Effective connectivity among the working memory regions during preparation for and during performance of the n-back task

Recent neuroimaging studies have shown that working memory (WM) task difficulty can be decoded from patterns of brain activation in the WM network during preparation to perform those tasks. The inter-regional connectivity among the WM regions during task preparation has not yet been investigated. We examined this question using the graph modeling methods IMaGES and LOFS, applied to the previously published fMRI data of Manelis and Reder (2013). In that study, subjects performed 1-, 2-, and 3-back tasks. Each block of n-back was preceded by a preparation period and followed by a rest period. The analyses of task-related brain activity identified a network of 18 regions that increased in activation from 1to 3-back (Increase network) and a network of 17 regions that decreased in activation from 1to 3-back (Decrease network). The graph analyses revealed two types of connectivity sub-networks within the Increase and Decrease networks: "default" and "preparation-related." The "default" connectivity was present not only during task performance, but also during task preparation and during rest. We propose that this sub-network may serve as a core system that allows one to quickly activate cognitive, perceptual and motor systems in response to the relevant stimuli. The "preparation-related" connectivity was present during task preparation and task performance, but not at rest, and depended on the n-back condition. The role of this sub-network may be to pre-activate a connectivity "road map" in order to establish a top-down and bottom-up regulation of attention prior to performance on WM tasks. © 2014 Manelis and Reder

Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion about thunder and lightning. In the video, a teacher asked questions to the observing participants. Participants either elaborated by responding to these questions, or did not elaborate, but completed a

When fast logic meets slow belief: Evidence for a parallel-processing model of belief bias.

Two experiments pitted the default-interventionist account of belief bias against a parallel-processing model. According to the former, belief bias occurs because a fast, belief-based evaluation of the conclusion pre-empts a working-memory demanding logical analysis. In contrast, according to the latter both belief-based and logic-based responding occur in parallel. Participants were given deductive reasoning problems of variable complexity and instructed to decide whether the conclusion was valid on half the trials or to decide whether the conclusion was believable on the other half. When belief and logic conflict, the default-interventionist view predicts that it should take less time to respond on the basis of belief than logic, and that the believability of a conclusion should interfere with judgments of validity, but not the reverse. The parallel-processing view predicts that beliefs should interfere with logic judgments only if the processing required to evaluate the logical structure exceeds that required to evaluate the knowledge necessary to make a belief-based judgment, and vice versa otherwise. Consistent with this latter view, for the simplest reasoning problems (modus ponens), judgments of belief resulted in lower accuracy than judgments of validity, and believability interfered more with judgments of validity than the converse. For problems of moderate complexity (modus tollens and single-model syllogisms), the interference was symmetrical, in that validity interfered with belief judgments to the same degree that believability interfered with validity judgments. For the most complex (three-term multiple-model syllogisms), conclusion believability interfered more with judgments of validity than vice versa, in spite of the significant interference from conclusion validity on judgments of belief

Errorful and errorless learning: The impact of cue–target constraint in learning from errors

The benefits of testing on learning are well described, and attention has recently turned to what happens when errors are elicited during learning: Is testing nonetheless beneficial, or can errors hinder learning? Whilst recent findings have indicated that tests boost learning even if errors are made on every trial, other reports, emphasizing the benefits of errorless learning, have indicated that errors lead to poorer later memory performance. The possibility that this discrepancy is a function of the materials that must be learned-in particular, the relationship between the cues and targets-was addressed here. Cued recall after either a study-only errorless condition or an errorful learning condition was contrasted across cue-target associations, for which the extent to which the target was constrained by the cue was either high or low. Experiment 1 showed that whereas errorful learning led to greater recall for low-constraint stimuli, it led to a significant decrease in recall for high-constraint stimuli. This interaction is thought to reflect the extent to which retrieval is constrained by the cue-target association, as well as by the presence of preexisting semantic associations. The advantage of errorful retrieval for low-constraint stimuli was replicated in Experiment 2, and the interaction with stimulus type was replicated in Experiment 3, even when guesses were randomly designated as being either correct or incorrect. This pattern provides support for inferences derived from reports in which participants made errors on all learning trials, whilst highlighting the impact of material characteristics on the benefits and disadvantages that accrue from errorful learning in episodic memory

The ERP signature of the contextual diversity effect in visual word recognition

Behavioral experiments have revealed that words appearing in many different contexts are responded to faster than words that appear in few contexts. Although this contextual diversity (CD) effect has been found to be stronger than the word-frequency (WF) effect, it is a matter of debate whether the facilitative effects of CD and WF reflect the same underlying mechanisms. The analysis of the electrophysiological correlates of CD may shed some light on this issue. This experiment is the first to examine the ERPs to high- and low-CD words when WF is controlled for. Results revealed that while high-CD words produced faster responses than low-CD words, their ERPs showed larger negativities (225-325 ms) than low-CD words. This result goes in the opposite direction of the ERP WF effect (high-frequency words elicit smaller N400 amplitudes than low-frequency words). The direction and scalp distribution of the CD effect resembled the ERP effects associated with "semantic richness." Thus, while apparently related, CD and WF originate from different sources during the access of lexical-semantic representations.The research reported in this article has been partially funded by Grants PSI2011-26924 (Spanish Ministry of Economy and Competitiveness) and GV/2014/067 (Conselleria d'Educacio, Investigacio, Cultura i Esport de la Generalitat Valenciana).info:eu-repo/semantics/publishedVersio

Another source of individual differences: Strategy adaptivity to changing rates of success

This article explores an alternative approach to the study of individual differences of cognitive function -that people may have the same strategies but differential ability to adaptively select among them in response to success and failure feedback from the environment. Three studies involving the complex and dynamic Kanfer-Ackerman Air Traffic Control Task (P. L. Ackerman & R. Kanfer, 1994) demonstrate (a) that individuals do differ systematically along this strategy adaptivity dimension, (b) that those differences have important consequences for overall task performance, and (c) that the differences are primarily associated with reasoning ability and working-memory capacity

Bringing together the psychometric and strategy worlds: Predicting adaptivity in a dynamic task

Chapter in: Attention and Performance XVII: Cognitive Regulation of Performance: Interaction of Theory and Applicatio

To calculate or not to calculate: A source activation confusion model of problem familiarity's role in strategy selection

How do people decide whether to try to retrieve an answer to a problem or to compute the answer by some other means? The authors report 2 experiments showing that this decision is based on problem familiarity rather than on retrievability of some answer (correct or incorrect), even when problem familiarization occurred 24 hr earlier. These effects at the level of the individual problem solver and the results reported by L. M. Reder and F. E. Ritter (1992) are well fit with the same parameter values in a spreading-activation computational model of feeling of knowing in which decisions to retrieve or compute an answer are based on the familiarity or activation levels of the problem representation. The authors therefore argue that strategy selection is governed by a familiarity-based feeling-of-knowing process rather than by a process that uses the availability of the answer or some form of race between retrieving and computing the answer