Nonverbal Stimuli Research Articles

Pop-out effects revisited: Within-array category pop-out and novel pop-out effects with picture stimuli.

Pop-out effects occur when a novel or different stimulus is presented in the context of an array of otherwise familiar or similar stimuli. The effect has been studied using words extensively, but little evidence exists for humans relating to nonverbal stimuli. Although the finding has implications for understanding features of stimuli that capture attention, contradictory findings exist, and previous paradigms have limited applicability to real world situations. Given this, an experiment employed a novel procedure to investigate whether category pop-out effects, where one item is drawn from a different category to the others, could be obtained with pictorial stimulus array. It also investigated whether pop-out effects could be generated with a single continuous pre-exposure procedure, as would be experienced in a naturalistic setting, or whether they were the results of biases introduced by the repetitive pre-exposure procedures, typically used in such studies. The latter finding would undermine the use of such findings to support ecologically-valid models of attention. Both of these questions were answered in the affirmative: category pop-out effects were obtained using picture stimuli; and such effects were obtained with a single continuous pre-exposure. Further development this novel procedure may allow exploration of evolutionary and neurological aspects of selective attention effects.

The influence of real-time quantitative feedback and verbal encouragement on adults' performance in maximal and explosive strength and power in bench press exercise.

In sports practice, a wide array of verbal and non-verbal stimuli can elicit diverse motivations and performance changes. Therefore, the primary objective of this study was to compare the impact of various stimuli on maximal strength and power in bench press exercises. This study involved 48 university students (average age 20.5 ± 2.8years; body mass 80.1 ± 20kg; height 174.6 ± 6.7cm; BMI 26.2 ± 6kg/m2) who engaged in an 8-week resistance training program. The students were randomly divided into three experimental groups and one control group. The first group received real-time quantitative feedback (RF) on their power output during the bench press exercise, the second group received verbal encouragement (VE) from an instructor, and the third group exercised without any external stimulus (WS). The control group (CG) underwent only pre- and post-measurements. To compare differences in strength parameters among groups a Two-Way Repeated Measures ANOVA was applied. The results revealed significant improvements in the mean weight for one repetition maximum in the real-time quantitative feedback group (5kg, 9.76%, p = 0.001, d = 0.529) and the verbal encouragement group (5.42kg, 11.51%, p = 0.001, d = 1.201). Positive changes were also observed in the mean power at 20 and 30kg for the RF, VE, and WS groups, but at 40kg, significant improvement was only seen in the real-time quantitative feedback group (247W, 31.30%, p = 0.001, d = 1.199). These findings underscore the effectiveness of selected stimuli in enhancing maximum strength and power during bench press exercises, with real-time quantitative feedback proving to be the most effective stimulus for improving both maximal strength and power.

Exploring Bilingual Benefits: Verbal and Nonverbal Information Updating in Working Memory

Objectives: The present study aimed to confirm the cognitive advantages of bilingualism specifically in the domain of working memory updating. Methods: A total of sixty adults (aged 20 to 26) participated in the study, divided into three groups based on bilingual status: Bilingual-similar (n = 20), Bilingual-Mongolian weighted (n = 20), and Monolingual (n = 20). Participants completed working memory update tasks involving verbal or nonverbal stimuli. Information updated in working memory could be derived from perceptual input or long-term memory. Results: Bilingual advantages in working memory updating was found in both verbal and nonverbal task. The advantages in working memory updating depending on stimuli (verbal or nonverbal) exhibited similar patterns. However, the patterns of bilingual advantages varied depending on the source of information (perceptual input or long-term memory). While both bilingual groups showed advantages when the information source was perceptual input, only the Bilingual-similar group showed advantages when the source was long-term memory. Conclusion: The study provides further empirical support for the cognitive benefits associated with bilingualism, particularly in the realm of working memory updating. The current findings underscore the notion that bilinguals optimize domain-general cognitive control. Further research is needed to investigate the underlying mechanisms of information management in bilingual individuals across different information resources.

The Language Network Reliably "Tracks" Naturalistic Meaningful Nonverbal Stimuli.

The language network, comprised of brain regions in the left frontal and temporal cortex, responds robustly and reliably during language comprehension but shows little or no response during many nonlinguistic cognitive tasks (e.g., Fedorenko & Blank, 2020). However, one domain whose relationship with language remains debated is semantics-our conceptual knowledge of the world. Given that the language network responds strongly to meaningful linguistic stimuli, could some of this response be driven by the presence of rich conceptual representations encoded in linguistic inputs? In this study, we used a naturalistic cognition paradigm to test whether the cognitive and neural resources that are responsible for language processing are also recruited for processing semantically rich nonverbal stimuli. To do so, we measured BOLD responses to a set of ∼5-minute-long video and audio clips that consisted of meaningful event sequences but did not contain any linguistic content. We then used the intersubject correlation (ISC) approach (Hasson et al., 2004) to examine the extent to which the language network "tracks" these stimuli, that is, exhibits stimulus-related variation. Across all the regions of the language network, meaningful nonverbal stimuli elicited reliable ISCs. These ISCs were higher than the ISCs elicited by semantically impoverished nonverbal stimuli (e.g., a music clip), but substantially lower than the ISCs elicited by linguistic stimuli. Our results complement earlier findings from controlled experiments (e.g., Ivanova et al., 2021) in providing further evidence that the language network shows some sensitivity to semantic content in nonverbal stimuli.

Overlapping neural correlates underpin theory of mind and semantic cognition: Evidence from a meta-analysis of 344 functional neuroimaging studies

Key unanswered questions for cognitive neuroscience include whether social cognition is underpinned by specialised brain regions and to what extent it simultaneously depends on more domain-general systems. Until we glean a better understanding of the full set of contributions made by various systems, theories of social cognition will remain fundamentally limited. In the present study, we evaluate a recent proposal that semantic cognition plays a crucial role in supporting social cognition. While previous brain-based investigations have focused on dissociating these two systems, our primary aim was to assess the degree to which the neural correlates are overlapping, particularly within two key regions, the anterior temporal lobe (ATL) and the temporoparietal junction (TPJ). We focus on activation associated with theory of mind (ToM) and adopt a meta-analytic activation likelihood approach to synthesise a large set of functional neuroimaging studies and compare their results with studies of semantic cognition. As a key consideration, we sought to account for methodological differences across the two sets of studies, including the fact that ToM studies tend to use nonverbal stimuli while the semantics literature is dominated by language-based tasks. Overall, we observed consistent overlap between the two sets of brain regions, especially in the ATL and TPJ. This supports the claim that tasks involving ToM draw upon more general semantic retrieval processes. We also identified activation specific to ToM in the right TPJ, bilateral anterior mPFC, and right precuneus. This is consistent with the view that, nested amongst more domain-general systems, there is specialised circuitry that is tuned to social processes.

How Hearing Loss and Cochlear Implantation Affect Verbal Working Memory: Evidence From Adolescents.

Verbal working memory is poorer for children with hearing loss than for peers with normal hearing (NH), even with cochlear implantation and early intervention. Poor verbal working memory can affect academic performance, especially in higher grades, making this deficit a significant problem. This study examined the stability of verbal working memory across middle childhood, tested working memory in adolescents with NH or cochlear implants (CIs), explored whether signal enhancement can improve verbal working memory, and tested two hypotheses proposed to explain the poor verbal working memory of children with hearing loss: (a) Diminished auditory experience directly affects executive functions, including working memory; (b) degraded auditory inputs inhibit children's abilities to recover the phonological structure needed for encoding verbal material into storage. Fourteen-year-olds served as subjects: 55 with NH; 52 with CIs. Immediate serial recall tasks were used to assess working memory. Stimuli consisted of nonverbal, spatial stimuli and four kinds of verbal, acoustic stimuli: nonrhyming and rhyming words, and nonrhyming words with two kinds of signal enhancement: audiovisual and indexical. Analyses examined (a) stability of verbal working memory across middle childhood, (b) differences in verbal and nonverbal working memory, (c) effects of signal enhancement on recall, (d) phonological processing abilities, and (e) source of the diminished verbal working memory in adolescents with cochlear implants. Verbal working memory remained stable across middle childhood. Adolescents across groups performed similarly for nonverbal stimuli, but those with CIs displayed poorer recall accuracy for verbal stimuli; signal enhancement did not improve recall. Poor phonological sensitivity largely accounted for the group effect. The central executive for working memory is not affected by hearing loss or cochlear implantation. Instead, the phonological deficit faced by adolescents with CIs denigrates the representation in storage and augmenting the signal does not help.

Obtaining semantic-to-autobiographical memory priming on the vigilance task with non-verbal cues.

Recent research has shown that the activation of semantic memories leads to the activation of autobiographical memories. Known as semantic-to-autobiographical memory priming, this form of priming has been demonstrated to prime involuntary and voluntary autobiographical memories with a wide variety of different primes (i.e., various verbal and non-verbal stimuli). However, only verbal cues have been used in the memory measures, leaving open the question of how non-verbal cues might function. Our goal in the current study was to show that non-verbal cues are also involved in semantic-to-autobiographical memory priming. Participants were primed with words, and then they were treated to an involuntary autobiographical memory task (the vigilance task) where they received either word cues or pictorial cues. The results showed that both the word cues and the pictorial cues had captured primed involuntary memories on the vigilance task relative to controls. The results support the idea that semantic-to-autobiographical memory primes occur with both verbal and non-verbal cues, potentially indicating substantial cue diversity. The results also further support the idea that semantic-to-autobiographical memory priming may play an important role in the production of involuntary autobiographical memories in everyday life.

Uma Comparação do Ensino de Relações de Tato-Intraverbal e de Ouvinte para Crianças Diagnosticadas com Transtorno do Espectro do Autismo

Abstract Studies using teaching techniques derived from Applied Behavior Analysis (ABA) principles have shown promising results, based on empirical evidence, in teaching speaker and listener behavior to individuals diagnosed with Autism Spectrum Disorder (ASD). Our objective was to compare the effects of two teaching procedures on the acquisition of intraverbal-tact and listener relations involving spatial relations concerning body parts in six boys with autism. In “intraverbal-tact-to-listener”, questions in the presence of non-verbal stimulus were taught and then tested for emergence of listener responding. In “listener-to-intraverbal-tact”, listener responses were initially taught and the emergence of intraverbal-tact responses were tested. An alternate treatment design with an embedded nonconcurrent multiple baseline design across participants was used. The results suggest that the intraverbal-tact-to-listener protocol was more effective. Such data concerning to body parts spatial relations replicate findings for other repertoires.

Verbal-Like Effects of Nonverbal Stimuli.

Stimuli produced by verbal responses (verbal stimuli) usually reveal something about the speakers who emitted them and about the environment where the verbal responses occurred (i.e., verbal stimuli can evoke in the listeners responses concerning the speakers and their environments). Verbal stimuli can also constitute supplementary stimulation that evokes responses which are already strong in the repertoire of some listeners or readers. Stimuli not produced by verbal responses (nonverbal stimuli), topographically similar to verbal stimuli, cannot reveal anything about speakers and their environments, but some of them can evoke responses that are already strong in the repertoire of some listeners or readers. Therefore, nonverbal stimuli allow one to distinguish clearly between the two functions of verbal stimuli. This article adopts a Skinnerian perspective and explores the implications of the supplementary function of stimuli for what is usually called understanding (and misunderstanding). Even when verbal stimuli are misunderstood, they can evoke verbal or nonverbal responses that are useful to the listeners. This effect can play a major role when it comes to aesthetic responses made to literary works, for example. Implications of the supplementary function of verbal stimuli for translations of ancient texts are also discussed. As supplementary stimulation, verbal stimuli can produce notable effects on the behavior of listeners and readers (even when the stimuli are misunderstood), although traditional mentalistic approaches to verbal behavior tend to neglect them.

Does the Number of Stimuli Influence the Formation of the Endogenous Components of the Event-Related Auditory Evoked Potentials?

Introduction The number of stimuli is important to determine the quality of auditory evoked potential records. However, there is no consensus on that number in studies, especially in the sample studied. Objectives To investigate the influence of the number of rare stimuli on forming N2 and P3 components, with different types of acoustic stimuli. Methods Cross-sectional, descriptive, comparative study, approved by the ethics committee of the institution. The sample comprised 20 normal hearing adults of both sexes, aged 18 to 29 years old, with normal scores in the mental state examination and auditory processing skills. The event-related auditory evoked potentials were performed with nonverbal (1 kHz versus 2 kHz) and verbal stimuli (/BA/ versus /DA/). The number of rare stimuli varied randomly in the recordings, with 10, 20, 30, 40, and 50 presentations. Results P3 latency was significantly higher for nonverbal stimuli with 50 rare stimuli. N2 latency did not show any difference between the type and number of stimuli. The absolute P3 and N2-P3 amplitudes showed significant differences for both types of stimuli, with higher amplitude for 10 rare stimuli, in contrast with the other ones. The linear tendency test indicated significance only for the amplitude - as the number of rare stimuli increased, the amplitude tended to decrease. Conclusion The components were identifiable in the different numbers of rare stimuli and types of stimuli. The P3 and N2-P3 latency and amplitude increased with fewer verbal and nonverbal stimuli. Recording protocols must consider the number of rare stimuli.

The Dual-Coding Theory and Digital Media: The Effect of Nursery Rhymes on Teaching Vocabulary

Most of the vocabulary in English has differences in written and spoken form, then it also takes time for the learners to recognize and memorize the new vocabularies that they have learned before they implement it in their conversation. The dual-coding theory believes when verbal and non-verbal stimuli are connected, it brings a deeper understanding and better imaging of certain things. The objectives of this study are to find out whether the use of nursery rhymes is significantly effective or not, and how effective the use of nursery rhymes is for vocabulary teaching processes based on the perspective of the dual-coding theory and the aspect of vocabulary knowledge to the elementary students. The participants of this study are 64 of the Year-3 students at MI Ushuluddin Singkawang in 2022/2023 of academic year divided into two groups, control and experimental group. The data were taken from the students’ pretest and posttest results and tools to measure the data were thirty numbers of short answer questions. The findings show nursery rhymes are significantly effective for the vocabulary teaching processes to the elementary students. Nursery rhymes not only run mechanically but also activate the students’ experiences, emotions, and thoughts through the process of repeating, reciting, then practicing related to the aspect of form, meaning, and use in vocabulary knowledge. All of these processes in the classroom bring a better recall for them specifically related to vocabulary learning.

EXPLORING TEACHER'S IMPLEMENTATION OF AUDIO LINGUAL METHOD, CHALLENGES, AND TECHNIQUES FOR IMPROVING STUDENT'S VOCABULARY MASTERY

This study aimed to explore the EFL teacher's implementation of the Audio-lingual Method, investigate his challenges and explain his technique to improve students' vocabulary mastery. The case study was carried out in SMA Pasundan Cikalongkulon Cianjur. The respondents were 32 students and an English teacher chosen purposively to be involved in this study. The instruments of data collection were observation and interview. The result showed that the EFL teacher implemented Audio-lingual Method well. It was proved that he applied its principles namely imitation, using the target language communicatively, separating the native and the target language linguistic system, modeling, repetition, reinforcement, verbal and nonverbal stimuli, and English culture. Moreover, the student's average score improved, There were some challenges namely limited time, student motivation, different capabilities, and the classroom condition. Moreover, there were some techniques such as dialog memorization, repetition drill, transformation drill, and question and answer drill, and the most applied techniques were repetition drill, transformation drill, and question and answer drill. It is recommended that English teachers implement Audio-lingual Method for teaching vocabulary. Further study could be conducted to investigate how the students feel when learning vocabulary using the Audio-lingual Method.

ORCA: A picture database of object-scene arrangements for cross-cultural and aging research.

In recent years, cross-cultural research on the modulation of basic cognitive processes by culture has intensified - also from an aging perspective. Despite this increased research interest, only a few cross-culturally normed non-verbal stimulus sets are available to support cross-cultural cognitive research in younger and older adults. Here we present the ORCA (Official Rating of Complex Arrangements) picture database, which includes a total of 720 object-scene compositions sorted into 180 quadruples (e.g., two different helmets placed in two different deserts). Each quadruple contains visually and semantically matched pairs of objects and pairs of scenes with varying degrees of semantic fit between objects and scenes. A total of 95 younger and older German and Chinese adults rated every object-scene pair on object familiarity and semantic fit between object and scene. While the ratings were significantly correlated between cultures and age groups, small but significant culture and age differences emerged. Object familiarity was higher for older adults than younger adults and for German participants than for Chinese participants. Semantic fit was rated lower by German older adults and Chinese younger adults as compared to German younger adults and Chinese older adults. Due to the large number of stimuli, our database is particularly well suited for cognitive and neuroscientific research on cross-cultural and age-related differences in perception, attention, and memory.

PECULIARITIES OF PERCEPTION OF NON-VERBAL STIMULI BY PATIENTS WITH SCHIZOPHRENIA: SUBJECTIVE UNDERSTANDING, INTEREST AND EMOTIONS.

The aim: The main purpose of this article was to investigate the subjective understanding, interest, and emotional perception of non-verbal stimuli by schizophrenic patients. Materials and methods: For this study, the clinical interview method was used, in which all questions were presented in Ukrainian. The questionnaire form was divided into three main blocks: socio-demographic, mental anamnesis, and non-verbal stimulus assessment. 50 respondents took part in the study. The experimental group, i.e., respondents with schizophrenia spectrum disorders, made up 58% (n = 29) of the total number of respondents, and the control group, respondents with other diagnoses, made up 42% (n = 21). Results: The results showed that in both groups the level of abstractness or objectivity of the drawings affected the understanding of what was depicted. Patients with schizophrenia had a better understanding of images that didn't have a single semantic and compositional whole. The abstractness of the drawings and their detailing affected the appearance of interest in the image in people who have disorders on the schizophrenia spectrum. In addition, the more realistic the objects in the picture were, the less interesting it was for people with schizophrenia spectrum disorders. Conclusions: In conclusion, schizophrenic patients found stereotypical signs of emotions much more easily than respondents with other diagnoses, and facial expressions were the most important factor in determining the emotional component of drawings.

Context and target recollection for words and pictures in young adults with developmental dyslexia.

The specificity of memory functioning in developmental dyslexia is well known and intensively studied. However, most research has been devoted to working memory, and many uncertain issues about episodic memory remain practically unexplored. Moreover, most studies have investigated memory in children and adolescents-much less research has been conducted on adults. The presented study explored the specificity of context and target memory functioning for verbal and nonverbal stimuli in young adults with developmental dyslexia. The dual recollection theory, which distinguishes context recollection, target recollection, and familiarity as the processes underlying memory performance in the conjoint recognition paradigm, was adopted as the theoretical basis for the analysis of memory processes. The employed measurement model, a multinomial processing tree model, allowed us to assess the individual contributions of the basic memory processes to memory task performance. The research sample consisted of 82 young adults (41 with diagnosed dyslexia). The results showed significant differences in both verbal and nonverbal memory and context and target recollection between the dyslexic and the typically developing groups. These differences are not global; they only involve specific memory processes. In line with previous studies using multinomial modeling, this shows that memory functioning in dyslexia cannot be characterized as a simple impairment but is a much more complex phenomenon that includes compensatory mechanisms. Implications of the findings and possible limitations are discussed, pointing to the need for further investigation of the relationship between context memory functioning and developmental dyslexia, taking into account the type of material being processed.

Wakeful Rest Benefits Recall, but Not Recognition, of Incidentally Encoded Memory Stimuli in Younger and Older Adults.

Older adults exhibit deficits in episodic memory tasks, which have often been attributed to encoding or retrieval deficits, with little attention to consolidation mechanisms. More recently, researchers have attempted to measure consolidation in the context of a behavioral experiment using the wakeful rest paradigm (i.e., a brief, quiet period of minimal stimulation, which facilitates memory performance, compared to a distractor task). Critically, older adults might not produce this effect, given established age differences in other episodic memory processes and mind-wandering. In three experiments, we directly compared younger and older adults in modified versions of the wakeful rest paradigm. Critically, we utilized incidental encoding procedures (all experiments) and abstract shape stimuli (in Experiment 3) to limit the possibility of retrieval practice or maintenance rehearsal as potential confounding mechanisms in producing the wakeful rest effect. Wakeful rest reliably and equally benefited recall of incidentally encoded words in both younger and older adults. In contrast, wakeful rest had no benefit for standard accuracy measures of recognition performance in verbal stimuli, although there was an effect in response latencies for non-verbal stimuli. Overall, these results suggest that the benefits of wakeful rest on episodic retrieval are preserved across age groups, and hence support age-independence in potential consolidation mechanisms as measured by wakeful rest. Further, these benefits do not appear to be dependent on the intentionality of encoding or variations in distractor task types. Finally, the lack of wakeful rest benefits on recognition performance might be driven by theoretical constraints on the effect or methodological limitations of recognition memory testing in the current paradigm.

Working memory tasks in interpreting studies

Abstract Studies about working memory (WM) and interpreting have used a variety of methods and results are often conflicting. There is therefore the need to analyse the cognitive tasks which have been used so far to assess their effectiveness in detecting WM performance differences. This paper presents the findings of a meta-analysis that compares the results of interpreters and interpreting students (study group) to the results of non-interpreters (control group) in four cognitive tasks (reading span, n-back task, listening span and dual tasks). Interpreters show a significant WM advantage of medium size over non-interpreters in tasks based on verbal stimuli, but not in tasks based on non-verbal stimuli. In addition, differences are larger when there is a wider gap in interpreting expertise between the two groups.

Interhemispheric transfer time differs between fast and slow healthy adult readers

The visual system forms the basis of visual word decoding processes. Reading is a left-lateralized function. The interaction between the two hemispheres via the corpus callosum is required for successful reading. It is known that callosal function and morphology are affected in reading disorders. This study investigated the differences in callosal transfer speed of verbal and nonverbal stimuli in healthy university students. We hypothesized that if the callosal transfer has a role in slow reading, transfer speed would differ between slow and fast readers. Moreover, if the difference was affected by the type of stimulus, this will provide information about the level of neural processing at which the difference is based/aroused. Fifty-one participants were grouped as slow (n = 15, 8 female) and fast (n = 36, 22 female) readers. Three types of stimuli (word, legal pseudoword, and non-verbal grating) were presented from the right or left visual field. Latencies of the evoked potentials (N1) were used to measure interhemispheric transfer time. We found that slow readers have a slower right-to-left transfer speed at the parietal site, which is related to the visual word decoding process. The finding was similar to previous studies examining individuals with dyslexia. This difference was not seen with grating stimuli; we suggest that the difference originates at the orthographic visual lexical level rather than at earlier basic visual processing. We did not observe any effect of lexical and sublexical routes on the callosal transfer time because of evaluated time windows.

Involvement of the dorsal and ventral attention networks invisual attention span.

Visual attention span (VAS), which refers to the window size of multielement parallel processing in a short time, plays an important role in higher‐level cognition (e.g., reading) as required by encoding large amounts of information input. However, it is still a matter of debate about the underlying neural mechanism of VAS. In the present study, a modified visual 1‐back task was designed by using nonverbal stimuli and nonverbal responses, in which possible influences of target presence and position were considered to identify more pure VAS processing. A task‐driven functional magnetic resonance imaging (fMRI) experiment was then performed, and 30 healthy adults participated in this study. Results of confirmatory and exploratory analyses consistently revealed that both dorsal attention network (DAN) and ventral attention network (VAN) were significantly activated during this visual simultaneous processing. In particular, more significant activation in the left superior parietal lobule (LSPL), as compared to that in the bilateral inferior frontal gyrus (IFGs), suggested a greater involvement of DAN in VAS‐related processing in contrast to VAN. In addition, it was also found that the activation in temporoparietal junctions (TPJs) were suppressed during multielement processing only in the target‐absent condition. The current results suggested the recruitment of LSPL in covert attentional shifts and top‐down control of VAS resources distribution during the rapid visual simultaneous processing, as well as the involvement of bilateral IFGs (especially RIFG) in both VAS processing and inhibitory control. The present findings might bring some enlightenments for diagnosis of the atypicality of attentional disorders and reading difficulties.

Facilitating the emergence of intraverbal tacts in children with autism spectrum disorder: A preliminary analysis.

Intraverbal tacts are an example of multiply controlled verbal behavior. More specifically, they are verbal responses under control of both a nonverbal (visual) stimulus (e.g., a green ball) and a verbal (auditory) stimulus (e.g., "What color?" vs. "What shape?"). Studies have shown that verbal behavior training can be arranged in a way that would lead to the emergence of other verbal operants, including multiply controlled (convergent) intraverbals. Our study sought to evaluate the relevance of a specific set of component skills on the emergence of intraverbal tacts in children with an autism spectrum disorder. Intraverbal tacts were observed only when all component skills were mastered, suggesting that this set of skills was sufficient to produce emergent verbal performance. Preliminary data were obtained on the necessity of 4 of the 6 component skills and tentatively suggest that they may be necessary to produce emergent intraverbal tacts, at least under some conditions.