Differential Impact of Interference on Internally- and Externally-Directed Attention.

Attention can be oriented externally to the environment or internally to the mind, and can be derailed by interference from irrelevant information originating from either external or internal sources. However, few studies have explored the nature and underlying mechanisms of the interaction between different attentional orientations and different sources of interference. We investigated how externally- and internally-directed attention was impacted by external distraction, how this modulated internal distraction, and whether these interactions were affected by healthy aging. Healthy younger and older adults performed both an externally-oriented visual detection task and an internally-oriented mental rotation task, performed with and without auditory sound delivered through headphones. We found that the addition of auditory sound induced a significant decrease in task performance in both younger and older adults on the visual discrimination task, and this was accompanied by a shift in the type of distractions reported (from internal to external). On the internally-oriented task, auditory sound only affected performance in older adults. These results suggest that the impact of external distractions differentially impacts performance on tasks with internal, as opposed to external, attentional orientations. Further, internal distractibility is affected by the presence of external sound and increased suppression of internal distraction

Copying equations to assess mathematical competence: An evaluation of pause measures using graphical protocol analysis

Can mathematical competence be measured by analyzing the patterns of pauses between written elements in the freehand copying of mathematical equations? Twenty participants of varying levels of mathematical competence copied sets of equations and sequences of numbers on a graphics tablet. The third quartile of pauses is an effective measure, because it re- flects the greater number of chunks and the longer time spent per chunk by novices as they processed the equations. To compensate for individual differences in speeds of elementary operations and skill in writing basic mathematical symbols, variants on the measure were devised and tested

Contingent Effects of Humor Type and Cognitive Style on Consumer Attitudes

In the spirit of examining humor contextually, we consider a basic question in this essay: do different humor types “play by the same rules,” cognitively speaking? We examine the relationship between humor and cognitive processing style, as operationalized through Need for Cognition. We find that humor based on disparagement processes “breaks through” the cognitive differences inherent in incongruity humor. Rather than exhibiting incongruity-based humor’s affective response transferring to attitude for low-NFC subjects, and more centrally-employing high NFC subjects’ higher tendency to dismiss the humor’s effect on overall attitude, disparagement based humor is processed the same by both low- and high-NFC respondents. Overall, our findings suggest that the relationship between cognitive processing (as operationalized through Need for Cognition) and resultant attitudes is a complicated one, strongly contingent on humor type. Were only incongruity-based humor utilized, our findings would have reinforced Zhang’s (Psychol Mark 13:531–545, 1996b) assertion that a person’s Need for Cognition will play a key role in the evaluation of humor, but our results suggest that a more complex conceptualization of the relationship between humor and attitude formation is required when humor is treated as a potentially more complicated, context-dependent construct

Abstract and Concrete Concepts According to Word Association

In psychology, the abstract/concrete distinction refers to a distinction among concepts, which is typically characterized as follows. Concrete concepts are those whose referents can be experienced through sensation/perception, such as dog or pond, whereas abstract concepts are those whose referents lack this attribute, such as truth (Wiemer-Hastings & Xu, 2005; Connell & Lynott, 2012; Brysbaert, Warriner, & Kuperman, 2014). This thesis describes and, using word association, tests several theories of conceptual representation motivated by the abstract/concrete distinction (or, where not motivated by it, with potential implications related to it). These include Dual Coding Theory (Paivio, 1986, 2007), Perceptual Symbol Systems (Barsalou, 1999, 2008), Language and Situated Simulations (Barsalou, Santos, Simmons, & Wilson, 2008), and Different Representational Frameworks (Crutch & Warrington, 2005, 2007, 2010). We find mixed support for Dual Coding Theory and Perceptual Symbol Systems, strong support for Language and Situated Simulations, and no support for Different Representational Frameworks

Self-directedness, integration and higher cognition

In this paper I discuss connections between self-directedness, integration and higher cognition. I present a model of self-directedness as a basis for approaching higher cognition from a situated cognition perspective. According to this model increases in sensorimotor complexity create pressure for integrative higher order control and learning processes for acquiring information about the context in which action occurs. This generates complex articulated abstractive information processing, which forms the major basis for higher cognition. I present evidence that indicates that the same integrative characteristics found in lower cognitive process such as motor adaptation are present in a range of higher cognitive process, including conceptual learning. This account helps explain situated cognition phenomena in humans because the integrative processes by which the brain adapts to control interaction are relatively agnostic concerning the source of the structure participating in the process. Thus, from the perspective of the motor control system using a tool is not fundamentally different to simply controlling an arm

Single‐trial regression of spatial exploration behavior indicates posterior EEG alpha modulation to reflect egocentric coding

Learning to navigate uncharted terrain is a key cognitive ability that emerges as a deeply embodied process, with eye movements and locomotion proving most useful to sample the environment. We studied healthy human participants during active spatial learning of room-scale virtual reality (VR) mazes. In the invisible maze task, participants wearing a wireless electroencephalography (EEG) headset were free to explore their surroundings, only given the objective to build and foster a mental spatial representation of their environment. Spatial uncertainty was resolved by touching otherwise invisible walls that were briefly rendered visible inside VR, similar to finding your way in the dark. We showcase the capabilities of mobile brain/body imaging using VR, demonstrating several analysis approaches based on general linear models (GLMs) to reveal behavior-dependent brain dynamics. Confirming spatial learning via drawn sketch maps, we employed motion capture to image spatial exploration behavior describing a shift from initial exploration to subsequent exploitation of the mental representation. Using independent component analysis, the current work specifically targeted oscillations in response to wall touches reflecting isolated spatial learning events arising in deep posterior EEG sources located in the retrosplenial complex. Single-trial regression identified significant modulation of alpha oscillations by the immediate, egocentric, exploration behavior. When encountering novel walls, as well as with increasing walking distance between subsequent touches when encountering novel walls, alpha power decreased. We conclude that these oscillations play a prominent role during egocentric evidencing of allocentric spatial hypotheses