Anger and the Speed of Full-Body Approach and Avoidance Reactions

The notion that anger is linked to approach motivation received support from behavioral studies, which measured various motor responses to angering stimuli. However, none of these studies examined full-body motions which characterize many if not most everyday instances of anger. The authors incorporate a novel behavioral motor task that tests motivational direction by measuring the reaction times (RTs) of stepping forward and backward in response to the words “toward” and “away.” The results show that, relative to anxiety and control conditions, anger induction resulted in a steeper approach–avoidance RT gradient which was shifted in favor of approach

Powerful instructions : automaticity without practice

Automaticity is widely assumed to reflect hardwired tendencies or the outcome of prior practice. Recent research on automatic effects of instruction (AEIs), however, indicates that newly instructed tasks can become immediately automatic without ever having been practiced. This research shows that the representations underlying AEIs need not always be directly linked to an overt response but must be highly accessible for future use and involve bidirectional links between stimuli and responses. AEIs were also found to decrease with increasing intellectual abilities among young adults and from childhood to young adulthood, possibly because of improved abstract cognitive control. We argue that AEIs are based on the unintentional retrieval of episodic memories that encode instructions. </jats:p

Limitations in advance task preparation: Switching the relevant stimulus dimension in speeded same–different comparisons.

When participants switch between relevant stimulus dimensions in speeded classification tasks, taskswitching cost is reduced by advance preparation. Previous studies in which speeded classification tasks were used have suggested that this effect results from attending to the relevant stimulus dimension. Because selective attention to the relevant stimulus dimension in same-different judgments is relatively poor (e.g.

Leave-One-Trial-Out, LOTO, a general approach to link single-trial parameters of cognitive models to neural data

A key goal of model-based cognitive neuroscience is to estimate the trial-by-trial fluctuations of cognitive model parameters in order to link these fluctuations to brain signals. However, previously developed methods are limited by being difficult to implement, time-consuming, or model-specific. Here, we propose an easy, efficient and general approach to estimating trial-wise changes in parameters: Leave-One-Trial-Out (LOTO). The rationale behind LOTO is that the difference between parameter estimates for the complete dataset and for the dataset with one omitted trial reflects the parameter value in the omitted trial. We show that LOTO is superior to estimating parameter values from single trials and compare it to previously proposed approaches. Furthermore, the method makes it possible to distinguish true variability in a parameter from noise and from other sources of variability. In our view, the practicability and generality of LOTO will advance research on tracking fluctuations in latent cognitive variables and linking them to neural data

When planning results in loss of control: intention-based reflexivity and working-memory

In this review, the authors discuss the seemingly paradoxical loss of control associated with states of high readiness to execute a plan, termed “intention-based reflexivity.” The review suggests that the neuro-cognitive systems involved in the preparation of novel plans are different than those involved in preparation of practiced plans (i.e., those that have been executed beforehand). When the plans are practiced, intention-based reflexivity depends on the prior availability of response codes in long-term memory (LTM). When the plans are novel, reflexivity is observed when the plan is pending and the goal has not yet been achieved. Intention-based reflexivity also depends on the availability of working-memory (WM) limited resources and the motivation to prepare. Reflexivity is probably related to the fact that, unlike reactive control (once a plan is prepared), proactive control tends to be relatively rigid

Enhancing Task-Demands Disrupts Learning but Enhances Transfer Gains in Short-Term Task-switching Training

Content variability was previously suggested to promote stronger learning effects in cognitive training whereas less variability incurred transfer costs (Sabah et al. Psychological Research, 10.1007/s00426-018-1006-7,2018). Here, we expanded these findings by additionally examining the role of learners' control in short-term task-switching training by comparing voluntary task-switching to a yoked control forced task-switching condition. To this end, four training conditions were compared: (1) forced fixed content, (2) voluntary fixed content, (3) forced varied content, and (3) voluntary varied content. To further enhance task demands, bivalent stimuli were used during training. Participants completed baseline assessment commencing with task-switching and verbal fluency blocks, followed by seven training blocks and last by task-switching (near transfer) and verbal fluency (far transfer) blocks, respectively. For the baseline and transfer task-switching blocks, we used the exact same baseline and first transfer block from Sabah et al. (Psychological Research, 10.1007/s00426-018-1006-7,2018), employing univalent stimuli and alternating-runs task sequence. Our results pointed again to the contribution of content variability to task-switching performance. No indications for far transfer were observed. Allowing for learners' control was not found to produce additional transfer gains beyond content variability. A between-study comparison suggests that enhanced task demands, by means of bivalency, promoted higher transfer gains in the current study when compared to Sabah et al. (Psychological Research, 10.1007/s00426-018-1006-7,2018). Taken together, the current results provide further evidence to the beneficial impact of variability on training outcomes. The lack of modulatory effect for learners' control is discussed in relation to possible methodological limitations

Examining the Trainability and Transferability of Working-Memory Gating Policies

Internal working memory (WM) gating control policies have been suggested to constitute a critical component of task-sets that can be learned and transferred to very similar task contexts (Bhandari and Badre (Cognition, 172, 33–43, 2018). Here, we attempt to expand these findings, examining whether such control policies can be also trained and transferred to other untrained cognitive control tasks, namely to task switching and AX-CPT. To this end, a context-processing WM task was used for training, allowing to manipulate either input (i.e., top-down selective entry of information into WM) or output (i.e., bottom-up selective retrieval of WM) gating control policies by employing either a context-first (CF) or context-last (CL) task structure, respectively. In this task, two contextual cues were each associated with two different stimuli. In CF condition, each trial began with a contextual cue, determining which of the two subsequent stimuli is target relevant. In contrast, in the CL condition the contextual cue appeared last, preceded by a target and non-target stimulus successively. Participants completed a task switching baseline assessment, followed by one practice and six training blocks with the WM context-processing training task. After completing training, task-switching and AX-CPT transfer blocks were administrated, respectively. As hypothesized, compared to CL training condition, CF training led to improved task-switching performance. However, contrary to our predictions, training type did not influence AX-CPT performance. Taken together, the current results provide further evidence that internal control policies are (1) inherent element of task-sets, also in task switching and (2) independent of S-R mappings. However, these results need to be cautiously interpreted due to baseline differences in task-switching performance between the conditions (overall slower RTs in the CF condition). Importantly though, our results open a new venue for the realm of cognitive enhancement, pointing here for the first time to the potential of control policies training in promoting wider transfer effects