Motor imagery helps updating internal models during microgravity exposure

Skilled movements result from a mixture of feedforward and feedback mechanisms conceptualized by internal models. These mechanisms subserve both motor execution and motor imagery. Current research suggests that imagery allows updating feedforward mechanisms, leading to better performance in familiar contexts. Does this still hold in radically new contexts? Here, we test this ability by asking participants to imagine swinging arm movements around shoulder in normal gravity condition and in microgravity in which studies showed that movements slow down. We timed several cycles of actual and imagined arm pendular movements in three groups of subjects during parabolic flight campaign. The first, control, group remained on the ground. The second group was exposed to microgravity but did not imagine movements inflight. The third group was exposed to microgravity and imagined movements inflight. All groups performed and imagined the movements before and after the flight. We predicted that a mere exposure to microgravity would induce changes in imagined movement duration. We found this held true for the group who imagined the movements, suggesting an update of internal representations of gravity. However, we did not find a similar effect in the group exposed to microgravity despite the fact participants lived the same gravitational variations as the first group. Overall, these results suggest that motor imagery contributes to update internal representations of movement in unfamiliar environments, while a mere exposure proved to be insufficient.

The Effects of the Healthy Primary School of the Future on Children’s Fruit and Vegetable Preferences, Familiarity and Intake

Mere exposure is an often-described strategy to increase children’s food familiarity, preferences, and intake. Research investigating this method in less controlled settings is scarce. This study investigates the effects of repeated fruit and vegetable (FV) exposure through the Healthy Primary School of the Future (HPSF) on children’s FV familiarity, preferences, and intake. The study had a longitudinal quasi-experimental design comparing two full HPSFs (focus: nutrition and physical activity) with two partial HPSFs (focus: physical activity) in the Netherlands. Annual measurements (child-reported questionnaires) were conducted during 2015–2019 in 833 7–12-year-old children. The study was registered on ClinicalTrials.gov (NCT02800616). After correction for baseline, full HPSFs had, on average, a lower number of unfamiliar vegetable items after one (effect size (ES) = −0.28) and three years (ES = −0.35) and a higher number of disliked vegetable items after one year (ES = 0.24) than partial HPSFs. Unfavorable intervention effects were observed for fruit intake after one (odds ratio (OR) = 0.609) and four years (OR = 0.451). Repeated FV exposure had limited effects on children’s FV familiarity, preferences, and intake, likely due to insufficient taste exposure. Considering the widespread implementation of school-based mere exposure efforts, it is highly relevant to further investigate under which circumstances mere exposure effectively contributes to improvements in (determinants of) FV intake.

Artificial fairness? Trust in algorithmic police decision-making

Objectives Test whether (1) people view a policing decision made by an algorithm as more or less trustworthy than when an officer makes the same decision; (2) people who are presented with a specific instance of algorithmic policing have greater or lesser support for the general use of algorithmic policing in general; and (3) people use trust as a heuristic through which to make sense of an unfamiliar technology like algorithmic policing. Methods An online experiment tested whether different decision-making methods, outcomes and scenario types affect judgements about the appropriateness and fairness of decision-making and the general acceptability of police use of this particular technology. Results People see a decision as less fair and less appropriate when an algorithm decides, compared to when an officer decides. Yet, perceptions of fairness and appropriateness were strong predictors of support for police use of algorithms, and being exposed to a successful use of an algorithm was linked, via trust in the decision made, to greater support for police use of algorithms. Conclusions Making decisions solely based on algorithms might damage trust, and the more police rely solely on algorithmic decision-making, the less trusting people may be in decisions. However, mere exposure to the successful use of algorithms seems to enhance the general acceptability of this technology.

Artificial Fairness? Trust in Algorithmic Police Decision-Making

Objectives: Test whether: (1) people view a policing decision made by an algorithm as more or less trustworthy than when an officer makes the same decision; (2) people who are presented with a specific instance of algorithmic policing have greater or lesser support for the general use of algorithmic policing in general; and (3) people use trust as a heuristic through which to make sense of an unfamiliar technology like algorithmic policing.Methods: An online experiment tested whether different decision-making methods, outcomes and scenario types affect judgements about the appropriateness and fairness of decision-making, and the general acceptability of police use of this particular technology. Results: People see a decision as less fair and less appropriate when an algorithm decides, compared to when an officer decides. Yet perceptions of fairness and appropriateness were strong predictors of support for police use of algorithms, and being exposed to a successful use of an algorithm was linked via trust in the decision made to greater support for police use of algorithms.Conclusions: Making decisions solely based on algorithms might damage trust, and the more police rely solely on algorithmic decision-making, the less trusting people may be in decisions. However, mere exposure to the successful use of algorithms seems to enhance the general acceptability of this technology.

Functional plasticity coupled with structural predispositions in auditory cortex shape successful music category learning

Categorizing sounds into meaningful groups helps listeners more efficiently process the auditory scene and is a foundational skill for speech perception and language development. Yet, how auditory categories develop in the brain through learning, particularly for nonspeech sounds, is not well understood. Here, we asked musically naïve listeners to complete a brief (~20 min) training session where they learned to identify sounds from a nonspeech continuum (minor-major 3rd musical intervals). We used multichannel EEG to track behaviorally relevant neuroplastic changes in the auditory event-related potentials (ERPs) pre- to post-training. To rule out mere exposure-induced changes, neural effects were evaluated against a control group of 14 nonmusicians who did not undergo training. We also compared individual categorization performance with structural volumetrics of bilateral primary auditory cortex (PAC) from MRI to evaluate neuroanatomical substrates of learning. Behavioral performance revealed steeper (i.e., more categorical) identification functions in the posttest that correlated with better training accuracy. At the neural level, improvement in learners' behavioral identification was characterized by smaller P2 amplitudes at posttest, particularly over right hemisphere. Critically, learning-related changes in the ERPs were not observed in control listeners, ruling out mere exposure effects. Learners also showed smaller and thinner PAC bilaterally, indicating superior categorization was associated with structural differences in primary auditory brain regions. Collectively, our data suggest successful auditory categorical learning of nonspeech sounds is characterized by short-term functional changes (i.e., greater post-training efficiency) in sensory coding processes superimposed on preexisting structural differences in bilateral auditory cortex.

Evaluative conditioning of responses to unfamiliar chords by exposure to valenced images

The extent to which emotional responses to musical elements are influenced by their past associations with specific emotional responses is largely unknown. To assess this possibility, the present study tested whether pairing positive, negative, or neutral chords from an unfamiliar musical system (a microtonal Bohlen–Pierce tuning) with positively or negatively valenced pictures would have an effect on subsequent liking ratings. The microtonal chords used in this experiment had been previously rated, independent of any other affective input, in an earlier experiment; this allows us to class each chord as intrinsically positive, negative, or neutral. It was found that exposure with an image increases liking ratings independent of the valence of the images, compared with no exposure which supports a mere exposure effect; but, interestingly, we did not find substantial evidence for evaluative conditioning. Results are discussed in light of theoretical accounts of evaluative conditioning and musical implications.

Mere Exposure Effect Is Sometimes Insensitive to Mood Inductions

The mere exposure effect (MEE) is defined as repeated exposures to a stimulus enhancing affective evaluations of that stimulus ( Zajonc, 1968 ). The three prominent explanations of the MEE are Zajonc's “neophobia” account, the uncertainty reduction account, and the perceptual fluency approach. Zajonc's “neophobia” account posits that people have an inherent low level of fear of novel objects and exposure to the objects partially extinguishes this novelty-based fear. The uncertainty reduction account asserts that people find uncertainty aversive and habituation reduces uncertainty. The fluency account postulates that people “like” representations of things with which they are fluent. In four experiments, we induced positive and negative moods before or after target exposures. In addition to assessing the MEE in each condition, we assessed the mood induction. The central hypothesis assessed in this series was that there would be an interaction between mood and the MEE. Although the three accounts of the MEE generated divergent predictions, none of the accounts were well supported by the data. Tests for mood induction demonstrated the efficacy of the induction procedures and the MEE was consistently observed, but Bayesian analysis indicated that at least in the present preparation mood had no effect on the MEE.