Distinct Cognitive Processes Research Articles

Social exclusion evokes different psychophysiological responses in individuals high on the psychopathy facets fearless dominance and self-centered impulsivity.

Individuals with psychopathic personality traits are generally thought to have difficulties in processing and experiencing emotions. These difficulties could also translate to emotionally charged social situations such as social exclusion. Being socially excluded is often experienced as stressful and unpleasant, potentially even leading to selfish or aggressive behavior-both of which are linked to certain aspects of psychopathy. The current study investigated self-report and physiological responses to social exclusion in the cyberball paradigm in a carefully selected community sample of individuals either scoring high on primary (N = 24) or secondary psychopathy traits (N = 17). Across the sample, the cyberball paradigm decreased experiences of joy and approach motivation, increased subjective anger reports, and induced changes in heart rate. In contrast, individuals scoring high on secondary psychopathy traits (Self-Centered Impulsivity group) displayed stronger physiological reactivity during a habituation phase of prolonged social exclusion than individuals scoring high on primary psychopathy traits (Fearless Dominance group), indexed by changes in skin conductance level. Moreover, a potential mismatch between self-reported and physiological arousal seemed to be only observable in individuals with high secondary psychopathy traits. Overall, the current results suggest diverging patterns of emotional processing and regulation in a social exclusion situation when comparing well-functioning individuals with varying psychopathy traits. It seemed as if individuals high on primary psychopathy traits were insensitive to contextual social cues, while individuals high on secondary psychopathy traits were more affected by the potentially threatening social situation. Cautiously transferring the current findings to forensic samples, they support the idea of moving from a behavioral understanding of the psychopathy construct to a more clinical picture with distinct cognitive and emotional processing patterns in individuals high on either primary or secondary psychopathy traits.

Visual word recognition of Chinese-Japanese bilinguals: limited role of phonology.

The investigation of how orthography and phonology influence lexical semantic access in visual word identification is a crucial area in psycholinguistics. Previous studies, focusing on alphabetic scripts in bilingual lexical recognition, have highlighted the facilitative role of phonological similarity. Yet, the impact of cross-language phonological similarity in bilinguals using non-alphabetic scripts remains unclear. In this study, we employed a lexical decision task to examine Chinese-Japanese bilinguals. Participants were presented with Chinese-Japanese cognate translation pairs, categorized into phonologically similar and dissimilar cognates. Analysis of event-related potentials (ERP) revealed no significant differences between phonologically similar and dissimilar contexts in the early time windows (90-170 ms and 170-270 ms). However, in the later time window (350-500 ms), significant differences were observed, with the phonologically dissimilar condition eliciting a larger negative wave. Contrary to findings in alphabetic script-based studies, our results suggest that in logographic script processing, the activation of phonology and semantics occurs simultaneously, and the influence of phonology is limited. This indicates a distinct cognitive processing mechanism in non-alphabetic language bilinguals, providing new insights into the dynamics of bilingual lexical recognition.

Student growth, qualities, and abilities in developing religious ideals from childhood. Which approach works?

It is well recognized that introducing religious principles during early life is crucial as it has the potential to impact and mould a child's perception of truth. Children possess the capacity to engage in two distinct cognitive processes when considering matters of morality and truth, which vary depending on the level of the child's developmental maturity. The purpose of this article is to delineate the process of imparting religious principles during early life, both within the family setting and early childhood education institutions. The study employed a descriptive qualitative methodology, which involved reviewing pertinent literature from the past decade (2013-2023), including theses, dissertations, and papers indexed by SINTA or Scopus. The research data consists of excerpts extracted from sentences found in diverse literature, which depict the incorporation of religious beliefs during early life. The data was acquired through the utilization of reading and note-taking methodologies. After being gathered, the data was examined using descriptive methodologies. The study's findings indicate that prior research on the introduction of religious ideals throughout early life has reported inconsistent results. Typically, young children are taught Aqidah principles, religious values, and moral standards that are tailored to their growth, traits, and capabilities. These religious ideals are imparted through the means of exemplification, habituation, parables, storytelling, and discourse.

Evidence for positive and negative transfer of abstract task knowledge in adults and school-aged children

Engaging cognitive control is essential to flexibly adapt to constantly changing environments. However, relatively little is known about how prior task experience impacts on the engagement of cognitive control in novel task environments. We aimed to clarify how individuals learn and transfer the engagement of cognitive control with a focus on the hierarchical and temporal aspects of task knowledge. Highlighting two distinct cognitive control processes, the engagement of cognitive control in advance (proactive control) and in response to conflicts (reactive control), we conducted six preregistered online experiments with both adults (Experiment 1, 3, and 5: N = 71, N = 108, and N = 70) and 9- to 10-year-olds (Experiment 2, 4, 6: N = 69, N = 108, and N = 70). Using two different experimental paradigms, we demonstrated that prior task experience of engaging reactive control makes adults and 9-to 10-year-olds respond in a reactive way in a subsequent similar-structured condition with different stimuli in which proactive control could have been engaged. This indicates that individuals do learn knowledge about the temporal structure of task goal activation and, on occasion, negatively transfer this knowledge. Furthermore, individuals exhibited these negative transfer effects in a similar-structured condition with different task goals and stimuli, indicating that they learn hierarchically-structured task knowledge. The collective findings suggest a new way of understanding how hierarchical and temporal task knowledge influences the engagement of cognitive control and highlight potential mechanisms underlying the near transfer effects observed in cognitive control training.

Impact of repeated short light exposures on sustained pupil responses in an fMRI environment.

Light triggers numerous non-image-forming, or non-visual, biological effects. The brain correlates of these non-image-forming effects have been investigated, notably using magnetic resonance imaging and short light exposures varying in irradiance and spectral quality. However, it is not clear whether non-image-forming responses estimation may be biased by having light in sequential blocks, for example, through a potential carryover effect of one light onto the next. We reasoned that pupil light reflex was an easy readout of one of the non-image-forming effects of light that could be used to address this issue. We characterised the sustained pupil light reflex in 13-16 healthy young individuals under short light exposures during three distinct cognitive processes (executive, emotional and attentional). Light conditions pseudo-randomly alternated between monochromatic orange light (0.16 melanopic equivalent daylight illuminance lux) and polychromatic blue-enriched white light of three different levels (37, 92, 190 melanopic equivalent daylight illuminance lux). As expected, higher melanopic irradiance was associated with larger sustained pupil light reflex in each cognitive domain. This result was stable over the light sequence under higher melanopic irradiance levels compared with lower ones. Exploratory frequency-domain analyses further revealed that sustained pupil light reflex was more variable under lower melanopic irradiance levels. Importantly, sustained pupil light reflex varied across tasks independently of the light condition, pointing to a potential impact of light history and/or cognitive context on sustained pupil light reflex. Together, our results emphasise that the distinct contribution and adaptation of the different retinal photoreceptors influence the non-image-forming effects of light and therefore potentially their brain correlates.

Hooked on a thought: Associations between rumination and neural responses to social rejection in adolescent girls

Rumination is a significant risk factor for psychopathology in adolescent girls and is associated with heightened and prolonged physiological arousal following social rejection. However, no study has examined how rumination relates to neural responses to social rejection in adolescent girls; thus, the current study aimed to address this gap. Adolescent girls (N = 116; ages 16.95–19.09) self-reported on their rumination tendency and completed a social evaluation fMRI task where they received fictitious feedback (acceptance, rejection) from peers they liked or disliked. Rejection-related neural activity and subgenual anterior cingulate cortex (sgACC) connectivity were regressed on rumination, controlling for rejection sensitivity and depressive symptoms. Rumination was associated with distinctive neural responses following rejection from liked peers including increased neural activity in the precuneus, inferior parietal gyrus, dorsolateral prefrontal cortex, and supplementary motor area (SMA) and reduced sgACC connectivity with multiple regions including medial prefrontal cortex, precuneus and ventrolateral prefrontal cortex. Greater precuneus and SMA activity mediated the effect of rumination on slower response time to report emotional state after receiving rejection from liked peers. These findings provide clues for distinctive cognitive processes (e.g., mentalizing, conflict processing, memory encoding) following the receipt of rejection in girls with high levels of rumination.

The Neuropedagogical Aspects of Mental and Cognitive Activity in Younger School-Age Children

This article discusses theoretical angles of investigating the psychological development of younger school-age children and the examination of cognitive processes, due to the fact that each age group is associated with its own predominant activity. The leading activity is distinguished by the formation and alteration of other forms of activity, the restructuring of fundamental cognitive processes and personality development. It might not consume all of a child’s spare time, but it does affect his/her growth during that age. Engaging in learning activities is of paramount importance for young learners. Firstly, it establishes essential relationships between the child and society. Secondly, it serves as the groundwork for developing core personality traits and certain cognitive processes of younger school-age children. The level of success that students in this group attain will significantly determine their well-being and standing in the class. Ukrainian research has outlined various learning challenges commonly experienced by younger school-age children and the psychological factors behind them. Accordingly, learning challenges can be attributed to a lack of attention, inadequate short-term and long-term memory, visual reasoning, mental processes and general intelligence. However, not only children with learning difficulties require an individual approach. Considering the distinct cognitive mental processes of younger school-age children, teachers can create the most favourable conditions for their learning and growth. Therefore, this article aims to study the characteristics of cognitive mental processes in younger school-age children.

Congruence of Psycholinguistic Sagacity in Human Language (English) Learning and Teaching

Several concepts have occurred in the field of psycholinguistics to elucidate in what way a person absorbs, creates, and observes both spoken and written language. The theories in language studies have been used in psycholinguistic instruction. Approximately experts apply them as the footing for building language instruction theories and approaches. Learning is seen as a development process in the psycholinguistic method. Distinct cognitive processes take place within the individual before entering the social dimension. By means of a technique, numerous approaches based on psycholinguistic thoughts have been formed. Natural approaches, total physical retort approaches, and suggestopedia approaches are some instances. These methods use psycholinguistic notions to clarify how an individual learns his or her mother tongue (Acquisition of First Language), second or third language (Learning of Second Language), observes a language (Perception of a Language), and generates language (Production of Language). Listening (hearing) and reading are instances of language perception, however speaking and writing are instances of language creation. Psycholinguistics, in specific, supports the understanding of both intrinsic and extrinsic challenges in these four skills. Psycholinguistics might as well be used towards clearing up why pupils make mistakes or errors when learning a language.

Effects of feedback reliability on event-related potentials in an arrow flanker task.

The processing of feedback is essential for learning, error detection, and correction. However, the underlying mechanisms of the feedback's characteristics, such as its reliability, valence, and expectations in the processing of error information, are not completely clear. The two degrees of feedback reliability, reliable feedback and unreliable feedback, respectively, were established by manipulating the feedback valence. The time course of event-related potentials (ERP) during the arrow flanker tasks was used to investigate the effects of feedback reliability and responses on brain activity. Three ERP components, the error-related negativity (ERN), feedback-related negativity (FRN), and P3, respectively, were measured. The impacts of feedback reliability and responses on ERN, FRN, and P3 had a different profile. Specifically, ERN and P3 are associated with the responses but not the feedback reliability, while FRN is associated with feedback reliability and feedback expectations but not the responses. The ERN, FRN, and P3 reflect distinct cognitive processes in the processing of error information.

Parsing altered gray matter morphology of depression using a framework integrating the normative model and non-negative matrix factorization

The high inter-individual heterogeneity in individuals with depression limits neuroimaging studies with case-control approaches to identify promising biomarkers for individualized clinical decision-making. We put forward a framework integrating the normative model and non-negative matrix factorization (NMF) to quantitatively assess altered gray matter morphology in depression from a dimensional perspective. The proposed framework parses altered gray matter morphology into overlapping latent disease factors, and assigns patients distinct factor compositions, thus preserving inter-individual variability. We identified four robust disease factors with distinct clinical symptoms and cognitive processes in depression. In addition, we showed the quantitative relationship between the group-level gray matter morphological differences and disease factors. Furthermore, this framework significantly predicted factor compositions of patients in an independent dataset. The framework provides an approach to resolve neuroanatomical heterogeneity in depression.

Relationships between cognitive biases, decision-making, and delusions

Multiple measures of decision-making under uncertainty (e.g. jumping to conclusions (JTC), bias against disconfirmatory evidence (BADE), win-switch behavior, random exploration) have been associated with delusional thinking in independent studies. Yet, it is unknown whether these variables explain shared or unique variance in delusional thinking, and whether these relationships are specific to paranoia or delusional ideation more broadly. Additionally, the underlying computational mechanisms require further investigation. To investigate these questions, task and self-report data were collected in 88 individuals (46 healthy controls, 42 schizophrenia-spectrum) and included measures of cognitive biases and behavior on probabilistic reversal learning and explore/exploit tasks. Of those, only win-switch rate significantly differed between groups. In regression, reversal learning performance, random exploration, and poor evidence integration during BADE showed significant, independent associations with paranoia. Only self-reported JTC was associated with delusional ideation, controlling for paranoia. Computational parameters increased the proportion of variance explained in paranoia. Overall, decision-making influenced by strong volatility and variability is specifically associated with paranoia, whereas self-reported hasty decision-making is specifically associated with other themes of delusional ideation. These aspects of decision-making under uncertainty may therefore represent distinct cognitive processes that, together, have the potential to worsen delusional thinking across the psychosis spectrum.

Digitally Mediated Communication of Emojis By Visually Impaired Users: The Case of Sarcastic WhatsApp Messages

In today’s digital age, emojis have come to compensate for the nonverbal cues that speakers use to communicate their attitudes or emotions as they speak, and hence become an essential element of online communication. In the realm of WhatsApp, where written conversations with an immediacy level close to that of spoken are supported, an ironic or sarcastic message is likely to be misunderstood, as it involves decrypting a meaning that often contradicts what is said. The functions of emojis could facilitate the correct interpretation of a message. However, the phenomenon of emojis may not be ideal for visually impaired WhatsApp users. Distinguishing sarcasm from the sincerity tone of a message requires distinct semantic and cognitive processes. This study aims to uncover how visually impaired users (VIU) use emojis on WhatsApp to clarify sarcastic versus literal intent. To meet this aim, two experimental tasks were conducted. Results provide clear evidence that emojis are necessary tools for VIU in online communication. However, their use varies with emojis linked more to literal WhatsApp messages than sarcastic ones and in praise situations than in criticism.

Response times in Ecological Momentary Assessment (EMA): shedding light on the response process with a drift diffusion model

Mental processes underlying people’s responses to Ecological Momentary Assessments (EMA) have rarely been studied. In cognitive psychology, one of the most popular and successful mental process models is the drift diffusion model. It decomposes response time (RT) data to distinguish how fast information is accessed and processed (“drift rate”), and how much information is accessed and processed (“boundary separation”). We examined whether the drift diffusion model could be successfully applied to people’s RTs for EMA questions and could shed light on between- and within-person variation in the mental process components underlying momentary reports. We analyzed EMA data (up to 6 momentary surveys/day for one week) from 954 participants in the Understanding America Study (29,067 completed measurement occasions). An item-response-theory diffusion model was applied to RTs associated with 5 momentary negative affect ratings. As hypothesized, both diffusion model parameters showed moderate stability across EMA measurement occasions. Drift rate and boundary separation together explained a majority of the variance in the observed RTs and demonstrated correspondence across different sets of EMA items, both within and between individuals. The parameters related in theoretically expected ways to within-person changes in activities (momentary work and recreation) and person-level characteristics (neuroticism and depression). Drift rate increased and boundary separation decreased over the study, suggesting that practice effects in EMA consist of multiple distinctive cognitive processes. The results support the reliability and validity of the diffusion model parameters derived from EMA and provide initial evidence that the model may enhance understanding of process underlying EMA affect ratings.

Single trial variability in neural activity during a working memory task reveals multiple distinct information processing sequences

Successful encoding, maintenance, and retrieval of information stored in working memory requires persistent coordination of activity among multiple brain regions. It is generally assumed that the pattern of such coordinated activity remains consistent for a given task. Thus, to separate this task-relevant signal from noise, multiple trials of the same task are completed, and the neural response is averaged across trials to generate an event-related potential (ERP). However, from trial to trial, the neuronal activity recorded with electroencephalogram (EEG) is actually spatially and temporally diverse, conflicting with the assumption of a single pattern of activity for a given task. Here, we show that variability in neuronal activity among single time-locked trials arises from the presence of multiple forms of stimulus dependent synchronized activity (i.e., distinct ERPs). We develop a data-driven classification method based on community detection to identify three discrete spatio-temporal clusters, or subtypes, of trials with different patterns of activation that are further associated with differences in decision-making processes. These results demonstrate that differences in the patterns of neural activity during working memory tasks represent fluctuations in the engagement of distinct brain networks and cognitive processes, suggesting that the brain can choose from multiple mechanisms to perform a given task.

Dual-process moral judgment beyond fast and slow.

De Neys makes a compelling case that the sacrificial moral dilemmas do not elicit competing "fast and slow" processes. But are there even two processes? Or just two intuitions? There remains strong evidence, most notably from lesion studies, that sacrificial dilemmas engage distinct cognitive processes generating conflicting emotional and rational responses. The dual-process theory gets much right, but needs revision.

Confabulations in a teenager with a right frontal hemispherotomy: Possible underlying mechanisms

Objective: Confabulations, i.e. false memories without intention to deceive, can be observed in adults with frontal brain damage. Confabulations are typically associated with episodic memory and/or executive disorders although the severity of these impairments is highly variable. Confabulations may also be associated with emotional/motivational particularities, as a positive bias seems to prevail in such situations. Several distinct cognitive and socio-affective processes may account for the various types of confabulations and these issues remain open. Method: We present the case of a teenager with an early acquired frontal damage, referred for “strange lies.” Besides a standard neuropsychological assessment, we explored (1) source memory, using a reality-monitoring task, (2) episodic autobiographical memory, including both the recollection of the past memories and the ability to imagine future personal events, with an episodic future thinking task (EFT), (3) the sense of self, with questionnaires targeting self-representations, self-esteem and self-competence. Results: The results showed the expected source memory deficits and poor episodic future thinking, whereas episodic autobiographical memory was preserved, contrary to the episodic memory dysfunction usually evidenced in adult confabulators. The confabulations produced by this teenager displayed a clear positive bias, seemed to fit to personal/social goals and to wishful ideations, and were associated with an above average self-esteem and self-representation. Conclusions: These results support the hypothesis of self-identity and emotional regulatory roles of the confabulations. Although the literature on confabulating children/teenagers is nearly non-existent, a more systematic screening of confabulations should be conducted in order to avoid false interpretation to strange discourse or behavior.

The ubiquity of the fallacy of composition in cognitive enhancement and in education.

Research into cognitive enhancement is highly controversial, and arguments for and against it have failed to identify the logical fallacy underlying this debate: the fallacy of composition. The fallacy of composition is a lesser-known fallacy of ambiguity, but it has been explored and applied extensively to other fields, including economics. The fallacy of composition, which occurs when the characteristics of the parts of the whole are incorrectly extended to apply to the whole itself, and the conclusion is false, should be addressed in the debate on cognitive enhancement and within education. Within cognitive enhancement, the premise that individual distinct cognitive processes can be enhanced by cognitive enhancers leads to the conclusion that they must enhance cognition overall, and this idea is pervasive in the literature. If the goal of cognitive enhancement is to enhance cognition or learning, and not merely individual cognitive processes, then this is a clear example of the fallacy of composition. The ambiguity of "cognitive," "cognition," and "enhancement" only perpetuates this fallacy and creates more confusion surrounding the purposes and goals of enhancement. Identifying this fallacy does not threaten the existing body of research; however, it provides a novel framework to explore new avenues for research, education, and enhancement, particularly through education reform initiatives. Education enhances and facilitates learning, and improvements to education could be considered cognitive enhancements. Furthermore, the same fallacy is ubiquitous in education; educators commit it by "teaching to the test" and prioritizing memorization over generalizable skills such as critical thinking and problem solving. We will explore these new avenues for research and highlight principles of learning success from other disciplines to create a clearer understanding of the means and ends of cognitive enhancement. Recognizing the pervasiveness of composition fallacy in cognitive enhancement and education will lead to greater clarity of normative positions and insights into student learning that steer away from fallacious reasoning.

Post-breach Psychological Contract States: Development and Validation of a Measure

Research on psychological contracts is steadily growing and much empirical evidence attests to the overwhelming detrimental effect of psychological contract breach on attitudes, emotions, and behaviors. Most of this research uses a global or composite scale for psychological contract breach and does not account for the possibility that after the experience of breach, an individual’s psychological contract may change for the better or worse. To address this, our study develops and validates a new multidimensional measure of psychological contract state: Post-breach Contract State (PBCS) to capture the effects of breach on an individual’s subsequent psychological contract. Evidence from 5 samples from the UK and USA provides support for a four-dimension structure (Impairment, Dissolution, Reactivation and Thriving) that presents a better fit than alternative models; the dimensions are highly reliable; the scale demonstrates evidence for validity with constructs in psychological contract breach nomological network; distinctive cognitive processes leading to each state; the states explain incremental validity over psychological contract breach, fulfillment, and violation measures. Overall, results from the present study suggest that the PBCS is a measure that can provide more granulated insights to how the occurrence of breach can positively reshape or deteriorate an employee’s relationship with their employer.

Non-invasive vagus nerve stimulation in epilepsy patients enhances cooperative behavior in the prisoner’s dilemma task

The vagus nerve constitutes a key link between the autonomic and the central nervous system. Previous studies provide evidence for the impact of vagal activity on distinct cognitive processes including functions related to social cognition. Recent studies in animals and humans show that vagus nerve stimulation is associated with enhanced reward-seeking and dopamine-release in the brain. Social interaction recruits similar brain circuits to reward processing. We hypothesize that vagus nerve stimulation (VNS) boosts rewarding aspects of social behavior and compare the impact of transcutaneous VNS (tVNS) and sham stimulation on social interaction in 19 epilepsy patients in a double-blind pseudo-randomized study with cross-over design. Using a well-established paradigm, i.e., the prisoner’s dilemma, we investigate effects of stimulation on cooperative behavior, as well as interactions of stimulation effects with patient characteristics. A repeated-measures ANOVA and a linear mixed-effects model provide converging evidence that tVNS boosts cooperation. Post-hoc correlations reveal that this effect varies as a function of neuroticism, a personality trait linked to the dopaminergic system. Behavioral modeling indicates that tVNS induces a behavioral starting bias towards cooperation, which is independent of the decision process. This study provides evidence for the causal influence of vagus nerve activity on social interaction.

Gaze behaviour: A window into distinct cognitive processes revealed by the Tower of London test

The analysis of gaze behaviour during complex tasks provides a promising non-invasive method to examine how specific eye movement patterns relate to various aspects of cognition and action. Notably, the association between aspects of gaze behaviour and subsequent goal-directed action during high-level visuospatial problem solving remains elusive. Therefore, the current study comprehensively examined gaze behaviour using traditional and entropy-based gaze analyses in healthy adults (N = 27) while they performed the Freiburg version of the Tower of London task. Results demonstrated that both gaze analyses provided crucial temporal and spatial information related to planning, solution elaboration and execution. Specifically, gaze biases toward task-relevant areas (i.e., the work space) and an increase in gaze complexity (i.e., gaze transition entropy) during optimal performance reflected changes in cognitive demands as task difficulty increased. A comparison between optimal and non-optimal performance revealed sub-optimal gaze patterns that occurred in the early stages of planning, which were taken to reflect poor information extraction from the task environment and impaired maintenance of information in visuospatial working memory. Gaze behaviour during movement execution indicated an increased need to extract and process information from the goal space. Consequently, movement execution time increased in order to reverse erroneous movements and re-sequence the problem solution. Taken together, the traditional and entropy-based gaze analyses applied in the present study provide a promising approach to identify eye movement patterns that support neurocognitive performance on tasks relying on visuospatial planning and problem solving.