjects that the suspect was present. Subjects in the unbiased condition answered correctly 45.7% of the time compared to 28.6% of those in the biased condition. Chi-square test for independence indicated no significant association between the lineup instructions verbiage and the accuracy of eyewitness identification rates. Binomial logistic regression found that the confidence level in the identification choice made, ease of making an identification, decision making time, ability to recognize the lineup appeinstructions, and group condition were not significant predictors of subjects correctly identifying the suspect. Our results would suggest that the verbiage of the lineup instructions does not increase accuracy of eyewitness identifications.

Effects of Dark and Bright Timbral Instructions on the Production of Pitch and Timbre

The purpose of this study was to examine the effects of timbral instructions on pitch and timbre production. High school ( n = 28) and collegiate ( n = 28) trumpeters played sustained tones at two octave levels (written C4 and C5) following three types of timbral instructions (dark-timbre, bright-timbre, or neutral instructions). Presentation orders were randomly assigned. Dependent variables included one acoustical measure of pitch (absolute cent deviation) and one acoustical measure of timbre (spectral centroid). Participants also reported which type of instruction they perceived to result in their “best sound” and their “most in-tune performance.” Results indicated a significant interaction between timbral instruction condition and octave. Post hoc testing revealed that timbral instructions affected participants’ absolute cent deviation, but different effects were observed in each octave. The effect of timbral instructions on participants’ spectral centroid was nonsignificant. Participants demonstrated a preference for the neutral instruction over the dark- and bright-timbre instructions, and their tuning accuracy varied by octave and instruction condition. These data suggest that music educators may need to use timbral instructions judiciously so that the instruction to play with a different timbre does not result in unintentional changes in pitch.

The impact of intolerance of uncertainty and cognitive behavioural instructions on safety learning

Difficulty updating threat associations to safe associations has been observed in individuals who score high in self-reported Intolerance of Uncertainty (IU). Here we sought to determine whether an instruction based on fundamental principles of Cognitive Behavioural Therapy (CBT) could promote safety learning in individuals with higher levels of IU, whilst controlling for self-reported trait anxiety (STICSA). We measured skin conductance response (SCR), pupil dilation and expectancy ratings during an associative threat learning task in which participants either received a cognitive behavioural instruction (CB) or no instruction prior to threat extinction (n = 92). Analyses revealed that both self-reported IU and STICSA similarly predicted differences in SCR. Only individuals with lower IU/STICSA in the CB instruction condition displayed successful safety learning via SCR. These initial results provide some insight into how simple CB instructions combined with exposure are applied differently in individuals with varying levels of self-reported anxiety. Conclusions. The results further our understanding of the role of basic CBT principles and self-reported anxiety in safety learning.

Instructions to attend to an observed action increase imitation in autistic adults

This study investigated whether reduced visual attention to an observed action might account for altered imitation in autistic adults. A total of 22 autistic and 22 non-autistic adults observed and then imitated videos of a hand producing sequences of movements that differed in vertical elevation while their hand and eye movements were recorded. Participants first performed a block of imitation trials with general instructions to imitate the action. They then performed a second block with explicit instructions to attend closely to the characteristics of the movement. Imitation was quantified according to how much participants modulated their movement between the different heights of the observed movements. In the general instruction condition, the autistic group modulated their movements significantly less compared to the non-autistic group. However, following instructions to attend to the movement, the autistic group showed equivalent imitation modulation to the non-autistic group. Eye movement recording showed that the autistic group spent significantly less time looking at the hand movement for both instruction conditions. These findings show that visual attention contributes to altered voluntary imitation in autistic individuals and have implications for therapies involving imitation as well as for autistic people’s ability to understand the actions of others.