Variance In Recognition Research Articles

Allocation of cognitive resources for older adults with normal or impaired hearing when listening to temporally degraded and masked speech

Hearing impairment may affect how older listeners allocate cognitive resources when communicating in challenging environments. Older adults with normal or impaired hearing completed three speech recognition studies. The studies consisted of 15-16 measures of temporally filtered speech with (1) degraded spectral cues, (2) competing speech-modulated noise, and (3) speech vocoding in speech-modulated noise. Generalization was assessed with measures of speech interruption, segregation, and multitalker masking. To account for audibility differences, all listeners received spectral shaping fit to their hearing thresholds. Measures in each study were reduced to a single principal component (PC) that represented speech recognition abilities. Participants also completed a cognitive test battery that yielded domain-specific PCs and a measure of speech glimpsing. For each study, hierarchical linear regression analysis was completed separately for subgroups of older adults with normal or impaired hearing using cognitive PCs as predictor variables, followed by speech glimpsing, age, and hearing thresholds. Vocabulary knowledge was the best predictor of speech recognition for older adults with normal hearing, whereas working memory consistently explained ∼30%-40% of the variance in recognition for older adults with hearing loss. Thus, even with sufficient audibility, hearing impairment may alter allocation of cognitive resources for older adults listening to degraded speech.

The recognition effects of attribute ambiguity.

When examining memory effects of semantic attributes, it is common practice to manipulate normed mean (M) ratings of the attributes (i.e., attribute intensity) in learning materials. Meanwhile, the standard deviations (SDs) of attribute ratings (i.e., attribute ambiguity) are usually treated as indexes of measurement error. However, some recent research found that recall accuracy varied as a function of both the intensity and ambiguity of semantic attributes such as valence, categorization, concreteness, and meaningfulness. These findings challenged the traditional interpretation of attribute rating SDs as noise indexes. In the current study, we examined the recognition effects of ambiguity, intensity, and Ambiguity × Intensity interactions for 21 attributes using mega study data for over 5,000 words. Our results showed that attribute ambiguity had reliable recognition effects beyond those of attribute intensity, and that it sometimes explained more unique variance in recognition than attribute intensity. Thus, we concluded that attribute ambiguity is a distinct psychological dimension of semantic attributes, which is processed separately from attribute intensity during encoding. Two theoretical hypotheses had been proposed for the memory effects of attribute ambiguity. We discuss the implications of our findings for the two theoretical hypotheses about how attribute ambiguity influences episodic memory.

COVID-19: Belief in Conspiracy Theories and the Need for Quarantine

Background. Situations that are characterized by unexpected scenarios, unpredictable developments, and risks to life and health facilitate beliefs in conspiracy theories. These beliefs — together with reliable information, intentional and unintentional misinformation and rumors — determine attitudes toward the situations and ways to overcome them. Objective. To examine the effect of belief in conspiracy theories on the recognition of the need for quarantine during the COVID-19 pandemic; the effect of personality traits on belief in conspiracy theories and on the recognition of the need for quarantine; the relationship of belief in conspiracy theories with assessment of the dangers of COVID-19 and with feelings of hopelessness. Design. The study was conducted over a period when the number of coronavirus cases was growing, during the first three weeks of the lockdown in Russia. The sample included 667 undergraduate and graduate students aged 16–31 (M = 20.44, SD = 2.38); 74.2% of the participants were women. Respondents filled out two online questionnaires. The first related to perceptions about the COVID-19 pandemic; the second was a brief HEXACO inventory. Results. Belief in Conspiracy Theories accounts for 13% of variance in Recognition of the Need for Quarantine; together with Dangers of COVID-19 and Hopelessness, conspiracy beliefs account for more than a quarter of the variance. Personality traits defined in the context of the 6-factor personality model have a small effect on conspiracy beliefs about the coronavirus and on perception of the need for quarantine. Conclusion. Belief in conspiracy theories is associated not only with irrational views of reality, but also with the adoption of ineffective behaviors.

Use of a Novel, Electronic Health Record–Centered, Interprofessional ICU Rounding Simulation to Understand Latent Safety Issues*

The electronic health record is a primary source of information for all professional groups participating in ICU rounds. We previously demonstrated that, individually, all professional groups involved in rounds have significant blind spots in recognition of patient safety issues in the electronic health record. However, it is unclear how team dynamics impacts identification and verbalization of viewed data. Therefore, we created an ICU rounding simulation to assess how the interprofessional team recognized and reported data and its impact on decision-making. Each member of the ICU team reviewed a simulated ICU chart in the electronic health record which contained embedded patient safety issues. The team conducted simulated rounds according to the ICU's existing rounding script and was assessed for recognition of safety issues. Academic medical center. ICU residents, nurses, and pharmacists. None. Twenty-eight teams recognized 68.6% of safety issues with only 50% teams having the primary diagnosis in their differential. Individually, interns, nurses, and pharmacists recognized 30.4%, 15.6%, and 19.6% of safety items, respectively. However, there was a negative correlation between the intern's performance and the nurse's or the pharmacist's performance within a given team. The wide variance in recognition of data resulted in wide variance in orders. Overall, there were 21.8 orders requested and 21.6 orders placed per case resulting in 3.6 order entry inconsistencies/case. Between the two cases, there were 145 distinct orders place with 43% being unique to a specific team and only 2% placed by all teams. Although significant blind spots exist in the interprofessional team's ability to recognize safety issues in the electronic health record, the inclusion of other professional groups does serve as a partial safety net to improve recognition. Electronic health record-based, ICU rounding simulations can serve as a test-bed for innovations in ICU rounding structure and data collection.

An item-level analysis of lexical-semantic effects in free recall and recognition memory using the megastudy approach.

Psycholinguists have developed a number of measures to tap different aspects of a word's semantic representation. The influence of these measures on lexical processing has collectively been described as semantic richness effects. However, the effects of these word properties on memory are currently not well understood. This study examines the relative contributions of lexical and semantic variables in free recall and recognition memory at the item-level, using a megastudy approach. Hierarchical regression of recall and recognition performance on a number of lexical-semantic variables showed task-general effects where the structural component, frequency, number of senses, and arousal accounted for unique variance in both free recall and recognition memory. Task-specific effects included number of features, imageability, and body-object interaction, which accounted for unique variance in recall, whereas age of acquisition, familiarity, and extremity of valence accounted for unique variance in recognition. Forward selection regression analyses generally converged on these findings. Hierarchical regression also revealed that lexical variables accounted for more variance in recognition compared with recall, whereas semantic variables accounted for more unique variance above and beyond lexical variables in recall compared with recognition. Implications of the findings are discussed.

Gender differences in the mental health literacy of young people

This study explored the influence of gender on the mental health literacy (MHL) of young people. In all, 370 young people (aged 17-22 years) completed one of two questionnaires, in which they had to label/provide a diagnosis for nine vignettes of people with different mental health disorders. Half the vignettes had a male and the other half had a female character. They also rated the vignette person on nine scales. There was much variance in recognition for the different disorders, with a range of 77.0%-27.3% of participants "correctly" labeling the vignettes. Very few gender differences were found, but age and experience of/education in mental health were found to be positively correlated with MHL. Gender differences in MHL may not be as great as previously thought. Although some disorders were recognized by the majority of participants, there are still common disorders that were not.

Teachers’ recognition and reporting of child abuse: a factorial survey

Objective: The major aim of this study was to determine the effect of characteristics of the case, the teacher, and the organizational setting on recognition and reporting of child abuse. Method: A factorial survey design was employed in which a probability sample of teachers ( N = 480) responded to vignettes in which case characteristics were systematically manipulated. Results: Analysis using OLS regression showed that case characteristics alone accounted for 50.30% of the variance in recognition and 51.08% of the variance in reporting: the strongest effects were from type and seriousness of abuse, positive behavior of the victim and positive psychology of the perpetrator. The inclusion of variables describing the teachers and the school explained only a very small additional proportion of the variance in teacher’s responses. Conclusions: Teachers responses to child abuse are relatively unbiased by either the extraneous characteristics of the perpetrator or victim, the responding teacher, or the school setting. The findings do not appear to support the problem of “overreporting.” There is evidence for “underreporting,” particularly in less serious cases involving physical and emotional abuse. Teachers are undeterred by the many problems and fears that may accompany a report of child abuse to Child Protective Services. Teachers use discretion in reporting abuse they recognize.