Irrelevant Pictures Research Articles

Evaluation of rationality of promotional drug literature using World Health Organization guidelines.

Objectives:The study was aimed to evaluate collected drug promotional brochures for accuracy, consistency, and validity of the information presented in it, using World Health Organization (WHO) criteria for ethical medicinal drug promotion. Drug promotional brochures were evaluated for the type of claims and pictorial content presented in it and for references cited in support of these claims.Material and Methods:This observational, cross-sectional study was conducted in the outpatient department of Government Medical College and Hospital, Nagpur, India. In addition to the fulfillment of “WHO criteria, 1988,” we examined 513 promotional brochures for the type of claims and pictorial content presented in it and references quoted in support of claims to check their retrievability, type, and authenticity.Results:None of the promotional literature fulfilled all WHO criteria. Majority (92%) brochures claimed about the efficacy of product, and a few about safety (37.8%). Out of 1003 references given in support of various claims, 84.4% were from journals and only 28.5% were validly presented researches. Brochures presenting irrelevant pictures were 41.3%, whereas brief prescription information (BPI) of the promoted drug was given only by 8.8% brochures.Conclusion:Pharmaceutical industries did not follow the WHO guidelines while promoting their products, thus aiming to satisfying their commercial motive rather than fulfill the educational aspect of promotion.

Selective interference with image retention and generation: Evidence for the workspace model

We address three types of model of the relationship between working memory (WM) and long-term memory (LTM): (a) the gateway model, in which WM acts as a gateway between perceptual input and LTM; (b) the unitary model, in which WM is seen as the currently activated areas of LTM; and (c) the workspace model, in which perceptual input activates LTM, and WM acts as a separate workspace for processing and temporary retention of these activated traces. Predictions of these models were tested, focusing on visuospatial working memory and using dual-task methodology to combine two main tasks (visual short-term retention and image generation) with two interference tasks (irrelevant pictures and spatial tapping). The pictures selectively disrupted performance on the generation task, whereas the tapping selectively interfered with the retention task. Results are consistent with the predictions of the workspace model.

The psychophysiology of social anxiety: Emotional modulation of the startle reflex during socially-relevant and -irrelevant pictures

The present study examined affective processes of social anxiety (SA) through emotional modulation of the startle reflex. Eighty-four high and low trait socially anxious undergraduates viewed socially-relevant and socially-irrelevant pleasant, neutral, and unpleasant pictures, and acoustic startle probes were presented during pictures and the inter-trial interval. Startle was potentiated during unpleasant compared to pleasant stimuli, but this valence modulation did not reliably vary between groups or socially-relevant and -irrelevant stimuli. However, when participants were categorized based on public-speaking fears rather than general SA symptoms, the high fear group demonstrated reliable valence modulation, whereas the low fear group did not. These findings are interpreted within the context of the broader literature suggesting that the specificity of fear in SA may influence psychophysiological reactivity.

Sequential Modulations of Valence Processing in the Emotional Stroop Task

This study investigated trial-to-trial modulations of the processing of irrelevant valence information. Participants (N = 126) responded to the frame color of pictures with positive, neutral, or negative affective content--a procedure known as an emotional Stroop task (EST). As is typically found, positive and negative pictures delayed responses as compared to neutral pictures. However, the type and extent of this valence-based interference depended on the irrelevant picture valence in the preceding trial. Whereas preceding exposure to negative valence prompted interference from positive and negative pictures, such interference was removed after neutral trials. Following positive pictures, interference from negative but not from positive pictures was observed. We suggest that these sequential modulations reflect automatic self-regulatory selection processes that help to keep the balance between attending to task-relevant information and task-irrelevant information that signals important changes in the environment.

Do illustrations enhance preschoolers’ memories for stories? Age-related change in the picture facilitation effect

This study investigated whether illustrations facilitate story recall in preschoolers ( N = 58) 46 to 63 months of age. Each child was exposed to either a verbal story narrative with illustrations (Verbal and Picture condition), the narrative alone (Verbal Only condition), the narrative with uninformative illustrations (Verbal and Irrelevant Picture condition), or the illustrations alone (Picture Only condition). Children recalled the story immediately and after a 1-week delay. With increasing age, the Verbal and Picture group increasingly outperformed the other verbal groups, particularly when recalling central details conveyed by both narrative and illustrations. Performance did not vary among the three verbal groups at lower values of age, whereas the Verbal and Picture group recalled more than the other verbal groups at the older ages. Regardless of age, all verbal groups outperformed the Picture Only group, suggesting that preschoolers are unlikely to spontaneously generate a narrative from pictures alone.

The Enhanced Effects of Pictorial Distraction in Older Adults

Using a picture-word paradigm, we investigated age differences in distraction from to-be-ignored pictures. On each trial, participants viewed a prime word that was superimposed on an irrelevant picture, followed by a test word. The task was to determine whether the prime and test words were semantically related. The pictures were either congruent or incongruent with the response. On control trials, pictures were neutral with respect to the response. Consistent with an age-related reduction in distraction regulation, the results demonstrate an enhanced pictorial distraction effect for older adults, even after age-related general slowing was controlled for. Older adults also tended to take longer to suppress distraction from picture labels than did young adults.

Effect of sleep on memory for task-irrelevant stimuli

Evidence suggests a facilitative effect of sleep on the retention of relevant material. However, little is known about its impact on task-irrelevant material that was acquired incidentally. This study examined recall for task-irrelevant stimuli after 7 h of nocturnal sleep versus nocturnal and diurnal wakefulness. Subjects were instructed to memorize a series of pictures, each of which could appear in one of the four screen corners. Unexpectedly, the subsequent test prompted for the irrelevant picture locations. Recall was better after sleep than after nocturnal wakefulness, but no difference was obtained when sleep was compared to daytime wakefulness.

Age and novelty: Event-related potentials to visual stimuli within an auditory oddball—visual detection task

Age-related change of event-related potentials to novel visual stimuli was investigated while participants attended to both auditory and visual stimulation. Meaningful but irrelevant pictures (novel stimuli) were presented to younger (mean = 21.8, range = 18–26 years) and older (mean = 70.0, range = 60–78) participants (10 in each group). The participants were performing an auditory oddball task and counting silently the changes of a visually presented letter. In the younger group novel stimuli elicited a posterior positivity in the 220–255 ms range. This component habituated to the repetition of the same picture. In the older group this component had longer latency, and did not habituate. A later positivity had shorter latency and larger amplitude in the younger group, but this positivity was preceded by a negative component (N2b) only in the elderly. Results show decreased sensitivity to the content of the visual stimuli in an earlier stage of novelty processing in the elderly, and the age-related slowing of both orientation-related and task-related processes.

Complexity factors in visuo‐spatial working memory

Three experiments are presented that use a technique of selective interference—irrelevant pictures—to develop our understanding of visuo‐spatial working memory. Visual noise fields are used as the irrelevant pictures. Using two related measures of simple visual complexity, the experiments demonstrate that the greater the complexity the greater the degree of interference, even within a paradigm where subjects are instructed to look at but otherwise ignore the irrelevant pictures. Both the number of dots and the density of the dots comprising the visual noise fields affect the degree of interference in a concurrent memory task. In addition, increasing the size of the field increases the amount of interference. It is argued that the results give insight into the properties of visual working memory and contribute to its theoretical development. For example, it is argued that the store is directly accessible by externally presented interference and that particular aspects of the noise displays cause interference with visual memory.

Multiple-cue probabilistic learning in spider-fearful and in panic-prone individuals

Probabilistic learning was studied in spider-fearful and in panic-prone individuals. Participants learned to predict the occurrence of aversive outcomes on the basis of relevant and irrelevant stimuli. The salience of irrelevant stimuli was manipulated by the use of threat-related objects, i.e. pictures of spiders and pictures of emergency situations. In spider-fearful individuals, the presence of irrelevant pictures of spiders interfered with the adequate acquisition of the association between neutral relevant stimuli and aversive outcomes. Salient, i.e. threat-related, irrelevant stimuli exerted competitive effects on the accruing of associative strengths between neutral stimuli and aversive outcomes in spider-fearful, but not in panic-prone, individuals.

The locus and nature of semantic congruity in symbolic comparison: evidence from the Stroop effect.

Pictures of animals with names of animals printed within the pictures were presented for comparative judgments of size based on either the pictures or the names. The picture-word compounds were compared faster with picture than with word as the relevant dimension. The comparisons of pictures were free of interference from the irrelevant names, but the comparisons of names suffered considerable Stroop interference from the irrelevant pictures. Large effects of semantic congruity characterized the comparisons of both pictures and words. Stroop congruity and semantic congruity did not interact even for comparison of words in which both were present, leading instead to additive effects. The results support theories that (1) place semantic congruity in the decision stage and (2) minimize the role of semantic processing as the basis of the semantic congruity effect.

Irrelevant pictures in visual working memory.

The aim of the paper is to establish firmly the phenomenon of an irrelevant picture effect and to demonstrate that the phenomenon can be used to investigate the characteristics of the visuo-spatial sketchpad. Experiment 1 introduces the use of dynamic visual noise as an interfering technique. This technique is shown to cause interference with a word list learned under visual mnemonic mediation instructions but to cause no interference when the word list is learned under verbal mediation instructions. Experiment 2 serves both to replicate this selective interference effect and to illustrate how the dynamic visual noise technique can be used to characterize further the nature of interference in the visuo-spatial sketchpad. Experiment 3 confirms the robustness of the dynamic visual noise technique. Additionally, this experiment demonstrates a double dissociation between two types of interference, dynamic visual noise and irrelevant speech, and two types of mediation, rote and visual mnemonic.

Counting on working memory in arithmetic problem solving.

Mental calculation is an important everyday skill involving access to well-learned procedures, problem solving, and working memory. Although there is an active literature on acquiring concepts and procedures for mental arithmetic, relatively little is known about the role of working memory in this task. This paper reports two experiments in which dual-task methodology is used to study the role of components of working memory in mental addition. In Experiment 1, mental addition of auditorily presented two-digit numbers was significantly disrupted by concurrent random letter generation and, to a lesser extent, by concurrent articulatory suppression, but was unimpaired by concurrent hand movement or by presentation of irrelevant pictures. Although the number of errors increased with two of the dual tasks, the incorrect responses tended to be quite close to the correct answer. In Experiment 2, the numbers for addition were presented visually. Here again, random generation produced the largest disruption of mental arithmetic performance, while a smaller amount of disruption was observed for articulatory suppression, hand movement, and unattended auditorily presented two-digit numbers. The overall levels of performance were better and the absolute size of the disruptive effects shown with visual presentation was very small compared with those found for auditory presentation. This pattern of results is consistent with a role for a central executive component of working memory in performing the calculations required for mental addition and in producing approximately correct answers. Visuospatial resources in working memory may also be involved in approximations. The data support the view that the subvocal rehearsal component of working memory provides a means of maintaining accuracy in mental arithmetic, and this matches a similar conclusion derived from previous work on counting. The general implications for the role of working memory in arithmetic problem solving will be discussed.

Visual memory for pictorial stimuli in a serial choice reaction-time task.

Three experiments investigated the nature of the single-item visual recency effect in the serial choice reaction-time task (Rabbitt & Vyas, 1979; Walker & Marshall, 1982). The first experiment demonstrated that, like single letters varying in case, pictorial stimuli yield visual priming that is limited to consecutive stimuli and is unaffected by the presentation of an irrelevant stimulus in the response-stimulus interval. The second experiment confirmed that repeating a picture produces facilitation over and above repeating the object that it portrays. In addition, it was observed that name priming, but not visual or object priming, decreases with practice. This indicated that visual priming and object priming occur during identification. Finally, in Expt 3, an irrelevant picture was presented unpredictably in the response-stimulus interval. Previous results had suggested that this manipulation would provide evidence for distinct visual and object codes. Although the results were inconclusive, they do indicate that time intervals and presence of intervening information per se do not explain the loss of visual and object priming effects. It was suggested that the unpredictable irrelevant stimulus may have been disrupting a process whereby memory and perception interact directly at the level of a visual code.

Teaching effectiveness of sound with pictures that do not embody the material being taught

The data show that instruction through sound linked to images by association only is followed by a significant increase in factual learning over the next most effective method, sound alone. The results suggest further that the projection of abstract forms on the screen distracts attention more than it improves concentration, and that the distraction is worsened by the increased detail, or the incongruity, of an irrelevant picture. These facts indicate promising possibilities for increased use of audiovisual aids in fields where they have been little tried because the subject-matter was not suitable for concrete visualization. Any topic which can be linked associatively with a person, object, or scene would seem to lend itself to presentation by this method. However, more tests appear to be called for to determine whether or not the gain reported in this study can be maintained with difficult material, and at a level which would justify the expense of producing films or photographs. It would be interesting to know, also, how many statements can be attached to a single image or related images before the teaching effect of the image wears out. Finally, further investigation might shed light on the nature of the learning described here, of which it was the purpose of this study to assess only the final result. Does the visual image, as May and Lumsdaine suggest (2), reinforce the sound or mediate the response when recalled? Does it provide a sense of actuality which serves as a stimulus; or does it imply a question which the sound-track answers? Experiments along these lines might furnish evidence which can contribute to more extensive theory of learning from films and similar aids.