Forced-choice Task Research Articles

Sexual Receptivity Signal of Lordosis Posture and Intra-Sexual Competition in Women

Previous research has shown that women may use self-enhancement strategies to compete with one other. Lumbar curvature in women is considered to enhance a woman′s attractiveness, potentially due to its role in bipedal fetal load and sexual receptiveness. The current study investigated the role of lumbar curvature on women’s perceptions of sexual receptiveness as well as its role in women’s intrasexual competitiveness. Study 1 (N = 138) tested and confirmed that women’s intrasexual competition influences their perception of sexual receptivity of women as a function of lordosis posture depicted in a standing posture. Study 2 (N = 69) replicated these results and extended them to other postures, namely, the quadruped and supine positions. Study 3 (N = 106), using a two-alternative forced-choice task, revealed that other women perceive relatively larger arched-back postures as more threatening to their relationship and frequently as being more attractive. Collectively, this work suggests that women consider a lordotic posture in other women as a signal of sexual receptivity and perceive it as a threat to their relationship. This research provides robust support for the sexually receptivity hypothesis of lumbar curvature, questioning the alternative morphological vertebral wedging hypothesis.

Effects of mild-to-moderate sensorineural hearing loss and signal amplification on vocal emotion recognition in middle-aged–older individuals

Previous research has shown deficits in vocal emotion recognition in sub-populations of individuals with hearing loss, making this a high priority research topic. However, previous research has only examined vocal emotion recognition using verbal material, in which emotions are expressed through emotional prosody. There is evidence that older individuals with hearing loss suffer from deficits in general prosody recognition, not specific to emotional prosody. No study has examined the recognition of non-verbal vocalization, which constitutes another important source for the vocal communication of emotions. It might be the case that individuals with hearing loss have specific difficulties in recognizing emotions expressed through prosody in speech, but not non-verbal vocalizations. We aim to examine whether vocal emotion recognition difficulties in middle- aged-to older individuals with sensorineural mild-moderate hearing loss are better explained by deficits in vocal emotion recognition specifically, or deficits in prosody recognition generally by including both sentences and non-verbal expressions. Furthermore a, some of the studies which have concluded that individuals with mild-moderate hearing loss have deficits in vocal emotion recognition ability have also found that the use of hearing aids does not improve recognition accuracy in this group. We aim to examine the effects of linear amplification and audibility on the recognition of different emotions expressed both verbally and non-verbally. Besides examining accuracy for different emotions we will also look at patterns of confusion (which specific emotions are mistaken for other specific emotion and at which rates) during both amplified and non-amplified listening, and we will analyze all material acoustically and relate the acoustic content to performance. Together these analyses will provide clues to effects of amplification on the perception of different emotions. For these purposes, a total of 70 middle-aged-older individuals, half with mild-moderate hearing loss and half with normal hearing will perform a computerized forced-choice vocal emotion recognition task with and without amplification.

Postverbal subjects in child Italian: Argument structure, discourse and the definiteness effect

While previous work on postverbal subjects in Italian has shown that young children are sensitive to the effects of argument structure and definiteness, little is known about the acquisition of postverbal subjects at the VP-periphery. In response, the present study investigated such subjects under new-information focus by monolingual Italian children (6;1 – 7;4). For this, we employed an elicitation task and a forced-choice task. The results indicated that the children use postverbal subjects at the VP-periphery felicitously, although they do not perform at ceiling. Unexpectedly, the results also suggested possible remnant difficulty with the definiteness effect. However, after comparison with adult data we argue that this is not a developmental issue and instead may suggest that our children were aware that the definiteness effect is not about definiteness per se.

When semantics and phonology collide: Gender assignment in mixed Tsova-Tush–Georgian nominal constructions

Aims and objectives/purpose/research questions: This paper investigates the gender assignment strategies employed when genderless Georgian nouns are inserted into gendered Tsova-Tush utterances. We explore the linguistic and extra-linguistic factors motivating the strategies, and compare how these code-switches behave in relation to loans. Design/methodology/approach: Taking a broadly usage-based approach, we collected three types of data: (a) naturalistic corpus data; (b) semi-naturalistic production data from a forced-switch director–matcher (DM) task; and (c) a three-response forced-choice acceptability judgement task (AJT). Data and analysis: The responses from the DM task ( n = 12) and AJT acceptability ( n = 12) were analysed using descriptive (Chi-square) and inferential (log-linear) statistics. The corpus data are described qualitatively. Findings/conclusions: Both the gender of the Tsova-Tush translation equivalent (TE) and the Georgian phonology of the code-switched noun were significantly related to the response, with the TE being the stronger determinant of the two. Only marginal evidence for a default strategy was found. Production responses were found to be more consistent than comprehension responses, with more frequent lexemes displaying higher inter-participant consistency in production. Originality: Tsova-Tush, an endangered Nakh–Daghestanian language with five genders marked by prefixes, offers much-needed diversification within the code-switching literature concerning grammatical gender. This complexity also raises new questions regarding the notion of default in mixed nominal constructions. Significance/implications: Our findings support the prediction that first language speakers of a gendered language prefer a TE strategy, but contradict a relationship between default strategy and language dominance. Phonological criteria display a stronger role in gender assignment than previously found. Frequency and entrenchment of gender–noun pairings partially explain inter-speaker and inter-stimulus variation and consistency, providing a plausible pathway from code-switches to borrowings. Limitations: An unavoidable limitation is the sample size, reflecting the small speaker population. We strongly advocate for similar research in other language pairs in the Caucasus where gender systems feature prominently.

Perceived group size is determined by the centroids of the component elements.

To accomplish the deceptively simple task of perceiving the size of objects in the visual scene, the visual system combines information about the retinal size of the object with several other cues, including perceived distance, relative size, and prior knowledge. When local component elements are perceptually grouped to form objects, the task is further complicated because a grouped object does not have a continuous contour from which retinal size can be estimated. Here, we investigate how the visual system solves this problem and makes it possible for observers to judge the size of perceptually grouped objects. We systematically vary the shape and orientation of the component elements in a two-alternative forced-choice task and find that the perceived size of the array of component objects can be almost perfectly predicted from the distance between the centroids of the component elements and the center of the array. This is true whether the global contour forms a circle or a square. When elements were positioned such that the centroids along the global contour were at different distances from the center, perceived size was based on the average distance. These results indicate that perceived size does not depend on the size of individual elements, and that smooth contours formed by the outer edges of the component elements are not used to estimate size. The current study adds to a growing literature highlighting the importance of centroids in visual perception and may have implications for how size is estimated for ensembles of different objects.

Examination of a Response–Effect Compatibility Task With Continuous Mouse Movements: Free- Versus Forced-Choice Tasks and Sequential Modulations

Abstract According to ideomotor theory, we select actions by recalling and anticipating their sensory consequences, that is, their action effects. Compelling evidence for this theory comes from response–effect compatibility (REC) experiments, in which a response produces an effect with which it is either compatible or incompatible. For example, pressing a left/right response key is faster if it is predictably followed by an action effect on the same, compatible side compared with the other, incompatible side, even though the effect itself appears only after response time is measured. Recent studies investigated this effect with continuous responses (i.e., computer mouse movements) and reported an REC effect in a forced-choice but not in a free-choice task. From the keypressing literature, the opposite result pattern or no differences would have been expected. To clarify this issue, we report 3 experiments with mouse movement responses. Experiment 1 used a simpler scenario than in prior studies and found a similar result: The REC effect was evident in a forced- but not in a free-choice task. Also, sequential modulations of the REC effect were exploratorily analyzed and replicated with higher power in Experiment 2. However, Experiment 3 demonstrated that at least part of the REC effect with mouse movements can be attributed to stimulus–response compatibility (SRC), with a much smaller compatibility effect evident with a procedure for which SRC was reduced. We conclude that a sequentially modulated compatibility effect can be observed with mouse movements, but previous studies may have underestimated the contribution from SRC. The results are also discussed in terms of why the compatibility effect was observed in forced- but not free-choice tasks with mouse movement responses.

The Role of Honorific Agreement in the Resolution of Relative Clause Attachment Ambiguity

Previous studies have reported that there were cross-linguistic differences in resolving the attachment ambiguity of relative clauses (RC) to noun phrases (NP) with two antecedents. Attaching RCs to low NPs (i.e., NP₂ in [[NP₁ of NP₂] RC]), known as low attachment (LA), is preferred in languages like English, whereas attachment to high NPs (i.e., NP₁ in [[NP₁ of NP₂] RC]), known as high attachment(HA), is favored in languages like Spanish. In Korean, findings are biased to HA preference (i.e, NP₂ in [RC [NP₁ of NP₂]]) but are not fully conclusive. We reinvestigated Korean attachment preferences using a force-choice task, where both or specific antecedents were valid as an attachment site, with and without the presence of honorific-markers. HA preference was found only in the ambiguous condition. However, the attachment preference varied as a function of the morpho-syntactic information: 1) The attachment preference was changed from HA to LA when honorific markers indexed to attach RCs to low antecedents. 2) The HA preference became stronger when the honorific agreement information forced an attachment of RCs to high antecedents. We discuss our results in the view of constraint-based approach in psycholinguistics.

Locative Inversion, PP Topicalization, and Weak Crossover in English

The literature on locative inversion in English currently disputes whether locative inversion differs from PP topicalization in permitting a quantifier in the fronted PP to bind a pronoun in the subject. In order to resolve this dispute, this paper runs two experiments on Amazon Mechanical Turk, one an acceptability judgment task and the other a forced-choice task. Both find that PP topicalization does not differ from locative inversion: both permit variable binding. Locative inversion also does not differ from a minimally different sentence with the overt expletivethere.These findings remove an argument against the null expletive analysis of English locative inversion, and they also show that weak crossover is not uniformly triggered by A-bar movement.

Why-questions and focus in Italian

Abstract In this study we argue that the appropriateness of an answer to a why-question, potentially bearing on multiple contrast classes, is mainly influenced by the focalized argument, which identifies the relevant reference set. The focalization structure, however, interacts in a non-trivial way with the thematic structure and its accessibility, suggesting a general (independent) prominence of the direct object (DO) over the indirect one (IO). In correlation to that, we also observed that DO appears more resistant to extraction compared to IO, while it seems felicitous in a post-IO focalized low position (light NP-shifting). These contrasts are obtained by running five distinct experiments in Italian targeting various dislocation configurations: Four forced choice tasks manipulating leftward dislocation (i) clefting versus (ii) fronting versus (iii) clitic left dislocation and (iv) postverbal reordering (canonical DO IO order vs. IO DO) in ditransitive predicates. Then (v) an acceptability judgment study was administered to assess the difficulty in figuring out a licensing context coherent with the argument ordering, provided in the why-question. To minimize the interacting factors, all sentences included null subjects and a context was provided for each experimental item in the forced choice tasks, introducing the relevant contrast classes.

Development of auditory cognition in 5- to 10-year-old children: Focus on musical and verbal short-term memory.

Developmental aspects of auditory cognition were investigated in 5-to-10-year-old children (n=100). Musical and verbal short-term memory (STM) were assessed by means of delayed matching-to-sample tasks (DMST) (comparison of two four-item sequences separated by a silent retention delay), with two levels of difficulty. For musical and verbal materials, children's performance increased from 5 years to about 7 years of age, then remained stable up to 10 years of age, with performance remaining inferior to performance of young adults. Children and adults performed better with verbal material than with musical material. To investigate auditory cognition beyond STM, we assessed speech-in-noise perception with a four-alternative forced-choice task with two conditions of phonological difficulty and two levels of cocktail-party noise intensity. Partial correlations, factoring out the effect of age, showed a significant link between musical STM and speech-in-noise perception in the condition with increased noise intensity. Our findings reveal that auditory STM improves over development with a critical phase around 6-7 years of age, yet these abilities appear to be still immature at 10 years. Musical and verbal STM might in particular share procedural and serial order processes. Furthermore, musical STM and the ability to perceive relevant speech signals in cocktail-party noise might rely on shared cognitive resources, possibly related to pitch encoding. To the best of our knowledge, this is the first time that auditory STM is assessed with the same paradigm for musical and verbal material during childhood, providing perspectives regarding diagnosis and remediation in developmental learning disorders.

How explicit instruction improves phonological awareness and perception of L2 sound contrasts in younger and older adults

Abstract Despite the importance of conscious awareness in second language acquisition theories, little is known about how L2 speech perception can be improved by explicit phonetic instruction. This study examined the relationship between phonological awareness and perception in Dutch younger and older adult L2 listeners, focusing on English contrasts of two types: a familiar contrast in an unfamiliar position (word-final /t/-/d/) and an unfamiliar contrast (/æ/-/ε/). Awareness was assessed with a task in which written minimal pairs and homophone pairs had to be judged as sounding the same or different. Perception was assessed with a two-alternative forced-choice identification task with auditorily presented words from minimal pairs. We investigated whether listeners’ awareness and perception improved after a video-based explicit instruction that oriented their attention to one of these contrasts, and we tested whether including information about the phonetic cue of vowel duration increased learning. Awareness and perception of each contrast were shown to be moderately correlated at the study’s outset. Furthermore, awareness and perception for each contrast generally improved more after the instruction drawing attention to that contrast. However, the effectiveness of explicit phonetic instruction varied depending on the combination of the contrast, cue information, and listener age group.

A novel Android app to evaluate and enhance auditory and tactile temporal thresholds.

With this work, we introduce a novel Android app designed to monitor and enhance auditory and tactile temporal sensitivity. To assess the app's reliability, we tested its technical performance evaluating stimuli production's accuracy (i.e., onset, offset, and duration of stimulation). To validate the app with participants we generated temporal intervals, using either sounds or vibratory stimuli, by implementing two versions of a Two-Alternative Forced-Choice (2AFC) task. Auditory and tactile temporal sensitivity of 12 participants was evaluated using this procedure. To investigate whether temporal abilities could be enhanced using the app, participants were then divided into two groups: one group was trained for four days on the auditory temporal task, while the other was trained for four days on the tactile temporal task. Results suggest that the app can i) effectively measure auditory and tactile temporal thresholds and ii) be used to enhance temporal abilities through perceptual learning. The accessibility of the experimental protocols, combined with our findings, fosters the app's involvement in rehabilitation programs, for example, with a specific focus on sensory disabilities that are associated with temporal deficits (e.g., deafness and Parkinson).Clinical Relevance- The current work introduces a novel app that can be used to monitor and improve temporal abilities, in both the auditory and the tactile modalities.

Measuring (online) word segmentation in adults and children

Since Saffran, Aslin and Newport (1996) showed that infants were sensitive to transitional probabilities between syllables after being exposed to a few minutes of fluent speech, there has been ample research on statistical learning. Word segmentation studies usually test learning by making use of “offline methods” such as forced-choice tasks. However, cognitive factors besides statistical learning possibly influence performance on those tasks. The goal of the present study was to improve a method for measuring word segmentation online. Click sounds were added to the speech stream, both between words and within words. Stronger expectations for the next syllable within words as opposed to between words were expected to result in slower detection of clicks within words, revealing sensitivity to word boundaries. Unexpectedly, we did not find evidence for learning in multiple groups of adults and child participants. We discuss possible methodological factors that could have influenced our results.

Perceptual learning of a crowding task: Effects of anisotropy and optotype.

Visual crowding refers to the impairment of recognizing peripherally presented objects flanked by distractors. Crowding effects, exhibiting a certain spatial extent between target and flankers, can be reduced by perceptual learning. In this experiment, we investigated the learning-induced reduction of crowding in normally sighted participants and tested if learning on one optotype (Landolt-C) transfers to another (Tumbling-E) or vice versa. Twenty-three normally sighted participants (18–42 years) trained on a crowding task in the right-upper quadrant (target at 6.5 degrees eccentricity) over four sessions. Half of the participants had the four-alternative forced-choice task to discriminate the orientation of a Landolt-C, the other half of participants had the task to discriminate the orientation of a Tumbling-E, each flanked by distractors. In the fifth session, all participants switched to the other untrained optotype, respectively. Learning success was measured as reduction of the spatial extent of crowding. We found an overall significant and comparable learning-induced reduction of crowding in both conditions (Landolt-C and Tumbling-E). However, only in the group who trained on the Landolt-C task did learning effects transfer to the other optotype. The specific target-flanker-constellations may modulate the transfer effects found here. Perceptual learning of a crowding task with optotypes could be a promising tool in rehabilitation programs to help improve peripheral vision (e.g. in patients with central vision loss), but the dependence of possible transfer effects on the optotype and distractors used requires further clarification.

Unmasking the effects of orthography, semantics, and phonology on 2AFC visual word perceptual identification

ABSTRACT In the two-alternative forced-choice (2AFC) task, the target stimulus is presented very briefly, and participants must choose which of two options was the presented target. Some past research has assumed that the 2AFC task isolates orthographic effects, despite orthographic, semantic, and phonological differences between the options. If so, performance should not differ between word/nonword pairs and British/American word pairs, the latter of which only differ orthographically. In Experiment 1, accuracy and sensitivity were higher during word/nonword trials than British/American trials when participants did not guess, demonstrating that phonological/semantic processing contributes to performance. Experiment 2 showed that target visibility did not interact with pair type on RT, which suggests phonological/semantic processing did not feed back to orthographic encoding in this task. This study demonstrates the influence of phonological/semantic processing on word perceptual identification, and shows that using British/American word pairs provides a method to isolate orthography in the 2AFC task.

The Impact of Formal School Entry on Children's Social Relationships with Parents, Siblings, and Friends.

The normative transition to formal schooling confronts children with social challenges but also opportunities. Longitudinal research on how school entry impacts children’s family and friend-ship relationships is scarce. This study investigated social relationship qualities with parents, siblings, and friends among 1110 children (49.9% female) from the prospective, population-based Bavarian Longitudinal Study at 6 years (before school entry) and 8 years using a forced-choice card-sorting task. Multivariate analyses of variance revealed significant effects of age (i.e., school entry) on social relationship qualities with mothers (Pillai’s Trace (PT) = 0.28, F(9, 1101) = 47.73, p < 0.001), fathers (PT = 0.14, F(9, 1101) = 19.47, p < 0.001), siblings (PT = 0.27, F(9, 1101) = 46.14, p < 0.001), and friends (PT = 0.21, F(9, 1101) = 32.57, p < 0.001). On average, children reported higher levels of parental comfort after school entry. Companionable qualities increased in relationships with friends, whereas sibling relationships became more conflictual from preschool to early school age. Findings provide unique insights into how social relationships develop from preschool to early school age, supporting evidence of the growing importance of friends. Conflict was predominant and increasing in sibling relationships and should be considered more in future research.

Classifying and quantifying individual differences in phonetic categorization patterns

A key component to speech perception is the accurate categorization of phonemes, which is classically measured by labeling functions in forced-choice tasks. The common assumption is that poor categorization drifts toward chance performance at 50%. However, the current study shows that individuals cluster in distinct patterns that diverge from that assumption. In an experiment where listeners categorized phonemes whose frequency spectra were acutely or gradually shifted upwards (reminiscent of cochlear implants), some listeners were better able to maintain distinct perceptual phonetic categories despite increasing amounts of frequency mismatch, while others could recalibrate their perception commensurate with the shift, up to a certain point before categorization ultimately broke down in a variety of ways. This study highlights the importance of classifying categorization patterns at the individual level, rather than averaging across groups, and invites reconsideration of how to quantify and interpret overlooked behavioral response patterns that signify when and how phonetic categorization breaks down. This study emphasizes provides novel ways to mathematically analyze qualitatively unique signatures of categorization breakdown (asymmetry, bias, all-or-none judgments, etc.) that are potentially ripe for studying individual differences in strategy and capacity for overcoming specific challenges relating to hearing or adaptation to acoustic degradation.

Adults’ and Children’s Comprehension of Linguistic Disjunction

Disjunction has played a major role in advancing theories of logic, language, and cognition, featuring as the centerpiece of debates on the origins and development of logical thought. Recent studies have argued that due to non-adult-like pragmatic reasoning, preschool children’s comprehension of linguistic disjunction differs from adults in two ways. First, children are more likely to interpret “or” as “and” (conjunctive interpretations); Second, children are more likely to consider a disjunction as inclusive (lack of exclusivity implicatures). We tested adults and children’s comprehension of disjunction in existential sentences using two and three-alternative forced choice tasks, and analyzed children’s spontaneous verbal reactions prior to their forced-choice judgments. Overall our results are compatible with studies that suggest children understand the basic truth-conditional semantics of disjunction. Children did not interpret “or” as “and”, supporting studies that argue conjunctive interpretations are due to task demands. In addition, even though our forced-choice tasks suggest children interpreted disjunction as inclusive, spontaneous verbal reactions showed that children were sensitive to the adult-like pragmatics of disjunction. Theoretically, these studies provide evidence against previous developmental accounts, and lend themselves to two alternative hypotheses. First, that preschool children’s pragmatic knowledge is more adult-like than previously assumed, but forced-choice judgments are not sensitive enough to capture this knowledge. Second, children may have the knowledge of the relevant lexical scale themselves, but be uncertain whether a new speaker also has this knowledge (mutual knowledge of the scale).

Just Noticeable Differences in 3D Shape Perception: A Measure of Estimation Noise or Cue Gain?

The present study sought to test two fundamentally distinct interpretations of the Just Noticeable Difference (JND) for depth discrimination. According to the widely accepted Bayesian Maximum Likelihood Estimation (MLE) model of 3D processing, the JND measures the standard deviation of the noise corrupting a depth estimate. The Intrinsic Constraint (IC) model of cue integration alternatively suggests that the JND is the result of task related decision noise rather than noise directly corrupting the depth estimate. According to this account, the JND is inversely proportional to the slope, or gain, of the perceptual function relating physical depth to perceived depth. To test this novel interpretation, we tested depth discrimination with a classic 2-Interval Forced Choice task in which the gains of a fixed standard stimulus and varying comparison stimulus could either have a High or Low value, or, according to Bayesian models, High or Low reliabilities. Bayesian models predict that the JND should depend on both the reliability of the standard and comparison stimuli. However, according to the IC model, the JND only depends on the gain of the comparison stimulus, and therefore there should be no difference between conditions where the comparison has the same gain. Empirical results with texture stimuli closely align with the IC predictions. In conclusion, since JNDs do not measure the magnitude of the noise of 3D estimates as assumed by the Bayesian approach, these findings lead to a radically different interpretation of previous depth discrimination data.

Tangled Physics: Knots as a challenge for physical scene understanding

A resurgence of interest in intuitive physics has revealed a remarkable capacity in humans to make common-sense predictions about the unfolding of physical scenes. For example, recent work has shown that observers can correctly judge properties such as stability, weight distribution, gravity and collision physics, especially in rich naturalistic images. These results have suggested that physical scene understanding recruits a general-purpose “physics engine” that reliably simulates how scenes will unfold. Here, we complicate this picture by introducing knots to the study of intuitive physics. Knots are naturalistic stimuli that appear across cultures and time periods, and are widely used in both mundane scenarios (e.g., closing a bag or tying one’s shoes) and more technical applications (e.g., securing a boat or even supporting a rock-climber). Yet, here we show that even basic judgments about knots strain human physical reasoning. Observers viewed photographs of simple “bends” (i.e., knots joining two lengths of string) that share strong visual similarity but greatly differ in structural integrity. For example, observers saw not only “reef” knots (a common knot used for millennia), but also “thief” knots (which differ only in the position of a single strand but are significantly less secure than “reefs”), along with “granny” and “grief” knots (which share a similar relationship). In a two-alternative forced-choice task, observers judged each knot’s stability relative to every other knot. Strikingly, observers reliably ranked weaker knots as strong and stronger knots as weak, both across knot-families (e.g., incorrectly judging granny knots as stronger than reef knots) and within a given family (e.g., failing to judge “thiefs” as weaker than “reefs”). These failures challenge a general-purpose “physics engine” hypothesis, and perhaps suggest that knots and other examples of soft-body physics recruit different cognitive processes than rigid-body physics.