The Effects of Concreteness and Semantic Neighbourhood Density on Visual Word Recognition

Visual word recognition response times are known to be influenced by such factors as concreteness (reviewed e.g., Paivio, 1991; Schwanenflugel, 1991) and Semantic Neighbourhood Density (SND; Buchanan, Westbury & Burgess, 2001), which is the proximity of words related by meaning to a target word in semantic memory. Through the use of two standard lexical decision task experiments, the goal of this study was to compare response times for abstract words versus concrete words, while also varying levels of SND using two different stimulus sets. The main and interactive effects of these variables were demonstrated, though conclusions were primarily made based on the data from Experiment 2 because of the use of a more controlled stimulus set, as well as a speed-accuracy trade-off evident in the Experiment 1 data. This investigation represents the first attempt to explore the effects of SND on the visual recognition of abstract words

Towards a new model of semantic processing: Task-specific effects of concreteness and semantic neighbourhood density in visual word recognition

According to data from three tasks, Danguecan & Buchanan (2014) demonstrated that semantic neighbourhood density (SND; Buchanan, Westbury, & Burgess, 2001) interacts with concreteness to influence visual word recognition response times (RTs). Importantly, these data suggest that the behavioural effects of these semantic variables are differentially impacted by task demands. The goal of the present study was to more precisely chart the flexibility of semantic processing by comparing recognition RTs of words (varying in concreteness and SND) across seven tasks with different explicit semantic requirements. The data show that linguistic associative information is particularly critical for abstract as compared to concrete concepts. These findings are discussed within the context of a new model of semantic processing, known as the Flexible Semantic Processing Hypothesis

Modeling the Structure and Dynamics of Semantic Processing

The contents and structure of semantic memory have been the focus of much recent research, with major advances in the development of distributional models, which use word co-occurrence information as a window into the semantics of language. In parallel, connectionist modeling has extended our knowledge of the processes engaged in semantic activation. However, these two lines of investigation have rarely been brought together. Here, we describe a processing model based on distributional semantics in which activation spreads throughout a semantic network, as dictated by the patterns of semantic similarity between words. We show that the activation profile of the network, measured at various time points, can successfully account for response times in lexical and semantic decision tasks, as well as for subjective concreteness and imageability ratings. We also show that the dynamics of the network is predictive of performance in relational semantic tasks, such as similarity/relatedness rating. Our results indicate that bringing together distributional semantic networks and spreading of activation provides a good fit to both automatic lexical processing (as indexed by lexical and semantic decisions) as well as more deliberate processing (as indexed by ratings), above and beyond what has been reported for previous models that take into account only similarity resulting from network structure

An Ecological Approach to Understanding and Addressing Health Inequities of SLE

Systemic Lupus Erythematosus (SLE) is a complex chronic autoimmune disease disproportionally afflicting women and Black, Indigenous, and other People of Color (BIPoC). In North America, these groups of people are also exposed to unique and harmful systemic social stressors (i.e., racism, sexism, economic inequality) that produce, maintain, and worsen negative health outcomes. Negative health outcomes attributable to disenfranchising systemic issues are known as health inequities. Though SLE disproportionately afflicts disenfranchised groups like BIPoC people and women, relatively little literature examines how systems issues confer health inequities among these groups. Therefore, we developed a community-engaged partnership with two cSLE diagnosed women of color to identify relevant system’s issues impacting SLE health outcomes. Then, using Cochrane guidelines, we conducted a rapid review of original research into SLE health outcomes into to these issues. We adapted an ecological model to illustrate the connection between systems issues and SLE outcomes. Finally, we provide recommendations for ways to research and clinically mitigate SLE health inequities

A multi-site pilot randomized clinical trial of the Treatment and Education Approach for Childhood-onset Lupus (TEACH) program: study design and COVID-19 adaptations

Abstract Background Childhood-onset Systemic Lupus Erythematosus (cSLE) is an autoimmune disease associated with fatigue, mood symptoms, and pain. Fortunately, these symptoms are potentially modifiable with psychological intervention such as cognitive-behavioral therapy (CBT). The Treatment and Education Approach for Childhood-onset Lupus (TEACH) program is a CBT intervention developed to target these symptoms for adolescents and young adults with cSLE. This pilot randomized controlled trial (RCT) aims to determine the feasibility and effect of TEACH for youth with cSLE. Adjustments to the study protocol following the COVID-19 pandemic are also described. Methods This two-arm multisite RCT will explore the feasibility (primary outcome) and effect (secondary outcome) of a remotely delivered TEACH protocol. Participants will be randomized to a six-week remotely delivered TEACH program plus medical treatment as usual (TAU) or TAU alone. We will include patients ages 12–22 years presenting to rheumatology clinics from six sites. Validated measures of fatigue, depressive symptoms, and pain will be obtained at baseline and approximately eight and 20 weeks later. Protocol adjustments were also made due to the COVID-19 pandemic, in collaboration with the investigative team, which included patients and caregivers. Conclusions Findings from this multi-site RCT aim to document the feasibility of TEACH and provide an estimate of effect of a remotely delivered TEACH protocol on fatigue, depression, and pain symptoms in youth with cSLE as compared to standard medical treatment alone. This findings may positively impact clinical care for patients with cSLE. Clinical trials.gov registration: NCT04335643