Recall Of Stimuli Research Articles

Auditory Processing and Speech-Sound Disorders.

Speech-sound disorders (SSD) have been linked to auditory processing difficulties, and auditory processing disorders (APD) have been related to phonological awareness and literacy development. To this date, there has not been a systematic literature review investigating the results of psychophysiology and language assessments related to SSD and APD in children. The literature search was conducted in PubMed, Medline EBSCO, and Scopus to identify studies with children diagnosed/suspected of having APDs and SSDs. The quality of methodology in the selected articles was evaluated with the Newcastle Ottawa Scale. Seven out of 378 relevant studies met the selection criteria. The findings were summarized for children with SSD and APD based on (a) metalinguistic and literacy skills, (b) cognitive abilities, and (c) temporal processing abilities. Three articles indicated that children with APD and SSD exhibit lower temporal task accuracy and reaction time. In two studies, children with SSD exhibited lower scores in discrimination, sequencing, and recall of brief stimuli in rapid succession. This review revealed associations between SSD severity and APD that may underline low performance in metalinguistic skills. Diagnostic assessments have been proposed based on the review to adequately identify children with SSD and APD and provide useful information for more suitable intervention.

초등교사의 걷기 경험에 관한 자문화기술지

Objectives The purpose of this study was to explore an elementary school teacher's walking experience as Autoethnography. This study will allow elementary school teachers to reflect on the meaning of their lives through the records of their walking experiences. Methods Data in this study were collected using the researcher's stimulus recall questionnaire, the researcher's walking diary, and the collected data was analyzed by an inductive category analysis method. Results An elementary school teacher's walking experience story was composed of spring, summer, fall, and winter stories of walking. In the spring story of walking, the introduction to walking and healing through walking were derived. The summer story of walking was solved by walking: growing to the next level, sharing concerns with others: expansion of concerns. The autumn story of walking was derived from focusing on my inner self and sharing the fruit of walking: walking with children. The winter story of walking was categorized into walking with reflection and preparation for a new beginning. Conclusions In this study, an elementary school teacher derived positive meanings for individuals, students, and fellow teachers through a record of his or her walking experience. Walking will strengthen teachers' positive emo-tions, solve their own conflicts and concerns, serve as a window for communication with students, and provide an opportunity for growth through educational reflection.

경도인지장애 노인을 위한 인지 자극 회상훈련용 그림-단어 카드 개발

Activities to prevent dementia and promote cognitive function in the older adults are important. This study aimed to develop picture-word cards for stimulus recall training. In addition, the idea was to provide a low-cost picture-word card for the prevention of dementia and develop a tool that would help the brain's cognitive processes be activated efficiently through step-by-step learning. The cards consisted of picture, word, and clue cards. A picture card was placed in front of the card and a word card at its back. Clue cards were separated, and the difficulty was adjusted with initial, first-syllable, and two-syllable clues. The name of the object on the picture card is on the word card. If the participant could not say the name of the object, a cue card was presented. The cards were categorized into food, fruits and vegetables, animals, household tools, and natural environment. Each category contained more than 10 cards. The colors of the cards differed for each category. According to the picture-word card in the present invention, a picture-word card for dementia prevention that can provide learning through a word card in which part or all of the spelling is replaced with the initial voice may be provided, and an effective dementia prevention effect can be expected through step-by-step learning. In future studies, a group study on the clinical utility of this development is required.

Do Students have Agency?

Much research exploring the use of videos to support language learning positions videos as tools and learners as passively engaged viewers. This study reveals that when encouraged to explore authentic Chinese videos, L2 learners actively took control of their language learning based on their personal interests. The complexity of video learning calls for deeper exploration into learners’ experiences. Using socio-cultural theory perspectives of self-, other-, and social-mediation and internalization, this article depicts heritage and non-heritage university-level Chinese language learners’ agency during informal video learning. This two-year qualitative study used semi-structured interviews, stimulus recall, participant observation, and document collection. Analysis revealed these lived experiences of participants’ agentic video learning; Learners in our study demonstrated variety in terms of social support and cultural understanding helping or hindering how videos mediated their L2 learning. Teachers should therefore design video pedagogy that considers individual students’ social worlds and purposes for L2 learning.

Neural representations of naturalistic events are updated as our understanding of the past changes.

The brain actively reshapes our understanding of past events in light of new incoming information. In the current study, we ask how the brain supports this updating process during the encoding and recall of naturalistic stimuli. One group of participants watched a movie ('The Sixth Sense') with a cinematic 'twist' at the end that dramatically changed the interpretation of previous events. Next, participants were asked to verbally recall the movie events, taking into account the new 'twist' information. Most participants updated their recall to incorporate the twist. Two additional groups recalled the movie without having to update their memories during recall: one group never saw the twist; another group was exposed to the twist prior to the beginning of the movie, and thus the twist information was incorporated both during encoding and recall. We found that providing participants with information about the twist beforehand altered neural response patterns during movie-viewing in the default mode network (DMN). Moreover, presenting participants with the twist at the end of the movie changed the neural representation of the previously-encoded information during recall in a subset of DMN regions. Further evidence for this transformation was obtained by comparing the neural activation patterns during encoding and recall and correlating them with behavioral signatures of memory updating. Our results demonstrate that neural representations of past events encoded in the DMN are dynamically integrated with new information that reshapes our understanding in natural contexts.

Can working memory account for EMDR efficacy in PTSD?

Background:Although eye movement desensitization and reprocessing (EMDR) has been shown to be effective in the treatment of PTSD for years, it remains controversial due to the lack of understanding of its mechanisms of action. We examined whether the working memory (WM) hypothesis –the competition for limited WM resources induced by the dual task attenuates the vividness and emotionality of the traumatic memory – would provide an explanation for the beneficial effect induced by bilateral stimulation.Methods:We followed the Prisma guidelines and identified 11 articles categorized in two types of designs: studies involving participants with current PTSD symptoms and participants without PTSD diagnosis.Results:Regardless of the types of studies, the results showed a reduction of vividness and emotionality in the recall of traumatic stimuli under a dual-task condition compared to a control condition, such as recall alone. However, two studies used a follow-up test to show that this effect does not seem to last long.Conclusion:Our results provide evidence for the WM hypothesis and suggest that recalling a traumatic memory while performing a secondary task would shift the individual’s attention away from the retrieval process and result in a reduction in vividness and emotionality, also associated with the reduction of symptoms.

Emotional Context Shapes the Serial Position Curve.

Emotional contexts affect memory processes. However, the impact of contextual priming as a function of the emotional valence on the recall of neutral information is not fully understood. The aim of the present study was to evaluate how a conditioning of emotional context during encoding may influence the subsequent memory of otherwise neutral materials in a well-established phenomenon as the serial position effect. Participants performed a free recall task for neutral words in three conditions: (i) word list alone; (ii) word list coupled with positive or neutral images; and (iii) word list coupled with negative or neutral images. Images were presented before each word stimulus. In three different experiments, the emotional context during the word list presentation was manipulated separately for primacy and recency clusters, and for the middle words (‘middlecy’). Emotional context affects free recall of neutral stimuli, changing the serial position curve effect across conditions. Namely, emotional images presented in the primacy and recency clusters worsen accuracy, whereas their occurrence in the ‘middlecy’ cluster reduces the oblivion. The present findings show that the typical pattern related to the serial position curve for neutral information can be shaped by the conditioning of emotional context. Findings have implications in medical-legal contexts in the case of the recollection of events with high emotional content.

Drifting neuronal representations: Bug or feature?

The brain displays a remarkable ability to sustain stable memories, allowing animals to execute precise behaviors or recall stimulus associations years after they were first learned. Yet, recent long-term recording experiments have revealed that single-neuron representations continuously change over time, contravening the classical assumption that learned features remain static. How do unstable neural codes support robust perception, memories, and actions? Here, we review recent experimental evidence for such representational drift across brain areas, as well as dissections of its functional characteristics and underlying mechanisms. We emphasize theoretical proposals for how drift need not only be a form of noise for which the brain must compensate. Rather, it can emerge from computationally beneficial mechanisms in hierarchical networks performing robust probabilistic computations.

Association of attention and memory biases for negative stimuli with post-traumatic stress disorder symptoms

Cognitive models have highlighted the role of attentional and memory biases towards negatively-valenced emotional stimuli in the maintenance of post-traumatic stress disorder (PTSD). However, previous research has focused mainly on attentional biases towards distracting (task-irrelevant) negative stimuli. Furthermore, attentional and memory biases have been examined in isolation and the links between them remain underexplored. We manipulated attention during encoding of trauma-unrelated negative and neutral words and examined the differential relationship of their encoding and recall with PTSD symptoms. Responders to the World Trade Center disaster (N = 392) performed tasks in which they read negative and neutral words and reported the color of another set of such words. Subsequently, participants used word stems to aid retrieval of words shown earlier. PTSD symptoms were associated with slower response times for negative versus neutral words in the word-reading task (r = 0.170) but not color-naming task. Furthermore, greater PTSD symptom severity was associated with more accurate recall of negative versus neutral words, irrespective of whether words were encoded during word-reading or color-naming tasks (F = 4.11, p = 0.044, ηp2 = 0.018). Our results show that PTSD symptoms in a trauma-exposed population are related to encoding of trauma-unrelated negative versus neutral stimuli only when attention was voluntarily directed towards the emotional aspects of the stimuli and to subsequent recall of negative stimuli, irrespective of attention during encoding.

In for a penny, in for a pound: examining motivated memory through the lens of retrieved context models.

When people encounter items that they believe will help them gain reward, they later remember them better than others. A recent model of emotional memory, the emotional context maintenance and retrieval model (eCMR), predicts that these effects would be stronger when stimuli that predict high and low reward can compete with each other during both encoding and retrieval. We tested this prediction in two experiments. Participants were promised £1 for remembering some pictures, but only a few pence for remembering others. Their recall of the content of the pictures they saw was tested after 1 min and, in experiment 2, also after 24 h. Memory at the immediate test showed effects of list composition. Recall of stimuli that predicted high reward was greater than of stimuli that predicted lower reward, but only when high- and low-reward items were studied and recalled together, not when they were studied and recalled separately. More high-reward items in mixed lists were forgotten over a 24-h retention interval compared with items studied in other conditions, but reward did not modulate the forgetting rate, a null effect that should be replicated in a larger sample. These results confirm eCMR's predictions, although further research is required to compare that model against alternatives.

Neural correlates of extinguished threat recall underlying the commonality between pediatric anxiety and irritability

BackgroundAnxiety and irritability frequently co-occur in youth and are mediated by aberrant threat responses. However, empirical evidence on neural mechanisms underlying this co-occurrence is limited. To address this, we apply data-driven latent phenotyping to data from a prior report of a well-validated threat extinction recall fMRI paradigm. MethodsParticipants included 59 youth (28 anxiety disorder, 31 healthy volunteers; Mage=13.15 yrs) drawn from a transdiagnostic sample of 331 youth, in which bifactor analysis was conducted to derive latent factors representing shared vs. unique variance of dimensionally-assessed anxiety and irritability. Participants underwent threat conditioning and extinction. Approximately three weeks later, during extinction recall fMRI, participants made threat-safety discriminations under two task conditions: current threat appraisal and explicit recall of threat contingencies. Linear mixed-effects analyses examined associations of a “negative affectivity” factor reflecting shared anxiety and irritability variance with whole-brain activation and task-dependent amygdala connectivity. ResultsDuring recall of threat-safety contingencies, higher negative affectivity was associated with greater prefrontal (ventrolateral/ventromedial, dorsolateral, orbitofrontal), motor, temporal, parietal, and occipital activation. During threat appraisal, higher negative affectivity was associated with greater amygdala-inferior parietal lobule connectivity to threat/safety ambiguity. LimitationsSample included only healthy youth and youth with anxiety disorders. Results may not generalize to other diagnoses for which anxiety and irritability are also common, and our negative affectivity factor should be interpreted as anxiety disorders with elevated irritability. Reliability of some subfactors was poor. ConclusionsAberrant amygdala-prefrontal-parietal circuitry during extinction recall of threat-safety stimuli may be a mechanism underlying the co-occurrence of pediatric anxiety and irritability.

Eyewitness identification performance is not affected by time-of-day optimality

The circadian rhythm regulates arousal levels throughout the day and determines optimal periods for engaging in mental activities. Individuals differ in the time of day at which they reach their peak: Morning-type individuals are at their best in the morning and evening types perform better in the evening. Performance in recall and recognition of non-facial stimuli is generally superior at an individual’s circadian peak. In two studies (Ns = 103 and 324), we tested the effect of time-of-testing optimality on eyewitness identification performance. Morning- and evening-type participants viewed stimulus films depicting staged crimes and made identification decisions from target-present and target-absent lineups either at their optimal or non-optimal time-of-day. We expected that participants would make more accurate identification decisions and that the confidence-accuracy and decision time-accuracy relationships would be stronger at optimal compared to non-optimal time of day. In Experiment 1, identification accuracy was unexpectedly superior at non-optimal compared to optimal time of day in target-present lineups. In Experiment 2, identification accuracy did not differ between the optimal and non-optimal time of day. Contrary to our expectations, confidence-accuracy relationship was generally stronger at non-optimal compared to optimal time of day. In line with our predictions, non-optimal testing eliminated decision-time-accuracy relationship in Experiment 1.

When bad gets worse: Negative wording amplifies negative recall in persons with the borderline personality trait

SummaryThe emotional valence of memory recall strongly influences the extreme, and often self‐destructive behavioral response. Overall, 4427 people from the community filled out our screening questionnaire, of which 674 (mean age: 32.9 years, 64.7% women) passed the threshold for the likely presence of borderline personality disorder (BPD). Participants watched one of 9 possible video clips differing in valence (positive, negative or neutral). Results indicate support (ß = .151, p < .05) for a negative cognitive tendency in the evaluations proportionate to the severity of BPD but only when the impression is assessed with negatively‐worded items. This effect is detectable regardless of other factors such as negative mood, extremity of the answers or general impression of the character. These effects are unaffected by acute trauma. To conclude, different factors influence the recall of emotional stimuli, depending on the valence of the stimuli and the valence of the rating scale in persons with strong borderline tendencies.

Differences in perceptual memory determine generalization patterns

Although memory of past experiences is crucial for the ability to transfer knowledge to new situations, surprisingly little research has directly investigated the relationship between memory and generalization. The present study sought to investigate how the perceptual memory of a trained stimulus influences generalization to similar stimuli. Forty participants underwent a fear conditioning procedure on Day 1, and separate memory recall and generalization tests on Day 2. We focused on two aspects of perceptual memory: namely memory bias (i.e., over- or underestimation of stimulus magnitude) and uncertainty. We found that memory bias predicted the pattern of generalized self-reported (expectancy ratings) and psychophysiological responses (fear-potentiated startle responses). Memory uncertainty was measured in two ways: self-reported uncertainty ratings and variability in stimulus recall. We found that higher levels of self-reported memory uncertainty corresponded with a broader generalization gradient on US expectancy, while greater variability in memory recall was associated with a broader generalization gradient on fear-potentiated startle responses. Taken together, our findings suggest that memory is an important determinant of generalized behavior and illustrate the need to account for these interindividual differences in perceptual memory when examining the generalization of learned responses.

Public and private human T-cell clones respond differentially to HCMV antigen when boosted by CD3 copotentiation

AbstractHuman cytomegalovirus (HCMV) induces long-lasting T-cell immune responses that control but do not clear infection. Typical responses involve private T-cell clones, expressing T-cell antigen receptors (TCRs) unique to a person, and public T-cell clones with identical TCRs active in different people. Here, we report the development of a pretherapeutic immunostimulation modality against HCMV for human T cells, CD3 copotentiation, and the clonal analysis of its effects in recall assays at single-cell resolution. CD3 copotentiation of human T cells required identification of an intrinsically inert anti-CD3 Fab fragment that conditionally augmented signaling only when TCR was coengaged with antigen. When applied in recall assays, CD3 copotentiation enhanced the expansion of both public and private T-cell clones responding to autologous HLA-A2(+) antigen-presenting cells and immunodominant NLVPMVATV (NLV) peptide from HCMV pp65 protein. Interestingly, public vs private TCR expression was associated with distinct clonal expansion signatures in response to recall stimulus. This implied that besides possible differences in their generation and selection in an immune response, public and private T cells may respond differently to pharmacoimmunomodulation. Furthermore, a third clonal expansion profile was observed upon CD3 copotentiation of T-cell clones from HLA-A2(−) donors and 1 HLA-A2(+) presumed-uninfected donor, where NLV was of low intrinsic potency. We conclude that human T-cell copotentiation can increase the expansion of different classes of T-cell clones responding to recall antigens of different strengths, and this may be exploitable for therapeutic development against chronic, persistent infections such as HCMV.

Beta oscillations following performance feedback predict subsequent recall of task-relevant information

Reward delivery in reinforcement learning tasks elicits increased beta power in the human EEG over frontal areas of the scalp but it is unclear whether these 20–30 Hz oscillations directly facilitate reward learning. We previously proposed that frontal beta is not specific to reward processing but rather reflects the role of prefrontal cortex in maintaining and transferring task-related information to other brain areas. To test this proposal, we had subjects perform a reinforcement learning task followed by a memory recall task in which subjects were asked to recall stimuli associated either with reward feedback (Reward Recall condition) or error feedback (Error Recall condition). We trained a classifier on post-feedback beta power in the Reward Recall condition to discriminate trials associated with reward feedback from those associated with error feedback and then tested the classifier on post-feedback beta power in the Error Recall condition. Crucially, the model classified error-related beta in the Error Recall condition as reward-related. The model also predicted stimulus recall from post-feedback beta power irrespective of feedback valence and task condition. These results indicate that post-feedback beta power is not specific to reward processing but rather reflects a more general task-related process.

Emotional memory in bipolar disorder: Impact of multiple episodes and childhood trauma

BackgroundEmotional memory is a critical amygdala-dependent cognitive function characterized by enhanced memory for emotional events coupled with retrograde amnesia. Our study aims to assess the influence of bipolar disorder (BD), trauma, and the number of mood episodes on emotional memory. Methods53 subjects (33 euthymic patients with BD and 20 healthy controls) answered a clinical assessment, childhood trauma questionnaire (CTQ), and an emotional memory test composed of lists of nouns, including neutral words, one emotional (E), one preceding (E-1) and one following word (E + 1). We assessed for the influence of type, position, diagnosis, trauma, and number of mood episodes in word recall using generalized estimating equations. ResultsControlling for neutral words, BD had a higher recall for E-1 (p = 0.038) and a trend for a higher recall of E (p = 0.055). There was no difference between patients with and without trauma. Patients with BD who suffered multiple mood episodes had a higher recall of E compared to patients with fewer episodes (p = 0.016). LimitationsCross-sectional design and small sample size. ConclusionOur results indicate dysfunction in emotional memory in patients with BD, particularly after multiple mood episodes. While we expected an impaired emotional memory, patients with BD showed an increased recall for emotional stimuli and events preceding them. Childhood trauma does not seem to interfere with emotional memory changes in patients with BD. Emotional memory enhancement seems to be a promising marker of progression in BD.

Impact of a Neuro-Cognitive Intervention on Students’ Cognitive Functions: Assessments in a Government School Setting in South India

Evidence indicates that cognitive deficits can affect students’ performance in schools. An effort to enhance cognitive skills through integration of a neuro-cognitive training called ‘Brighter Minds’, was made in the government schools of South India during 2017-18. 110 students went through a pre and post training evaluation, using a mixed methods study design to assess changes in attention, observation and memory. Tools such as Make a Trail and Stroop test to assess attention, Word Recall and Visual stimulus tests for memory and acustomized tool to assess changes in observation were used. Focus group discussions were conducted to understand teachers’ experience and acceptance of the training. Paired t-tests demonstrated statistically significant gains in all the three cognitive traits. The average time taken to complete the trail tests significantly reduced after the training (Trail A: 59.3 s to 47.5 s; Trail B: 156 s to 120 s. p < 0.001). The average number of correct items read out in the Stroop test improved significantly. More students were able to observe deeper aspects of the test object (23 Vs 40, p < 0.001). On intuition tests, average score of correct observations went up significantly from 6.7 to 9.6 objects. Memory assessments revealed significant improvements in verbal recall (both immediate and delayed) and visual recognition, but marginal improvements in visual retention. The teachers reported changes in student’s motivation, discipline and participation. The training was seamlessly rolled out by the teachers during regular hours and led to improvements in students' cognitive abilities. The cognitive trainings offer promise to complement current efforts in enhance learning outcomes among students.

Regulation of action selection based on metacognition in humans via a ventral and dorsal medial prefrontal cortical network

Metacognition is defined as cognition about one's own cognitive state; it enables us to estimate our own performance during goal-directed actions and to select a suitable strategy based on that estimation. Identifying the neural mechanisms that underlie this process will contribute to our understanding of how we realize adaptive self-control in daily life. Here, we focused on the neural substrates that allow us to voluntarily utilize prospective metacognition to carry out such action selection. Participants were asked to bet on their recall of sound stimuli presented at an earlier time in a delayed match-to-sample task of rapidly changing sound stimuli. During the task, brain activity was measured using functional magnetic resonance imaging. We found that the brain network composed of the ventral and dorsal parts of the medial prefrontal cortex and the medial precuneus regulated the strategic selection of risk/return profiles based on metacognition. In particular, increments in functional connectivity between the ventral and dorsal medial prefrontal cortices during high-risk/return bets correlated with the adaptiveness of the bet (as measured by the correspondence between choosing high risk/return bets and high accuracy of task performance). This index is considered to reflect the degree of voluntary use of metacognition to bet. These findings suggest that the strong connectivity within the network involving the ventral and dorsal medial prefrontal cortices enables us to utilize metacognition to select actions for achieving a goal efficiently.

Neural similarity at temporal lobe and cerebellum predicts out-of-sample preference and recall for video stimuli

The extent to which brains respond similarly to a specific stimulus, across a small group of individuals, has been previously found to predict out-of-sample aggregate preference for that stimulus. However, the location in the brain where neural similarity predicts out-of-sample preference remains unclear. In this article, we attempt to identify the neural substrates in three functional magnetic resonance imaging (fMRI) studies. Two fMRI studies (N = 40 and 20), using previously broadcasted TV commercials, show that spatiotemporal neural similarity at temporal lobe and cerebellum predict out-of-sample preference and recall. A follow-up fMRI study (N = 28) with previously unseen movie-trailers replicated the predictive effect of neural similarity. Moreover, neural similarity provided unique information on out-of-sample preference above and beyond in-sample preference. Overall, the findings suggest that neural similarity at temporal lobe and cerebellum – traditionally associated with sensory integration and emotional processing – may reflect the level of engagement with video stimuli.