Quarterly Journal Of Experimental Psychology Research Articles

Associations Between Key Language-Related Measures in Typically Developing School-Age Children

Associations Between Key Language-Related Measures in Typically Developing School-Age Children

Absence of hardly pursued updating in a running memory task

In a running memory span task, the participants are presented with a list of items (e.g. numbers or words) of an unknown length, because this length varies from trial to trial. In one variation of the procedure the participants must report a certain fixed number of items (e.g. four) from the end of the list. According to Morris and Jones (British Journal of Psychology, 81, 111-121, 1990), the recalled items must be updated in memory as the presentation of the list progresses. Ruiz, Elosúa and Lechuga (The Quarterly Journal of Experimental Psychology, 5, 887-905, 2005) noted that an active strategy implies an inhibition in memory of the final discarded items, and did not find results which supported this hypothesis. The aim of this study is to check whether or not participants adopt an active processing strategy in extreme conditions. Experiment 1 uses catch trials, which induce the participants not to discard the first items of the lists, and also short lists (of 4, 7, 8, 9 and 10 items); these could be considered optimal conditions for updating. However, it should also be pointed out that with an upper limit of 10 items per list, participants could try to memorise the whole list in most of the trials. One way to discourage this strategy is including lists well over span (e.g. 14-26 items). The purpose of Experiment 2 was to analyse the 10-item lists in two conditions: within a context of much longer lists (well over span) in most of the trials and within a context of shorter lists (data of Experiment 1). Results in both experiments, from the analysis of location errors, indicate that even in these conditions the participants do not seem to carry out the supposed active updating of the memory set.

The role of memory for compounds in cue competition

Revisions of common associative learning models incorporate a within-compound association mechanism in order to explain retrospective cue competition effects (e.g., [Dickinson, A., & Burke, J. (1996). Within-compound associations mediate the retrospective revaluation of causality judgements. Quarterly Journal of Experimental Psychology, 49B, pp. 60–80.]). These models predict a correlation between memory for compounds (as a measure for the strength of within-compound associations) and retrospective cue competition but not forward cue competition. This was indeed found in a study of [Melchers, K. G., Lachnit, H., & Shanks, D. (2004). Within-compound associations in retrospective revaluation and in direct learning: A challenge for comparator theory. Quarterly Journal of Experimental Psychology, 57B, pp. 25–54.]. We argue that a higher-order reasoning account of causal learning can also explain the evidence for the role of within-compound associations in cue competition. Moreover, this account predicts that if making inferences during the learning stage is impeded, a correlation between memory for compounds and forward cue competition should be found as well. The results of a new study confirmed this prediction.

Exploring the functional and anatomical bases of mirror-image and anatomical imitation: The role of the frontal lobes

Humans are the most imitative species on earth, but how imitation is accomplished and which areas of the brain are directly involved in different kinds of imitation is still under debate. One view is that imitation entails representing observed behaviours as a set of hierarchically organised goals, which subsequently drive the construction of an action pattern [Bekkering, H., Wohlschläger, A., & Gattis, M. (2000). Imitation of gestures in children is goal-directed. The Quarterly Journal of Experimental Psychology, 53, 153–164; Wohlschläger, A., Gattis, M., & Bekkering, H. (2003). Action generation and action perception in imitation: An instance of the ideomotor principle. Philosophical Transactions of the Royal Society of London, 358, 501–515]. On this view, when working memory resources are limited, only the goals at the top-end of the hierarchy will be accurately reproduced. In the present study, neurologically intact participants and patients with frontal and non-frontal lesions were asked to make imitative responses that were either mirror-image (e.g., the observer's right side corresponding to the model's left side) or anatomically (e.g., the observer's right side corresponding to the model's right side) matching. Experiment 1 confirmed that individuals with brain damage, though globally impaired compared with neurologically intact controls, nevertheless followed the same goal hierarchy. However, there was a selective deficit in performing anatomical imitation for the frontal group. Experiment 2 demonstrated that the problem for frontal patients stemmed from an impaired ability to remember and reproduce incompatible stimulus-response mappings, which is fundamental for the selection of the appropriate frame of reference during anatomical imitation.

Simulating the ‘Other-Race’ Effect with Autoassociative Neural Networks: Further Evidence in Favor of the Face-Space Model

Other-race (OR) faces are less accurately recognized than same-race (SR) faces, but faster classified by race. This phenomenon has often been reported as the 'other-race' effect (ORE). Valentine (1991 Quarterly Journal of Experimental Psychology A: Human Experimental Psychology 43 161-204) proposed a theoretical multidimensional face-space model that explained both of these results, in terms of variations in exemplar density between races. According to this model, SR faces are more widely distributed across the dimensions of the space than OR faces. However, this model does not quantify nor state the dimensions coded within this face space. The aim of the present study was to test the face-space explanation of the ORE with neural network simulations by quantifying its dimensions. We found the predicted density properties of Valentine's framework in the face-projection spaces of the autoassociative memories. This was supported by an interaction for exemplar density between the race of the learned face set and the race of the faces. In addition, the elaborated face representations showed optimal responses for SR but not for OR faces within SR face spaces when explored at the individual level, as gender errors occurred significantly more often in OR than in SR face-space representations. Altogether, our results add further evidence in favor of a statistical exemplar density explanation of the ORE as suggested by Valentine, and question the plausibility of such coding for faces in the framework of recent neuroimaging studies.

Different effects of the two types of spatial pre-cueing: what precisely is “attention” in Di Lollo’s and Enns’ substitution masking theory?

Enns and Di Lollo [Psychological Science, 8 (2), 135-139, 1997] have introduced the object substitution theory of visual masking. Object substitution masking occurs when focusing attention on the target is delayed. However, Posner (Quarterly Journal of Experimental Psychology, 32, 3-25, 1980) has already shown that attention can be directed to a target at least in two ways: intentionally (endogenously) and automatically (exogenously). We conducted two experiments to explore the effects of endogenous and exogenous cues on substitution masking. The results showed that when attention was shifted to the target location automatically (using a local peripheral pre-cue), masking was attenuated. A decrease in target identification dependent on a delay of mask offset, typical to substitution masking, was not observed. However, strong substitution masking occurred when the target location was not pre-cued or when attention was directed to the target location intentionally (using a symbolic pre-cue displayed centrally). The hypothesis of two different mechanisms of attentional control in substitution masking was confirmed.

The Natural History of Late-stage “Pure” Semantic Dementia

Relatively little is known about the neuropsychological profile of late-stage semantic dementia. This article provides a detailed assessment of patient MK who, despite her very severe semantic impairments, remained cooperative to testing and, unusually, did not show additional behavioral/personality changes. Although MK’s initial presentation was typical of semantic dementia (SD), her performance began to deviate from the normal pattern. She developed impairments of single word repetition and regular word reading, and began to produce phonological errors in picture naming and spontaneous speech. These deficits might suggest that late-stage SD includes an independent disorder of phonology. An alternative possibility, however, is that phonological processing cannot proceed normally in the face of profound semantic degradation. A series of experiments supported the latter explanation of MK’s deficits. In picture naming, MK showed little effect of progressive phonological cueing, did not reveal an increased sensitivity to word length or phonological complexity and continued to show a high degree of item-specific consistency in both accuracy and errors: she tended to produce the same erroneous phonemes for each item. She remained sensitive to the effects of phonological similarity in immediate serial recall. Letter substitution errors in regular word reading were more common for lower frequency letters (e.g., Q, Z). These letters also produced more item errors in immediate serial recall, suggesting that a frequency-graded loss of letter knowledge, rather than separate orthographic and phonological deficits, accounted for the deficits in both of these tasks. These findings are discussed in terms of theories that posit strong interactivity between phonology and semantics. We would like to thank David Bateman at the Royal United Hospital, Bath, UK and Roy Jones at St. Martin’s Hospital, Bath, UK for referring the patients to us. This work was carried out in part while the first author was on a study visit to the MRC Cognition & Brain Sciences Unit, Cambridge, funded by the Experimental Psychology Society. The work was also supported by a grant from the NIMH (MH64445).

THERE IS SOMETHING OUT THERE: DISTAL ATTRIBUTION IN SENSORY SUBSTITUTION, TWENTY YEARS LATER

Sensory substitution constitutes an interesting domain of study to consider the philosopher's classical question of distal attribution: how we can distinguish between a sensation and the perception of an object that causes this sensation. We tested the hypothesis that distal attribution consists of three distinct components: an object, a perceptual space, and a coupling between subjects' movements and stimulation. We equipped sixty participants with a visual-to-auditory substitution device, without any information about it. The device converts the video stream produced by a head-mounted camera into a sound stream. We investigated several experimental conditions: the existence or not of a correlation between movements and resulting stimulation, the direct or indirect manipulation of an object, and the presence of a background environment. Participants were asked to describe their impressions by rating their experiences in terms of seven possible "scenarios". These scenarios were carefully chosen to distinguish the degree to which the participants attributed their sensations to a distal cause. Participants rated the scenarios both before and after they were given the possibility to interrupt the stimulation with an obstacle. We were interested in several questions. Did participants extract laws of co-variation between their movements and resulting stimulation? Did they deduce the existence of a perceptual space originating from this coupling? Did they individuate objects that caused the sensations? Whatever the experimental conditions, participants were able to establish that there was a link between their movements and the resulting auditory stimulation. Detection of the existence of a coupling was more frequent than the inferences of distal space and object.

The nature of residual cost in regular switch response factors

Two experiments are presented that compare the residual cost found when switching from one task to another under predictable conditions. The aim of the study was to explore the roles played by the stimulus, the response, or both in the process of the mental set reconfiguration necessary to switch between two tasks. The experiments tested [Rogers, R. D., & Monsell, S. (1995). Cost of a predictable switch between simple cognitive tasks. Journal of Experimental Psychology: General, 124, 207–231] stimulus-cued-completion hypothesis and [Schuch, S., & Koch, I. (2003). The role of response selection for inhibition of task sets in task shifting. Journal of Experimental Psychology: Human Perception and Performance, 29, 92–105] hypothesis of response selection as the key factor in the nature of switch cost. In the first experiment, two conditions were created that varied in terms of a Go/No-Go signal: The Go trials were a replication of [Tornay, F. J., & Milán, E. G. (2001). A more complete task-set reconfiguration in random than in predictable task switch. The Quarterly Journal of Experimental Psychology, 54A, 785–803 Experiment 3]; The No-Go trials were identical to the first condition, except that participants did not execute a response in the trial n−1 (Schuch & Koch, 2003). In addition, the percentage of Go and No-Go trials was manipulated. The results showed that the cost was significant only in the high Go signal-frequency case (Experiment 2), with an abrupt offset in Go trials and a gradual offset in No-Go trials. Based on the results of these experiments, it was concluded that the crucial factor to complete a mental set reconfiguration is response-related and not stimulus-related.

Developmental differences in judgments of recency and frequency: Quantitative or qualitative?

The basis of young children's performance of judgments of recency and frequency was investigated using a modified version of Huppert and Piercy's [Huppert, F.A., & Piercy, M. (1978). The role of trace strength in recency and frequency judgements by amnesic and control subjects. Quarterly Journal of Experimental Psychology, 30, 347–354] paradigm. Children aged 4 and 6 years viewed pictures of nameable objects presented either once or three times on either of two consecutive days. At test, children judged how recently (“today” versus “yesterday”) or frequently (once versus three times) each picture had been presented. Developmental improvements in performance were observed for judgments of recency and frequency. Evidence for responding based on episode-specific information was found for both age groups, showing that young children do not confuse recency of presentation with frequency of presentation. There was no evidence for a qualitative shift from reliance on trace strength to reliance on episode specific information across this age range.

Reorganizing the experimentalists: The origins of the Society of Experimental Psychology.

The "Experimentalists," created by E. B. Titchener in 1904, experienced growing pains and other stresses in the 1920s, raising concerns about its future. Those concerns became acute with Titchener's death in 1927. At the 1928 meeting, several "elders," hoping to maintain the group's vigorous advocacy of basic research in the positivist tradition, formed a reorganization committee of 5. The committee expanded to 15, 10 of whom met the following year to debate alternative plans for a new organization. The result was an honorary society for established researchers, the Society of Experimental Psychologists. E. G. Boring's highly personalized 1938 history of the original Experimentalists understated the value of the research contributions made by group members and, by overstating the degree of Titchener's influence, devalued the important contributions of others (e.g., Raymond Dodge).

The Howard Crosby Warren Medal: Psychology’s First Award

This article explores the development of the first major award given in American psychology, the Howard Crosby Warren Medal. Administered by the Society of Experimental Psychologists, the award was first given in 1936. The first recipients of the Howard Crosby Warren Medal were Ernest G. Wever and Charles W. Bray of Princeton University. The Howard Crosby Warren Medal remains among the most prestigious awards in American psychology.

Task modulation of the effects of brightness on reaction time and response force

Van der Molen and Keuss [van der Molen, M.W., Keuss, P.J.G., 1979. The relationship between reaction time and intensity in discrete auditory tasks. Quarterly Journal of Experimental Psychology 31, 95–102; van der Molen, M.W., Keuss, P.J.G., 1981. Response selection and the processing of auditory intensity. Quarterly Journal of Experimental Psychology 33, 177–184] showed that paradoxically long reaction times (RT) occur with extremely loud auditory stimuli when the task is difficult (e.g. needs a response choice). It was argued that this paradoxical behavior of RT is due to active suppression of response prompting to prevent false responses. In the present experiments, we demonstrated that such an effect can also occur for visual stimuli provided that they are large enough. Additionally, we showed that response force exerted by participants on response keys monotonically grew with intensity for large stimuli but was independent of intensity for small visual stimuli. Bearing in mind that only large stimuli are believed to be arousing this pattern of results supports the arousal interpretation of the negative effect of loud stimuli on RT given by van der Molen and Keuss.

The modality shift effect and the effectiveness of warning signals in different modalities

Which is better, a visual or an auditory warning signal? Initial findings suggested that an auditory signal was more effective, speeding reaction to a target more than a visual warning signal, particularly at brief foreperiods [Bertelson, P., & Tisseyre, F. (1969). The time-course of preparation: confirmatory results with visual and auditory warning signals. Acta Psychologica, 30. In W.G. Koster (Ed.), Attention and Performance II (pp. 145–154); Davis, R., & Green, F. A. (1969). Intersensory differences in the effect of warning signals on reaction time. Acta Psychologica, 30. In W.G. Koster (Ed.), Attention and Performance II (pp. 155–167)]. This led to the hypothesis that an auditory signal is more alerting than a visual warning signal [Sanders, A. F. (1975). The foreperiod effect revisited. Quarterly Journal of Experimental Psychology, 27, 591–598; Posner, M. I., Nissen, M. J., & Klein, R. M. (1976). Visual dominance: an information-processing account of its origins and significance. Psychological Review, 83, 157–171]. Recently [Turatto, M., Benso, F., Galfano, G., & Umilta, C. (2002). Nonspatial attentional shifts between audition and vision. Journal of Experimental Psychology: Human Perception and Performance, 28, 628–639] found no evidence for an auditory warning signal advantage and showed that at brief foreperiods a signal in the same modality as the target facilitated responding more than a signal in a different modality. They accounted for this result in terms of the modality shift effect, with the signal exogenously recruiting attention to its modality, and thereby facilitating responding to targets arriving in the modality to which attention had been recruited. The present study conducted six experiments to understand the cause of these conflicting findings. The results suggest that an auditory warning signal is not more effective than a visual warning signal. Previous reports of an auditory superiority appear to have been caused by using different locations for the visual warning signal and visual target, resulting in the target arriving at an unattended location when the foreperiod was brief. Turatto et al.’s results were replicated with a modality shift effect at brief foreperiods. However, it is also suggested that previous measures of the modality shift effect may still have been confounded by a location cuing effect.

The relationship between initial errorless learning conditions and subsequent performance

This experiment explores a suggestion by [Maxwell, J.P., Masters, R.S.W., Kerr, E., Weedon, E. (2001). The implicit benefit of learning without errors. Quarterly Journal of Experimental Psychology A 54, 1049–1068] that an initial bout of implicit motor learning confers beneficial performance characteristics, such as robustness under secondary task loading, despite subsequent explicit learning. Participants acquired a complex motor skill (golf putting) over 400 trials. The environment was constrained early in learning to minimize performance error. It was predicted that in the absence of explicit instruction, reducing error would prevent hypothesis testing strategies and the concomitant accrual of declarative (explicit) knowledge, thereby reducing dependence on working memory resources. The effect of an additional cognitive task on putting performance was used to assess reliance on working memory. Putting performance of participants in the Implicit–Explicit condition was unaffected by the additional cognitive load, whereas the performance of Explicit participants deteriorated. The relationship between error correction and episodic verbal reports suggested that the explicit group were involved in more hypothesis testing behaviours than the Implicit–Explicit group early in learning. It was concluded that a constrained, uninstructed, environment early in learning, results in procedurally based motor output unencumbered by disadvantages associated with working memory control.

Group and Intergroup Processes: An Introduction

TH I S I S S U E of Group Processes & Intergroup Relations is a special issue. It presents a selection of articles based on talks given at the inaugural group and intergroup processes pre-conference of the meeting of the Society for Personality and Social Psychology (SPSP), held in Austin, Texas, in January 2004. It is not a thematic special issue in the sense of focusing narrowly on a specific area of research, but it is thematic in the sense that it showcases the breadth and diversity of contemporary research on group processes and intergroup relations. We decided to begin a group and intergroup processes pre-conference at SPSP because in a few short years SPSP has become the undisputed peak annual gathering of social psychologists from around the world—a gathering that is inclusive, diverse, and now very large. Almost every area of social psychology seemed to have or be about to have its very own preconference—except, that is, group and intergroup processes. This lacuna upset us; especially given the illustrious history and contemporary prominence of groups research in social psychology. We decided to fix it, with the intention that the pre-conference would become a permanent feature of SPSP conferences. Groups research has a number of specialist journals including this one, a long-running (since 1994) pre-conference at the annual meeting of the Society of Experimental Social Psychology, and a strong representation at the three-yearly general meeting of the European Association of Experimental Social Psychology. In addition, of the almost 1000 social psychologists who have submitted their professional profiles to the Social Psychology Network (SPN, http://www.socialpsychology.org/), 974 have listed their interests across 34 different areas— of these, 303 (31%) identify group processes and/or intergroup relations as one of their research areas.1 Finally, group processes and intergroup relations feature prominently in the G P I R

Face processing in humans is compatible with a simple shape–based model of vision

Understanding how the human visual system recognizes objects is one of the key challenges in neuroscience. Inspired by a large body of physiological evidence, a general class of recognition models has emerged, which is based on a hierarchical organization of visual processing, with succeeding stages being sensitive to image features of increasing complexity. However, these models appear to be incompatible with some well-known psychophysical results. Prominent among these are experiments investigating recognition impairments caused by vertical inversion of images, especially those of faces. It has been reported that faces that differ 'featurally' are much easier to distinguish when inverted than those that differ 'configurally'; a finding that is difficult to reconcile with the physiological models. Here, we show that after controlling for subjects' expectations, there is no difference between 'featurally' and 'configurally' transformed faces in terms of inversion effect. This result reinforces the plausibility of simple hierarchical models of object representation and recognition in the cortex.

The Abstracts of the 31st Conference of the Australasian Experimental Psychology Society

The 31st Annual Australasian Experimental Psychology Conference (EPC'04) was held at the University of Otago, the first time the conference has been held outside Australia. Approximately 180 registrants from New Zealand, Australia, USA, Canada, UK, The Netherlands, Italy, Portugal, China, and India attended the conference, making it the biggest so far. There were 166 papers presented in six parallel streams including nine specialist symposia. Topics included perception, memory, face processing, cognition, reading, neuropsychology, eye movements, attention, biological psychology, language, learning, schizophrenia, motor control, and social cognition. The keynote address, open to the public, was given by Professor Michael Corballis from University of Auckland. About 40% of the papers were presented by students. John Cass from University of New South Wales won the EPC'04 Young Scholar Award for the best student presentation. The major innovation of EPC'04 was the provision of Grants-in-Aid to assist 31 students to attend the conference. Sponsors of EPC'04 were the Department of Psychology (whose members donated time and infrastructure), the Australasian Experimental Psychology (whose members donated funds to support student Grants-in-Aid), the Assistant Vice Chancellor of the Division of Sciences (who donated the conference rooms), the School of Business (whose members donated their staff room and atrium), the Memory Research Theme (whose members supported the student helpers), the Ministry of Education (that supported the Keynote Address), and the Dunedin City Council. The success of EPC'04 was due to the hard work, the good will, and the enthusiasm of everyone involved, including the Committee Members, the student assistants (organised by Karen Tustin), John Wilden and Charlie Gilligan (technicians), Norma Bartlett (secretary), Mike Miller and William van der Vleit (computer support), and Donovan Govan (photography).

The Influence of Distractor-Only Prime Trials on the Location Negative Priming Mechanism

The Influence of Distractor-Only Prime Trials on the Location Negative Priming Mechanism

Inhibition of Response Mode in Task Switching

Inhibition of Response Mode in Task Switching