Active Ingredients of Voice Therapy for Muscle Tension Voice Disorders: A Retrospective Data Audit

Background: Although voice therapy is the first line treatment for muscle-tension voice disorders (MTVD), no clinical research has investigated the role of specific active ingredients. This study aimed to evaluate the efficacy of active ingredients in the treatment of MTVD. A retrospective review of a clinical voice database was conducted on 68 MTVD patients who were treated using the optimal phonation task (OPT) and sob voice quality (SVQ), as well as two different processes: task variation and negative practice (NP). Mixed-model analysis was performed on auditory–perceptual and acoustic data from voice recordings at baseline and after each technique. Active ingredients were evaluated using effect sizes. Significant overall treatment effects were observed for the treatment program. Effect sizes ranged from 0.34 (post-NP) to 0.387 (post-SVQ) for overall severity ratings. Effect sizes ranged from 0.237 (post-SVQ) to 0.445 (post-NP) for a smoothed cepstral peak prominence measure. The treatment effects did not depend upon the MTVD type (primary or secondary), treating clinicians, nor the number of sessions and days between sessions. Implementation of individual techniques that promote improved voice quality and processes that support learning resulted in improved habitual voice quality. Both voice techniques and processes can be considered as active ingredients in voice therapy.

Null Effects of Different Amounts of Task Variation in Both Contextual Interference and Differential Learning Paradigms

Various motor learning approaches, such as Schema Theory, Contextual Interference or Differential Learning, have proposed that varying the task during skill acquisition prompts superior learning. However, past research has mainly compared task variation in an experimental group to no task variation in a control group. Past research has more rarely compared specific intervention groups and/or addressed how varying amounts of task variation may affect skill learning. Our aim in this study was to compare motor learning of golf putting across four groups of novice golfers randomly assigned to these conditions: (a) a contextual interference group who putted at varied putting distances and had varied repetitive weekly schedule patterns, (b) a differential learning group who putted at multiple putting distances, putting amplitudes, and putting movements and had no repetitions, (c) an identical differential learning as in (b) except that participants also varied the putter, and (d) a control group who experienced no practice variations. Participants were 42 university students randomly divided into the four groups. All groups completed eight training sessions of 36 putts per session over four weeks, a pretest, posttest, two retention tests (one and three weeks after posttest) and transfer tasks (different floor). Average hit ratios and minimal distances to the hole were captured and analyzed by Scheirer-Ray-Hare test and Mann-Whitney post-hoc tests. Results showed improved hit ratios from pre- to post-test for all groups, and a stable retention performance for the variable training groups in contrast to the control group ( p = .003). Transfer performance was low for all variable training groups with a significantly lower control group performance on transfer test 2 ( p = .008). In conclusion, variable training schedules in all experimental groups benefited motor learning relative to controls, and differences in the amount of task variation between groups with variable training schedules did not affect skill acquisition.

The association between implicit and explicit affective inhibitory control, rumination and depressive symptoms

Inhibitory control underlies one’s ability to maintain goal-directed behavior by inhibiting prepotent responses or ignoring irrelevant information. Recent models suggest that impaired inhibition of negative information may contribute to depressive symptoms, and that this association is mediated by rumination. However, the exact nature of this association, particularly in non-clinical samples, is unclear. The current study assessed the relationship between inhibitory control over emotional vs. non-emotional information, rumination and depressive symptoms. A non-clinical sample of 119 participants (mean age: 36.44 ± 11.74) with various levels of depressive symptoms completed three variations of a Go/No-Go task online; two of the task variations required either explicit or implicit processing of emotional expressions, and a third variation contained no emotional expressions (i.e., neutral condition). We found reductions in inhibitory control for participants reporting elevated symptoms of depression on all three task variations, relative to less depressed participants. However, for the task variation that required implicit emotion processing, depressive symptoms were associated with inhibitory deficits for sad and neutral, but not for happy expressions. An exploratory analysis showed that the relationship between inhibition and depressive symptoms occurs in part through trait rumination for all three tasks, regardless of emotional content. Collectively, these results indicate that elevated depressive symptoms are associated with both a general inhibitory control deficit, as well as affective interference from negative emotions, with implications for the assessment and treatment of mood disorders.

Angry Drivers Take Risky Decisions: Evidence from Neurophysiological Assessment

The present study investigated the risk-taking behaviors of angry drivers, which were coincidentally measured via behavioral and electroencephalographic (EEG) recordings. We manipulated a driving scenario that concerned a Go/No-Go decision at an intersection when the controlling traffic light was in its yellow phase. This protocol was based upon the underlying format of the Iowa gambling task. Variation in the anger level was induced through task frustration. The data of twenty-four drivers were analyzed via behavioral and neural recordings, and P300 was specifically extracted from EEG traces. In addition, the behavioral performance was indexed by the percentage of high-risk choices minus the number of the low-risk choices taken, which identified the risk-taking propensity. Results confirmed a significant main effect of anger on the decisions taken. The risk-taking propensity decreased across the sequence of trial blocks in baseline assessments. However, with anger, the risk-taking propensity increased across the trial regimen. Drivers in anger state also showed a higher mean amplitude of P300 than that in baseline state. Additionally, high-risk choices evoked larger P300 amplitude than low-risk choices during the anger state. Moreover, the P300 amplitude of high-risk choices was significantly larger in the anger state than the baseline state. The negative feedback induced larger P300 amplitude than that recorded in positive feedback trials. The results corroborated that the drivers exhibited higher risk-taking propensity when angry although they were sensitive to the inherent risk-reward evaluations within the scenario. To reduce this type of risk-taking, we proposed some effective/affective intervention methods.

Task Duration and Task Order do not Matter: No Effect on Self-Control Performance

The strength model of self-control proposes that all acts of self-control are energized by one global limited resource that becomes temporarily depleted by a primary self-control task, leading to impaired self-control performance in secondary self-control tasks. However, failed replications have cast doubt on the existence of this so-called ego depletion effect. Here, we investigated between-task (i.e. variation in self-control tasks) and within-task variation (i.e. task duration) as possible explanations for the conflicting literature on ego depletion effects. In a high-powered experiment (N = 709 participants), we used two established self-control tasks (Stroop task, transcription task) to test how variations in the duration of primary and secondary self-control tasks (2, 4, 8, or 16 minutes per task) affect the occurrence of an ego depletion effect (i.e., impaired performance in the secondary task). In line with the ego depletion hypothesis, subjects perceived longer lasting secondary tasks as more self-control demanding. Contrary to the ego depletion hypothesis, however, performance did neither suffer from prior self-control exertion, nor as a function of task duration. If anything, performance tended to improve when the primary self-control task lasted longer. These effects did not differ between the two self-control tasks, suggesting that the observed null findings were independent of task type.

Task Variation and Mental Models Divergence Influencing the Transfer of Team Learning

We investigate how teams develop and transfer general problem-solving skills across two ill-structured problems. We draw on cognitive flexibility theory in the instructional literature and propose that teams will achieve a higher performance on a novel task or transfer when they receive an external task intervention (i.e., task variation) and when the internal mechanisms (i.e., divergent mental models) are developed to make sense of the external intervention. To test these predictions, we designed a longitudinal experiment with 17 student teams that encountered task variation during their work on an initial task. Consistent with our predictions, we found that teams that experienced variations and whose mental models diverged during their work on an initial task achieved higher performance on a novel task than teams that experienced variation and whose mental models converged. Implications for the transfer of learning in teams on ill-structured problems are discussed.

Exploring the Impact of Analysis Software on Task fMRI Results

A wealth of analysis tools are available to fMRI researchers in order to extract patterns of task variation and, ultimately, understand cognitive function. However, this ‘methodological plurality’ comes with a drawback. While conceptually similar, two different analysis pipelines applied on the same dataset may not produce the same scientific results. Differences in methods, implementations across software packages, and even operating systems or software versions all contribute to this variability. Consequently, attention in the field has recently been directed to reproducibility and data sharing. Neuroimaging is currently experiencing a surge in initiatives to improve research practices and ensure that all conclusions inferred from an fMRI study are replicable.In this work, our goal is to understand how choice of software package impacts on analysis results. We use publically shared data from three published task fMRI neuroimaging studies, reanalyzing each study using the three main neuroimaging software packages, AFNI, FSL and SPM, using parametric and nonparametric inference. We obtain all information on how to process, analyze, and model each dataset from the publications. We make quantitative and qualitative comparisons between our replications to gauge the scale of variability in our results and assess the fundamental differences between each software package. While qualitatively we find broad similarities between packages, we also discover marked differences, such as Dice similarity coefficients ranging from 0.000 - 0.743 in comparisons of thresholded statistic maps between software. We discuss the challenges involved in trying to reanalyse the published studies, and highlight our own efforts to make this research reproducible.

Articles in English L1–Persian L2 interlanguage: Transferability or task variation?

Aiming at describing variation in second-language acquisition and particularly, addressing the role of linguistic features and tasks, this paper describes the use of Persian articles in the interlanguage (IL) produced by two adult English L1 learners of Persian L2. Using a combination of contrastive analysis and error analysis, it takes the stand of idiosyncrasy in meaning, rather than form and the notion of specificity-based articles to identify and predict some possible instances of transfer across six elicitation tasks. It also intends to investigate whether any of the contextual features may variably influence the learners’ IL. Providing evidence for the role of transferability from the viewpoint of semantic concerns, results describe the existence of variation in relation to task, rather than just linguistic form in the subjects’ IL system. Keywords: Articles, English L1, L1 transferability, Persian L2, task-based variation.