Proactive and reactive control mechanisms in navigational search

Reactive and proactive cognitive control are fundamental for guiding complex human behaviour. In two experiments, we evaluated the role of both types of cognitive control in navigational search. Participants searched for a single hidden target in a floor array where the salience at the search locations varied (flashing or static lights). An a-priori rule of the probable location of the target (either under a static or a flashing light) was provided at the start of each experiment. Both experiments demonstrated a bias towards rule-adherent locations. Search errors, measured as revisits, were more likely to occur under the flashing rule for searching flashing locations, regardless of the salience of target location in Experiment 1 and at rule-congruent (flashing) locations in Experiment 2. Consistent with dual mechanisms of control, rule-adherent search was explained by engaging proactive control to guide goal-maintained search behaviour and by engaging reactive control to avoid revisits to salient (flashing) locations. Experiment 2 provided direct evidence for dual mechanisms of control using a Dot Pattern Expectancy task to distinguish the dominant control mode for a participant. Participants with a reactive control mode generated more revisits to salient (flashing) locations. These data point to complementary roles for proactive and reactive control in guiding navigational search and propose a novel framework for interpreting navigational search

Self-protecting motivation, indexed by self-threat, modifies retrieval-induced-forgetting and confidence in employment decision bias against out-group targets

Human memory is malleable by both social and motivational factors and holds information relevant to workplace decisions. Retrieval-induced forgetting (RIF) describes a phenomenon where retrieval practice impairs subsequent memory for related (unpracticed) information. We report two RIF experiments. Chinese participants received a mild self-threat manipulation (Experiment 2) or not (Experiment 1) before an ethnicity-RIF task that involved practicing negative traits of either in-group (Chinese) or an out-group (Japanese) target. After a subsequent memory test, participants selected their preferred applicant for employment. RIF scores correspond to forgetting of unpracticed positive traits of one target (Rp−) relative to the recall of practiced negative traits of the other target (Rp+). Enhanced forgetting of positive traits was found in both experiments for both targets. Across experiments, a significant target by threat interaction showed that target ethnicity modified RIF (an ethnicity-RIF effect). Inducing a self-protecting motivation enhanced RIF effects for the out-group (Japanese) target. In a subsequent employment decision, there was a strong bias to select the in-group target, with the confidence in these decisions being associated with RIF scores. This study suggests that rehearsing negative traits of minority applicants can affect metacognitive aspects of employment decisions, possibly by shaping the schemas available to the majority (in-group) employer. To disrupt systemic racism, recruitment practices should aim to offset a human motivation to protect one-self, when exposed to a relatively mild threat to self-esteem. Discussing the negative traits of minority applicants is a critical, and sensitive, aspect of decision-making that warrants careful practice. These data suggest that recruiting individuals should be reminded of their personal strengths in this context, not their vulnerabilities, to secure their decision-making for fairer recruitment practice

Errorful learning improves recognition memory for new vocabulary for people living with memory and dysexecutive impairment following brain injury

A widely accepted view is that errorless learning is essential for supporting new learning in people with anterograde amnesia, but findings are mixed for those with a broader range of memory impairments. People at a chronic stage of recovery from brain injury (BI) with impaired memory and executive function (N = 26) were compared with adults in a comparison group without any known risks to brain function (N = 25). Learning techniques were compared using a “Generate-and-correct” and “Read-only” condition when learning novel word pairs. At test, both groups scored above chance and showed benefits of Generate-and-correct (errorful learning). Poor learners in the BI group were classified from “flat” learning slopes extracted from an independent word-pair learning task. Critically, poor learners showed no benefit, but also no decrement to learning, using the Generate-and-correct method. No group was harmed by errorful learning; all, except the poorest learners, benefitted from errorful learning. This study indicates, that in some rehabilitation settings, encouraging clients to guess the meaning of unfamiliar material (e.g., from cards, magazines, newspapers) and then correct their errors, could have benefits for recognition memory. Determining when and how errorful learning benefits learning is a key aim for future research

Drawing firmer conclusions: autistic children show no evidence of a local processing bias in a controlled copying task

Drawing tasks are frequently used to test competing theories of visuospatial skills in autism. Yet, methodological differences between studies have led to inconsistent findings. To distinguish between accounts based on local bias or global deficit, we present a simple task that has previously revealed dissociable local/global impairments in neuropsychological patients. Autistic and typical children copied corner elements, arranged in a square configuration. Grouping cues were manipulated to test whether global properties affected the accuracy of reproduction. All children were similarly affected by these manipulations. There was no group difference in the reproduction of local elements, although global accuracy was negatively related to better local processing for autistic children. These data speak against influential theories of visuospatial differences in autism