Exploring The Nature Of Automaticity In Text Processing

A prevalent assumption in text comprehension research is that many aspects of text processing are automatic, with automaticity typically defined in terms of properties (e.g., speed, effort). The present research advocates conceptualization of automaticity in terms of underlying mechanisms and evaluates two such accounts, a computational-efficiency account (underlying computational processes become more efficient with practice) and a memory-based processing account (the underlying basis of processing shifts with practice, from computing interpretations to retrieving prior interpretations). In five experiments, short texts containing either an ambiguous or unambiguous syntactic structure were presented for multiple study trials. In both conditions, reading times in target regions decreased across trials, indicating automatization. Several findings supported the memory-based processing account (e.g., practice effects were largely item-specific, reading times were longer for ambiguous versus unambiguous sentences on early trials but converged on later trials) Some evidence was also found for a contribution of gains in computational efficiency (i.e., some item-general practice effects were observed). Implications for research on automaticity and text processing are discussed

Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?

a b s t r a c t Although substantial research has demonstrated the benefits of retrieval practice for promoting memory, very few studies have tested theoretical accounts of this effect. Across two experiments, we tested a hypothesis that follows from the desirable difficulty framewor

International Society of Sports Nutrition Position Stand: Probiotics.

Position statement: The International Society of Sports Nutrition (ISSN) provides an objective and critical review of the mechanisms and use of probiotic supplementation to optimize the health, performance, and recovery of athletes. Based on the current available literature, the conclusions of the ISSN are as follows: 1)Probiotics are live microorganisms that, when administered in adequate amounts, confer a health benefit on the host (FAO/WHO).2)Probiotic administration has been linked to a multitude of health benefits, with gut and immune health being the most researched applications.3)Despite the existence of shared, core mechanisms for probiotic function, health benefits of probiotics are strain- and dose-dependent.4)Athletes have varying gut microbiota compositions that appear to reflect the activity level of the host in comparison to sedentary people, with the differences linked primarily to the volume of exercise and amount of protein consumption. Whether differences in gut microbiota composition affect probiotic efficacy is unknown.5)The main function of the gut is to digest food and absorb nutrients. In athletic populations, certain probiotics strains can increase absorption of key nutrients such as amino acids from protein, and affect the pharmacology and physiological properties of multiple food components.6)Immune depression in athletes worsens with excessive training load, psychological stress, disturbed sleep, and environmental extremes, all of which can contribute to an increased risk of respiratory tract infections. In certain situations, including exposure to crowds, foreign travel and poor hygiene at home, and training or competition venues, athletes' exposure to pathogens may be elevated leading to increased rates of infections. Approximately 70% of the immune system is located in the gut and probiotic supplementation has been shown to promote a healthy immune response. In an athletic population, specific probiotic strains can reduce the number of episodes, severity and duration of upper respiratory tract infections.7)Intense, prolonged exercise, especially in the heat, has been shown to increase gut permeability which potentially can result in systemic toxemia. Specific probiotic strains can improve the integrity of the gut-barrier function in athletes.8)Administration of selected anti-inflammatory probiotic strains have been linked to improved recovery from muscle-damaging exercise.9)The minimal effective dose and method of administration (potency per serving, single vs. split dose, delivery form) of a specific probiotic strain depends on validation studies for this particular strain. Products that contain probiotics must include the genus, species, and strain of each live microorganism on its label as well as the total estimated quantity of each probiotic strain at the end of the product's shelf life, as measured by colony forming units (CFU) or live cells.10)Preclinical and early human research has shown potential probiotic benefits relevant to an athletic population that include improved body composition and lean body mass, normalizing age-related declines in testosterone levels, reductions in cortisol levels indicating improved responses to a physical or mental stressor, reduction of exercise-induced lactate, and increased neurotransmitter synthesis, cognition and mood. However, these potential benefits require validation in more rigorous human studies and in an athletic population

Proceedings of the 3rd Biennial Conference of the Society for Implementation Research Collaboration (SIRC) 2015: advancing efficient methodologies through community partnerships and team science

It is well documented that the majority of adults, children and families in need of evidence-based behavioral health interventionsi do not receive them [1, 2] and that few robust empirically supported methods for implementing evidence-based practices (EBPs) exist. The Society for Implementation Research Collaboration (SIRC) represents a burgeoning effort to advance the innovation and rigor of implementation research and is uniquely focused on bringing together researchers and stakeholders committed to evaluating the implementation of complex evidence-based behavioral health interventions. Through its diverse activities and membership, SIRC aims to foster the promise of implementation research to better serve the behavioral health needs of the population by identifying rigorous, relevant, and efficient strategies that successfully transfer scientific evidence to clinical knowledge for use in real world settings [3]. SIRC began as a National Institute of Mental Health (NIMH)-funded conference series in 2010 (previously titled the “Seattle Implementation Research Conference”; $150,000 USD for 3 conferences in 2011, 2013, and 2015) with the recognition that there were multiple researchers and stakeholdersi working in parallel on innovative implementation science projects in behavioral health, but that formal channels for communicating and collaborating with one another were relatively unavailable. There was a significant need for a forum within which implementation researchers and stakeholders could learn from one another, refine approaches to science and practice, and develop an implementation research agenda using common measures, methods, and research principles to improve both the frequency and quality with which behavioral health treatment implementation is evaluated. SIRC’s membership growth is a testament to this identified need with more than 1000 members from 2011 to the present.ii SIRC’s primary objectives are to: (1) foster communication and collaboration across diverse groups, including implementation researchers, intermediariesi, as well as community stakeholders (SIRC uses the term “EBP champions” for these groups) – and to do so across multiple career levels (e.g., students, early career faculty, established investigators); and (2) enhance and disseminate rigorous measures and methodologies for implementing EBPs and evaluating EBP implementation efforts. These objectives are well aligned with Glasgow and colleagues’ [4] five core tenets deemed critical for advancing implementation science: collaboration, efficiency and speed, rigor and relevance, improved capacity, and cumulative knowledge. SIRC advances these objectives and tenets through in-person conferences, which bring together multidisciplinary implementation researchers and those implementing evidence-based behavioral health interventions in the community to share their work and create professional connections and collaborations

Age Differences and Similarities in the Shift From Computation to Retrieval During Reading Comprehension

Abstract: One of the most robust effects in psychology is the finding that practice yields a negatively accelerated decrease in the time required to perform a task. Speed-ups with practice have been shown in a wide range of cognitive tasks, from mental arithmetic to air traffic control to reading comprehension, and in a wide range of age groups (e.g., Articles: Several different mechanisms have been proposed to explain speed-ups in task performance with practice, including increasing selective attention to task-relevant information (e.g., Although the various memory-based accounts differ in some auxiliary assumptions, they share the core assumption that speed-ups with practice reflect a shift away from slower computational processing of stimulus interpretation to faster retrieval of interpretations computed on previous trials. For example, according to instance theory Although most of the empirical evidence for memory-based accounts has come from studies that used relatively simple cognitive tasks, recent research has established the contribution of memory-based processing to young adults' speed-ups with practice in syntactic and semantic processes involved in reading comprehensio

Chapter 04: Bang for the Buck: Supporting Durable and Efficient Student Learning through Successive Relearning

As students progress from primary and secondary school to college, they are increasingly expected to learn foundational information (facts, terminology, formulae, concepts, etc.) on their own outside of class. Doing so effectively is no small feat, considering the amount of material students are expected to learn within and across classes, the limited amount of time students have to spend, and that the goal is to learn information well enough to retain it across time. Unfortunately, students are often not effective at regulating their own learning, and thus educators can further support student learning by teaching students how to effectively regulate their own learning outside of the classroom. Herein lies an important challenge for both educators and researchers: What strategies should students use to get the biggest bang for their buck (i.e., the most learning out of limited time)? This chapter describes and prescribes successive relearning as a highly potent strategy for efficiently achieving durable learning.https://openscholarship.wustl.edu/circle_book/1007/thumbnail.jp

Are performance predictions for text based on ease of processing

In 4 experiments, the authors evaluated the hypothesis that performance predictions for text are based on ease of processing. In each experiment, participants read texts, predicted their performance for each one, and then were tested. Ease of processing was manipulated by having participants read texts that varied in coherence. Coherence was varied by manipulating causal relatedness across sentence pairs (Experiments 1 and 2) and by altering the structure of sentences within paragraphs (Experiment 3). In these experiments, prediction magnitudes increased as coherence increased, suggesting that predictions were based on processing ease. In Experiment 4, prediction magnitudes were greater for intact paragraphs than for paragraphs with letters deleted from some of the words. Discussion focuses on resolving apparent inconsistencies in the literature concerning whether processing ease influences performance predictions. Metacomprehension, or the assessment of one’s own understanding of text material, is an important aspect of learning from text. Metacomprehension arguably can have a central role in formal education and in many everyday contexts, such as learning from science text (Otero & Kintsch, 1992), narrative and expository texts (Weaver & Bryant, 1995), classroom lectures (Spires