Executive control of stimulus-driven and goal-directed attention in visual working memory

We examined the role of executive control in stimulus-driven and goal-directed attention in visual working memory using probed recall of a series of objects, a task that allows study of the dynamics of storage through analysis of serial position data. Experiment 1 examined whether executive control underlies goal-directed prioritization of certain items within the sequence. Instructing participants to prioritize either the first or final item resulted in improved recall for these items, and an increase in concurrent task difficulty reduced or abolished these gains, consistent with their dependence on executive control. Experiment 2 examined whether executive control is also involved in the disruption caused by a post-series visual distractor (suffix). A demanding concurrent task disrupted memory for all items except the most recent, whereas a suffix disrupted only the most recent items. There was no interaction when concurrent load and suffix were combined, suggesting that deploying selective attention to ignore the distractor did not draw upon executive resources. A final experiment replicated the independent interfering effects of suffix and concurrent load while ruling out possible artifacts. We discuss the results in terms of a domain-general episodic buffer in which information is retained in a transient, limited capacity privileged state, influenced by both stimulus-driven and goal-directed processes. The privileged state contains the most recent environmental input together with goal-relevant representations being actively maintained using executive resources

The impacts of environmental warming on Odonata: a review

Climate change brings with it unprecedented rates of increase in environmental temperature, which will have major consequences for the earth's flora and fauna. The Odonata represent a taxon that has many strong links to this abiotic factor due to its tropical evolutionary history and adaptations to temperate climates. Temperature is known to affect odonate physiology including life-history traits such as developmental rate, phenology and seasonal regulation as well as immune function and the production of pigment for thermoregulation. A range of behaviours are likely to be affected which will, in turn, influence other parts of the aquatic ecosystem, primarily through trophic interactions. Temperature may influence changes in geographical distributions, through a shifting of species' fundamental niches, changes in the distribution of suitable habitat and variation in the dispersal ability of species. Finally, such a rapid change in the environment results in a strong selective pressure towards adaptation to cope and the inevitable loss of some populations and, potentially, species. Where data are lacking for odonates, studies on other invertebrate groups will be considered. Finally, directions for research are suggested, particularly laboratory studies that investigate underlying causes of climate-driven macroecological patterns

The asymmetry and temporal dynamics of incidental letter-location bindings in working memory.

Verbal-spatial bindings are integral to routine cognitive operations (e.g., reading), yet the processes supporting them in working memory are little understood. Campo and colleagues [Campo, P., Poch, C., Parmentier, F. B. R., Moratti, S., Elsley, J. V., Castellanos, N., … Maestú, F. (2010). Oscillatory activity in prefrontal and posterior regions during implicit letter-location binding. Neuroimage, 49, 2807-2815] recently reported data suggesting obligatory letter-location binding when participants were directed to remember the letters in a display (of letters in locations), but no evidence for binding when instructed to remember the filled locations. The present study contrasted two explanations for this binding asymmetry. First, it may result from an obligatory dependence on "where" during the representation of "what" information, while "where" information may be held independently of its contents (the strong asymmetry hypothesis). Second, it may constitute a snapshot of a dynamic feature inhibition process that had partially completed by test: the asymmetrical inhibition hypothesis. Using Campo and colleagues' task with a variable retention interval between display and test, we presented four consonants in distinct locations and contrasted performance between "remember letters" and "remember locations" instructions. Our data supported the strong asymmetry hypothesis through demonstrating binding in the verbal task, but not in the spatial task. Critically, when present, verbal-spatial bindings were remarkably stable, enduring for at least 15 seconds

Visual similarity effects on short-term memory for order: The case of verbally labeled pictorial stimuli

Four experiments examined the effect of visual similarity on immediate memory for order. Experiments 1 and 2 used easily nameable line drawings. Following a sequential presentation in either silent or suppression conditions, participants were presented with the drawings in a new, random order and were required to remember their original serial position. In Experiment 3, participants first learned to associate a verbal label with an abstract matrix pattern. Then they completed an immediate memory task in which they had to name the matrices aloud during presentation. At recall, the task required remembering either the order of the matrices or the order of their names. In Experiment 4, participants learned to associate nonword labels with schematic line drawings of faces; the phonemic similarity of the verbal labels was also manipulated. All four experiments indicate that the representations supporting performance comprise both verbal and visual features. The results are consistent with a multiattribute encoding view

Do birds of a feather flock together? Comparing habitat preferences of piscivorous waterbirds in a lowland river catchment

Waterbirds can move into and exploit new areas of suitable habitat outside of their native range. One such example is the little egret (Egretta garzetta), a piscivorous bird which has colonised southern Britain within the last 30 years. Yet, habitat use by little egrets within Britain, and how such patterns of habitat exploitation compare with native piscivores, remains unknown. We examine overlap in habitat preferences within a river catchment between the little egret and two native species, the grey heron (Ardea cinerea) and great cormorant (Phalacrocorax carbo). All species showed strong preferences for river habitat in all seasons, with other habitat types used as auxiliary feeding areas. Seasonal use of multiple habitat types is consistent with egret habitat use within its native range. We found strong egret preference for aquatic habitats, in particular freshwaters, compared with pasture and arable agricultural habitat. Egrets showed greater shared habitat preferences with herons, the native species to which egrets are most morphologically and functionally similar. This is the first study to quantify little egret habitat preferences outside of its native range

Primitive computations in speech processing

Previous research suggests that artificial-language learners exposed to quasi-continuous speech can learn that the first and the last syllables of words have to belong to distinct classes (e.g., Endress & Bonatti, 2007; Peña, Bonatti, Nespor, & Mehler, 2002). The mechanisms of these generalizations, however, are debated. Here we show that participants learn such generalizations only when the crucial syllables are in edge positions (i.e., the first and the last), but not when they are in medial positions (i.e., the second and the fourth in pentasyllabic items). In contrast to the generalizations, participants readily perform statistical analyses also in word middles. In analogy to sequential memory, we suggest that participants extract the generalizations using a simple but specific mechanism that encodes the positions of syllables that occur in edges. Simultaneously, they use another mechanism to track the syllable distribution in the speech streams. In contrast to previous accounts, this model explains why the generalizations are faster than the statistical computations, require additional cues, and break down under different conditions, and why they can be performed at all. We also show that that similar edge-based mechanisms may explain many results in artificial-grammar learning and also various linguistic observations

Investigating Executive Working Memory and Phonological Short-Term Memory in Relation to Fluency and Self-Repair Behavior in L2 Speech

This paper reports the findings of a study investigating the relationship of executive working memory (WM) and phonological short-term memory (PSTM) to fluency and self-repair behavior during an unrehearsed oral task performed by second language (L2) speakers of English at two levels of proficiency, elementary and lower intermediate. Correlational analyses revealed a negative relationship between executive WM and number of pauses in the lower intermediate L2 speakers. However, no reliable association was found in our sample between executive WM or PSTM and self-repair behavior in terms of either frequency or type of self-repair. Taken together, our findings suggest that while executive WM may enhance performance at the conceptualization and formulation stages of the speech production process, self-repair behavior in L2 speakers may depend on factors other than working memory

Verbal thinking and inner speech use in autism spectrum disorder

The extent to which cognition is verbally mediated in neurotypical individuals is the subject of debate in cognitive neuropsychology, as well as philosophy and psychology. Studying “verbal thinking” in developmental/neuropsychological disorders provides a valuable opportunity to inform theory building, as well as clinical practice. In this paper, we provide a comprehensive, critical review of such studies among individuals with autism spectrum disorder (ASD). ASD involves severe social-communication deficits and limitations in cognitive/behavioural flexibility. The prevailing view in the field is that neither cognition nor behaviour is mediated verbally in ASD, and that this contributes to diagnostic features. However, our review suggests that, on the contrary, most studies to date actually find that among people with ASD cognitive task performance is either a) mediated verbally in a typical fashion, or b) not mediated verbally, but at no obvious cost to overall task performance. Overall though, these studies have methodological limitations and thus clear-cut conclusions are not possible at this stage. The aim of the review is to take stock of existing empirical findings, as well as to help develop the directions for future research that will resolve the many outstanding issues in this field

Holding up mirrors: reflections on academic literacy development across course curricula

The aim of the HEPPP funded project presented here is to embed support for the development of academic literacies (Lea & Street 1998) by developing inclusive curricula in courses with a high percentage of students from low socioeconomic status (LSES) backgrounds (Devlin et al. 2012). Reflection is central in both the Bachelor of Early Childhood Education (BECE) and the Bachelor of Social Work, and the student profiles in these two courses mirror each other, but the approach taken differs. Many BECE students enter university through a TAFE pathway, some have low or no school exit scores and may have faced significant educational disadvantage in the past (Whitington et al. 2009). The BECE team responded to the invitation to use the Harper (2011) framework for academic literacy mapping by revising it and making it their own. Similarly, a large proportion of social work students are mature aged and first in their family to attend university with many entering via the TAFE sector (Goldingay et al. 2011). This earlier study found differences between staff and student perceptions of the academic skills needed for success, so resources developed through the project drew on the student voice and student perceptions to invite new students into disciplinary practices. This presentation will illustrate the approaches taken by Language and Learning Advisers (LLAs) working collaboratively with these two academic teams to help academic staff reflect on, scaffold and support the development of the academic literacies relevant to their discipline and provide more relevant feedback (Jolly 2001)