Pub Date : 2025-02-01Epub Date: 2024-08-30DOI: 10.1007/s10339-024-01222-z
Catherine Audrin, Géraldine Coppin
Metaphorical sentences are assumed to be related to more costly processes than their literal counterparts. However, given their frequent use in our daily lives, metaphorical sentences "must come with a benefit" (Noveck et al. Metaphor Symb 16:109-121. https://doi.org/10.1080/10926488.2001.9678889 , 2001). In this paper, we investigated whether metaphorical sentences were better remembered than their literal counterparts. In addition, we were interested in assessing whether the relevance of the metaphors impacted this recall. Anchoring this hypothesis in the appraisal theory, we hypothesized that food-related metaphorical sentences may be particularly relevant when one is hungry, and consequently, be better remembered in that particular physiological state. Participants were presented with randomized metaphorical sentences and their literal counterparts and were later asked to remember the missing word in both metaphorical and literal sentences. General mixed model analyses revealed that metaphorical sentences were better remembered. However, there was no significant effect of hunger. We discuss these results in relation to (1) the metaphor literature and (2) the appraisal theory of emotion.
与字面意义的句子相比,隐喻句子被认为与成本更高的过程有关。然而,鉴于隐喻句在我们日常生活中的频繁使用,它们 "一定会带来好处"(Noveck et al. Metaphor Symb 16:109-121. https://doi.org/10.1080/10926488.2001.9678889 , 2001)。在本文中,我们研究了隐喻句子是否比字面句子更好记。此外,我们还想评估隐喻的相关性是否会影响记忆效果。根据评价理论,我们假设与食物有关的隐喻句子在人饥饿时可能特别相关,因此在这种特殊的生理状态下记忆效果会更好。我们随机向受试者展示了隐喻句子和与之对应的字面句子,随后要求受试者记住隐喻句子和字面句子中缺少的单词。一般混合模型分析表明,隐喻句子的记忆效果更好。然而,饥饿感并没有明显的影响。我们将结合(1)隐喻文献和(2)情绪评价理论来讨论这些结果。
{"title":"Food for thought: the enhanced recall of metaphorical food sentences independent of hunger.","authors":"Catherine Audrin, Géraldine Coppin","doi":"10.1007/s10339-024-01222-z","DOIUrl":"10.1007/s10339-024-01222-z","url":null,"abstract":"<p><p>Metaphorical sentences are assumed to be related to more costly processes than their literal counterparts. However, given their frequent use in our daily lives, metaphorical sentences \"must come with a benefit\" (Noveck et al. Metaphor Symb 16:109-121. https://doi.org/10.1080/10926488.2001.9678889 , 2001). In this paper, we investigated whether metaphorical sentences were better remembered than their literal counterparts. In addition, we were interested in assessing whether the relevance of the metaphors impacted this recall. Anchoring this hypothesis in the appraisal theory, we hypothesized that food-related metaphorical sentences may be particularly relevant when one is hungry, and consequently, be better remembered in that particular physiological state. Participants were presented with randomized metaphorical sentences and their literal counterparts and were later asked to remember the missing word in both metaphorical and literal sentences. General mixed model analyses revealed that metaphorical sentences were better remembered. However, there was no significant effect of hunger. We discuss these results in relation to (1) the metaphor literature and (2) the appraisal theory of emotion.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":" ","pages":"51-57"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01Epub Date: 2024-09-27DOI: 10.1007/s10339-024-01231-y
Yuki Fukumoto, Keisuke Fujii, Marina Todo, Toshiaki Suzuki
Verification of the effectiveness of motor imagery (MI) has mainly focused on the method of implementing MI, and few studies have assessed individual factors. This study examined the individual differences in MI effects from the viewpoint of the multiple components of working memory. Forty-six healthy subjects (mean age 20.8 years) performed the Stroop Test (central executive within working memory) and reverse chanting (phonological loop within working memory). Then, F-waves were measured at rest for 30 s, the Purdue Pegboard was performed with the non-dominant hand to evaluate finger dexterity (Peg score) before MI, F-waves were measured during 30 s of kinesthetic MI, and the Peg score was evaluated after MI. For statistical analysis, the amplitude F/M ratio and Peg score were used as dependent variables, and the subjects were divided into Good and Poor groups according to cognitive function. The results showed an interaction for the amplitude F/M ratio and Peg score when grouped by reverse inverse chanting. In the subsequent simple main effect analysis, the Peg score was significantly improved after MI in both groups. The amplitude F/M ratio was significantly increased during MI compared to the resting state only in the Poor phonological loop group. Conversely, there was no interaction when the groups were divided by Stroop interference. No relationship was found between individual differences in central executive and changes in hand finger dexterity and spinal motor nerve excitability induced by MI. However, there may be a relationship between individual differences in phonological loops and changes in MI-induced finger dexterity and spinal motor nerve excitability.
对运动想象(MI)有效性的验证主要集中在运动想象的实施方法上,很少有研究对个体因素进行评估。本研究从工作记忆的多个组成部分的角度考察了运动想象效果的个体差异。46 名健康受试者(平均年龄 20.8 岁)进行了 Stroop 测试(工作记忆中的中央执行)和反向吟诵(工作记忆中的语音循环)。然后,在静止状态下测量 F 波 30 秒,在 MI 前用非惯用手进行普渡 Pegboard 以评估手指灵活性(Peg 分数),在 30 秒的动觉 MI 期间测量 F 波,并在 MI 后评估 Peg 分数。在进行统计分析时,将振幅 F/M 比值和 Peg 分数作为因变量,并根据认知功能将受试者分为 "好 "组和 "差 "组。结果显示,按反向反吟分组时,振幅 F/M 比值和 Peg 分数存在交互作用。在随后的简单主效应分析中,两组受试者的 Peg 分数在 MI 后都有明显改善。与静息状态相比,只有语音环路不良组在 MI 期间的振幅 F/M 比值明显增加。相反,如果按 Stroop 干扰来分组,则没有交互作用。中枢执行力的个体差异与 MI 引起的手部手指灵活性和脊髓运动神经兴奋性的变化之间没有关系。然而,语音环路的个体差异与 MI 诱导的手指灵活性和脊髓运动神经兴奋性的变化之间可能存在关系。
{"title":"Differences in working memory function are associated with motor imagery-induced changes in spinal motor nerve excitability and subsequent motor skill changes.","authors":"Yuki Fukumoto, Keisuke Fujii, Marina Todo, Toshiaki Suzuki","doi":"10.1007/s10339-024-01231-y","DOIUrl":"10.1007/s10339-024-01231-y","url":null,"abstract":"<p><p>Verification of the effectiveness of motor imagery (MI) has mainly focused on the method of implementing MI, and few studies have assessed individual factors. This study examined the individual differences in MI effects from the viewpoint of the multiple components of working memory. Forty-six healthy subjects (mean age 20.8 years) performed the Stroop Test (central executive within working memory) and reverse chanting (phonological loop within working memory). Then, F-waves were measured at rest for 30 s, the Purdue Pegboard was performed with the non-dominant hand to evaluate finger dexterity (Peg score) before MI, F-waves were measured during 30 s of kinesthetic MI, and the Peg score was evaluated after MI. For statistical analysis, the amplitude F/M ratio and Peg score were used as dependent variables, and the subjects were divided into Good and Poor groups according to cognitive function. The results showed an interaction for the amplitude F/M ratio and Peg score when grouped by reverse inverse chanting. In the subsequent simple main effect analysis, the Peg score was significantly improved after MI in both groups. The amplitude F/M ratio was significantly increased during MI compared to the resting state only in the Poor phonological loop group. Conversely, there was no interaction when the groups were divided by Stroop interference. No relationship was found between individual differences in central executive and changes in hand finger dexterity and spinal motor nerve excitability induced by MI. However, there may be a relationship between individual differences in phonological loops and changes in MI-induced finger dexterity and spinal motor nerve excitability.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":" ","pages":"15-27"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01Epub Date: 2024-10-25DOI: 10.1007/s10339-024-01236-7
Nicholas P Maxwell, Mark J Huff, Jacob M Namias
Task-switching is commonly used to investigate working memory and attentional control processes. The current study compares predictive versus non-predictive task-sequencing effects on task-switching performance. Participants completed four blocks of the Consonant-Vowel/Odd-Even (CVOE) task: Two single task pure blocks, a predictable switch block where task switching occurred every two trials, and a random switch block where switching was unpredictable. In addition to mean error rates and response times (RTs), we assessed sequence effects on local switch costs (i.e., switch vs. nonswitch trials) and global costs (i.e., nonswitch vs. pure trials) for both error rates and RTs along with their underlying distributions. Overall, we show that while predictive and random switching produced similar patterns for mean error rates and RTs, a dissociation occurred in RT switch costs. When switching was random, local costs were inflated. In contrast, predictive switching increased global costs. Increased local costs for random versus predictive switching reflect an increase in task-set reconfiguration processes as participants struggle to reconfigure to an unpredictable task type in working memory on a subsequent trial. Separately, increased global costs for predictive switching reflect declines in task-set maintenance processes, as participants must maintain both task types in working memory while simultaneously monitoring their progress through the trial sequencing.
{"title":"Predictive alternating runs and random task-switching sequences produce dissociative switch costs in the Consonant-Vowel/Odd-Even task.","authors":"Nicholas P Maxwell, Mark J Huff, Jacob M Namias","doi":"10.1007/s10339-024-01236-7","DOIUrl":"10.1007/s10339-024-01236-7","url":null,"abstract":"<p><p>Task-switching is commonly used to investigate working memory and attentional control processes. The current study compares predictive versus non-predictive task-sequencing effects on task-switching performance. Participants completed four blocks of the Consonant-Vowel/Odd-Even (CVOE) task: Two single task pure blocks, a predictable switch block where task switching occurred every two trials, and a random switch block where switching was unpredictable. In addition to mean error rates and response times (RTs), we assessed sequence effects on local switch costs (i.e., switch vs. nonswitch trials) and global costs (i.e., nonswitch vs. pure trials) for both error rates and RTs along with their underlying distributions. Overall, we show that while predictive and random switching produced similar patterns for mean error rates and RTs, a dissociation occurred in RT switch costs. When switching was random, local costs were inflated. In contrast, predictive switching increased global costs. Increased local costs for random versus predictive switching reflect an increase in task-set reconfiguration processes as participants struggle to reconfigure to an unpredictable task type in working memory on a subsequent trial. Separately, increased global costs for predictive switching reflect declines in task-set maintenance processes, as participants must maintain both task types in working memory while simultaneously monitoring their progress through the trial sequencing.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":" ","pages":"157-170"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01Epub Date: 2024-08-31DOI: 10.1007/s10339-024-01226-9
Revati Shivnekar, Narayanan Srinivasan
People's preferences for the utilitarian outcome in sacrificial moral dilemmas, where a larger group of individuals are saved at the cost of a few, have been argued to be influenced by various factors. Taking expected utility (EU) theory into consideration, we investigate whether the expected effectiveness of actions elucidate certain inconsistencies in moral judgments. Additionally, we also explore whether participants' role in the dilemma as the executor or a superior who merely makes a decision, which is carried out by a subordinate, influences judgments-a factor generally overlooked by classical EU models. We test these hypotheses using a modified moral dilemma paradigm with a choice between two actions, one highly successful and the other more likely to fail. Both actions are either expected to result in a favorable outcome of saving five individuals by sacrificing one or an unfavorable outcome of sacrificing five to save one. When the efficient action is anticipated to lead to a favorable outcome, in line with EU models, people almost invariably choose the efficient action. However, in conditions where the EUs associated with efficient and inefficient actions are close to each other, people's choice for favored outcome is above chance when they act as agents themselves. We discuss the implications of our results for existing theories of moral judgments.
在牺牲型道德困境中,人们对功利性结果的偏好(即以少数人的牺牲为代价来拯救更多的个人)被认为受到各种因素的影响。考虑到预期效用(EU)理论,我们研究了行动的预期效用是否能阐明道德判断中的某些不一致性。此外,我们还探讨了参与者在两难中的角色是执行者还是仅仅做出决定并由下属执行的上级是否会影响判断--这是经典的欧盟模型通常忽略的一个因素。我们使用了一个改良的道德两难范式来验证这些假设,在两个行动之间进行选择,一个是非常成功的行动,另一个是更有可能失败的行动。这两种行动要么会导致牺牲一人拯救五人的有利结果,要么会导致牺牲五人拯救一人的不利结果。当预期有效行动会带来有利结果时,根据欧盟模型,人们几乎总是选择有效行动。然而,在与高效和低效行动相关的 EU 值彼此接近的条件下,当人们自己充当代理人时,他们对有利结果的选择会高于偶然性。我们将讨论我们的结果对现有道德判断理论的影响。
{"title":"Choosing between bad and worse: investigating choice in moral dilemmas through the lens of control.","authors":"Revati Shivnekar, Narayanan Srinivasan","doi":"10.1007/s10339-024-01226-9","DOIUrl":"10.1007/s10339-024-01226-9","url":null,"abstract":"<p><p>People's preferences for the utilitarian outcome in sacrificial moral dilemmas, where a larger group of individuals are saved at the cost of a few, have been argued to be influenced by various factors. Taking expected utility (EU) theory into consideration, we investigate whether the expected effectiveness of actions elucidate certain inconsistencies in moral judgments. Additionally, we also explore whether participants' role in the dilemma as the executor or a superior who merely makes a decision, which is carried out by a subordinate, influences judgments-a factor generally overlooked by classical EU models. We test these hypotheses using a modified moral dilemma paradigm with a choice between two actions, one highly successful and the other more likely to fail. Both actions are either expected to result in a favorable outcome of saving five individuals by sacrificing one or an unfavorable outcome of sacrificing five to save one. When the efficient action is anticipated to lead to a favorable outcome, in line with EU models, people almost invariably choose the efficient action. However, in conditions where the EUs associated with efficient and inefficient actions are close to each other, people's choice for favored outcome is above chance when they act as agents themselves. We discuss the implications of our results for existing theories of moral judgments.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":" ","pages":"29-36"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01Epub Date: 2024-11-04DOI: 10.1007/s10339-024-01245-6
Jose L Tapia, David Sánchez-Borda, Jon Andoni Duñabeitia
Driving is a complex task necessitating an intricate interplay of sensory, motor, and cognitive abilities. Extensive research has underscored the role of neurocognitive functions, including attention, memory, executive functions, and visuospatial skills, in driving safety and performance. Despite evidence suggesting cognitive training's potential in enhancing driving abilities, comprehensive cognitive training's impact on driving performance in young adult drivers remains unexplored. Our study aimed to fill this gap by implementing an intensive, 8-week, multidomain computerized cognitive training program and assessing its transfer effects on the driving performance of young adult drivers, using a high-fidelity simulator. The study employed a randomized controlled trial design, with passive control group. The mixed-design analysis of variance (ANOVA) revealed a notable interaction between the time of testing and the respective participant groups concerning driving performance. Post hoc analyses showed that, compared to the control group, participants undergoing cognitive training demonstrated significantly fewer traffic infractions in the post-training evaluation. These findings suggest that cognitive training could be a useful tool for enhancing driving safety and performance in young adult drivers. Further research should aim to address the limitations posed by the absence of an active control group.
{"title":"The effects of cognitive training on driving performance.","authors":"Jose L Tapia, David Sánchez-Borda, Jon Andoni Duñabeitia","doi":"10.1007/s10339-024-01245-6","DOIUrl":"10.1007/s10339-024-01245-6","url":null,"abstract":"<p><p>Driving is a complex task necessitating an intricate interplay of sensory, motor, and cognitive abilities. Extensive research has underscored the role of neurocognitive functions, including attention, memory, executive functions, and visuospatial skills, in driving safety and performance. Despite evidence suggesting cognitive training's potential in enhancing driving abilities, comprehensive cognitive training's impact on driving performance in young adult drivers remains unexplored. Our study aimed to fill this gap by implementing an intensive, 8-week, multidomain computerized cognitive training program and assessing its transfer effects on the driving performance of young adult drivers, using a high-fidelity simulator. The study employed a randomized controlled trial design, with passive control group. The mixed-design analysis of variance (ANOVA) revealed a notable interaction between the time of testing and the respective participant groups concerning driving performance. Post hoc analyses showed that, compared to the control group, participants undergoing cognitive training demonstrated significantly fewer traffic infractions in the post-training evaluation. These findings suggest that cognitive training could be a useful tool for enhancing driving safety and performance in young adult drivers. Further research should aim to address the limitations posed by the absence of an active control group.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":" ","pages":"219-230"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01Epub Date: 2023-06-20DOI: 10.1007/s10339-023-01143-3
Jiexin Lin, Haomin Zhang
Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. SVR describes reading comprehension as the product of decoding and listening comprehension. The current study examined the complexity of the SVR, focusing on the phonological and orthographic decoding in third-grade readers of Chinese. One hundred and forty-three students participated in this study. The measures included phonological decoding (pinyin invented spelling), orthographic decoding, listening comprehension and reading comprehension. Drawing upon regression analyses and multivariate path models, the study found that phonological decoding at both segmental and suprasegmental processing significantly predicted Chinese reading comprehension, yet a more significant effect of orthographic decoding surfaced. And the best-fitting model suggested listening comprehension was better characterized as a mediator rather than a covariance with decoding component in the decoding-reading relation when orthographic decoding was incorporated into decoding component to evaluate the validity of the SVR in Chinese. The results imply that orthographic decoding is a legitimate decoding component and that the two decoding constructs alone are insufficient for higher-level reading ability (reading comprehension) since the contribution appears to be mediated through the path route of oral language capacity (indexed by listening comprehension). This enriches the current understanding of the SVR in non-alphabetic languages and indicates that decoding training on both phonological and orthographic dimension should be highlighted in early Chinese reading instruction.
{"title":"How phonological and orthographic decoding complicates the simple view of reading in Chinese: examining mediation through listening comprehension.","authors":"Jiexin Lin, Haomin Zhang","doi":"10.1007/s10339-023-01143-3","DOIUrl":"10.1007/s10339-023-01143-3","url":null,"abstract":"<p><p>Advocates of the science of reading have invoked the simple view of reading (SVR) to justify an approach that foregrounds decoding in early reading instruction. SVR describes reading comprehension as the product of decoding and listening comprehension. The current study examined the complexity of the SVR, focusing on the phonological and orthographic decoding in third-grade readers of Chinese. One hundred and forty-three students participated in this study. The measures included phonological decoding (pinyin invented spelling), orthographic decoding, listening comprehension and reading comprehension. Drawing upon regression analyses and multivariate path models, the study found that phonological decoding at both segmental and suprasegmental processing significantly predicted Chinese reading comprehension, yet a more significant effect of orthographic decoding surfaced. And the best-fitting model suggested listening comprehension was better characterized as a mediator rather than a covariance with decoding component in the decoding-reading relation when orthographic decoding was incorporated into decoding component to evaluate the validity of the SVR in Chinese. The results imply that orthographic decoding is a legitimate decoding component and that the two decoding constructs alone are insufficient for higher-level reading ability (reading comprehension) since the contribution appears to be mediated through the path route of oral language capacity (indexed by listening comprehension). This enriches the current understanding of the SVR in non-alphabetic languages and indicates that decoding training on both phonological and orthographic dimension should be highlighted in early Chinese reading instruction.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":" ","pages":"133-148"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9663497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01Epub Date: 2024-10-23DOI: 10.1007/s10339-024-01238-5
Neda Nasrollahi, Tim Jowett, Liana Machado
Despite significant public concerns voiced about wearing face masks and reports from healthcare workers of adverse effects on cognition, research into potential adverse effects remains limited. The present trial investigated the effects of wearing a surgical face mask for prolonged periods on cognitive functioning and mood. We tested 42 university students (18-36 years old) using a controlled counterbalanced crossover design that involved a mask session and a control session, separated by 1 week. The two sessions were identical except that on the day of the mask session, participants were asked to wear a surgical mask for at least 8 h and to continue wearing it while visiting our laboratory, during which cognitive performance and mood were assessed as per the control session. Results showed that participants reported feeling less happy and more tense during the mask session compared to no-mask control. Additionally, cognitive performance differed between the two sessions for a selective attention task, reflecting slower response latencies during the mask session, which for the most part appeared to be driven by those who felt anxious wearing the mask. Although significant differences emerged for only two of six mood scales and one of eight cognitive tests, the evidence of adverse effects in a university population signals a need for research investigating vulnerable populations. Individuals with elevated anxiety may be particularly important to target.Trail Registration: This randomized controlled trial was retrospectively registered (ACTRN12620001215910). Date registered: 16/11/2020, retrospectively registered.
{"title":"Effects of wearing a surgical face mask on cognitive functioning and mood states: a randomised controlled trial in young adults.","authors":"Neda Nasrollahi, Tim Jowett, Liana Machado","doi":"10.1007/s10339-024-01238-5","DOIUrl":"10.1007/s10339-024-01238-5","url":null,"abstract":"<p><p>Despite significant public concerns voiced about wearing face masks and reports from healthcare workers of adverse effects on cognition, research into potential adverse effects remains limited. The present trial investigated the effects of wearing a surgical face mask for prolonged periods on cognitive functioning and mood. We tested 42 university students (18-36 years old) using a controlled counterbalanced crossover design that involved a mask session and a control session, separated by 1 week. The two sessions were identical except that on the day of the mask session, participants were asked to wear a surgical mask for at least 8 h and to continue wearing it while visiting our laboratory, during which cognitive performance and mood were assessed as per the control session. Results showed that participants reported feeling less happy and more tense during the mask session compared to no-mask control. Additionally, cognitive performance differed between the two sessions for a selective attention task, reflecting slower response latencies during the mask session, which for the most part appeared to be driven by those who felt anxious wearing the mask. Although significant differences emerged for only two of six mood scales and one of eight cognitive tests, the evidence of adverse effects in a university population signals a need for research investigating vulnerable populations. Individuals with elevated anxiety may be particularly important to target.Trail Registration: This randomized controlled trial was retrospectively registered (ACTRN12620001215910). Date registered: 16/11/2020, retrospectively registered.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":" ","pages":"189-199"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01Epub Date: 2024-08-31DOI: 10.1007/s10339-024-01227-8
Şenol Orakcı, Tahmineh Khalili
Critical thinking as one of the key skills for success in the 21st-century has been considered by many scholars in teacher education. This study tries to examine the interaction of critical thinking disposition with two other key characteristics of successful teachers: cognitive flexibility and self-efficacy. To this end, a sample of pre-service English as a Foreign Language (EFL) teachers was selected for this study. Based on the findings, a positive and strong relationship between cognitive flexibility and critical thinking disposition, and a positive and robust correlation between self-efficacy and critical thinking disposition were observed. Hence, it can be suggested that teacher-educationists can use this link for designing teacher-training courses with tailored tasks for both in and pre-service teachers. The main contribution of the findings might be beneficial for homogenizing teacher-training courses around the globe with the 21st-century trends. In addition, this line of research can be followed by empirical studies for checking the effectiveness of tailored tasks for provoking teachers' critical thinking dispositions, cognitive flexibility, and self-efficacy in teaching activities.
{"title":"The impact of cognitive flexibility on prospective EFL teachers' critical thinking disposition: the mediating role of self-efficacy.","authors":"Şenol Orakcı, Tahmineh Khalili","doi":"10.1007/s10339-024-01227-8","DOIUrl":"10.1007/s10339-024-01227-8","url":null,"abstract":"<p><p>Critical thinking as one of the key skills for success in the 21st-century has been considered by many scholars in teacher education. This study tries to examine the interaction of critical thinking disposition with two other key characteristics of successful teachers: cognitive flexibility and self-efficacy. To this end, a sample of pre-service English as a Foreign Language (EFL) teachers was selected for this study. Based on the findings, a positive and strong relationship between cognitive flexibility and critical thinking disposition, and a positive and robust correlation between self-efficacy and critical thinking disposition were observed. Hence, it can be suggested that teacher-educationists can use this link for designing teacher-training courses with tailored tasks for both in and pre-service teachers. The main contribution of the findings might be beneficial for homogenizing teacher-training courses around the globe with the 21st-century trends. In addition, this line of research can be followed by empirical studies for checking the effectiveness of tailored tasks for provoking teachers' critical thinking dispositions, cognitive flexibility, and self-efficacy in teaching activities.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":" ","pages":"59-73"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142113441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01Epub Date: 2024-10-21DOI: 10.1007/s10339-024-01234-9
Alessandro Maisto
In this work, we propose a Distributional Semantic resource enriched with linguistic and lexical information extracted from electronic dictionaries. This resource is designed to bridge the gap between the continuous semantic values represented by distributional vectors and the discrete descriptions provided by general semantics theory. Recently, many researchers have focused on the connection between embeddings and a comprehensive theory of semantics and meaning. This often involves translating the representation of word meanings in Distributional Models into a set of discrete, manually constructed properties, such as semantic primitives or features, using neural decoding techniques. Our approach introduces an alternative strategy based on linguistic data. We have developed a collection of domain-specific co-occurrence matrices derived from two sources: a list of Italian nouns classified into four semantic traits and 20 concrete noun sub-categories and Italian verbs classified by their semantic classes. In these matrices, the co-occurrence values for each word are calculated exclusively with a defined set of words relevant to a particular lexical domain. The resource includes 21 domain-specific matrices, one comprehensive matrix, and a Graphical User Interface. Our model facilitates the generation of reasoned semantic descriptions of concepts by selecting matrices directly associated with concrete conceptual knowledge, such as a matrix based on location nouns and the concept of animal habitats. We assessed the utility of the resource through two experiments, achieving promising outcomes in both the automatic classification of animal nouns and the extraction of animal features.
{"title":"Domain embeddings for generating complex descriptions of concepts in Italian language.","authors":"Alessandro Maisto","doi":"10.1007/s10339-024-01234-9","DOIUrl":"10.1007/s10339-024-01234-9","url":null,"abstract":"<p><p>In this work, we propose a Distributional Semantic resource enriched with linguistic and lexical information extracted from electronic dictionaries. This resource is designed to bridge the gap between the continuous semantic values represented by distributional vectors and the discrete descriptions provided by general semantics theory. Recently, many researchers have focused on the connection between embeddings and a comprehensive theory of semantics and meaning. This often involves translating the representation of word meanings in Distributional Models into a set of discrete, manually constructed properties, such as semantic primitives or features, using neural decoding techniques. Our approach introduces an alternative strategy based on linguistic data. We have developed a collection of domain-specific co-occurrence matrices derived from two sources: a list of Italian nouns classified into four semantic traits and 20 concrete noun sub-categories and Italian verbs classified by their semantic classes. In these matrices, the co-occurrence values for each word are calculated exclusively with a defined set of words relevant to a particular lexical domain. The resource includes 21 domain-specific matrices, one comprehensive matrix, and a Graphical User Interface. Our model facilitates the generation of reasoned semantic descriptions of concepts by selecting matrices directly associated with concrete conceptual knowledge, such as a matrix based on location nouns and the concept of animal habitats. We assessed the utility of the resource through two experiments, achieving promising outcomes in both the automatic classification of animal nouns and the extraction of animal features.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":" ","pages":"91-120"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01Epub Date: 2024-10-01DOI: 10.1007/s10339-024-01232-x
Razieh Rabbani Yekta, Nima Alighadr, Somayeh Pournia
This study explores the impact of inductive and deductive aural vocabulary pre-teaching on word recognition from speech (WRS) among 72 Iranian EFL intermediate learners from a language institute. Participants were randomly divided into three groups: Group A (inductive), Group B (deductive), and Group C (routine instruction of the language institute). Each group consisted of 24 participants, with 12 male and 12 female intermediate EFL learners. Assessments included pre-test, immediate post-test, and delayed post-test. Statistical analyses, including mixed ANOVA, one-way ANOVA, Scheffe tests, and paired samples t-tests, were conducted. Results indicated superior performance in experimental groups with no significant difference between inductive and deductive methods, showcasing lasting effects on WRS. This study provides valuable insights for language educators, learners, curriculum designers, and institutes to enhance EFL listening proficiency through aural vocabulary instructions.
{"title":"Effects of inductive and deductive aural vocabulary pre-teaching on EFL learners' word recognition from speech.","authors":"Razieh Rabbani Yekta, Nima Alighadr, Somayeh Pournia","doi":"10.1007/s10339-024-01232-x","DOIUrl":"10.1007/s10339-024-01232-x","url":null,"abstract":"<p><p>This study explores the impact of inductive and deductive aural vocabulary pre-teaching on word recognition from speech (WRS) among 72 Iranian EFL intermediate learners from a language institute. Participants were randomly divided into three groups: Group A (inductive), Group B (deductive), and Group C (routine instruction of the language institute). Each group consisted of 24 participants, with 12 male and 12 female intermediate EFL learners. Assessments included pre-test, immediate post-test, and delayed post-test. Statistical analyses, including mixed ANOVA, one-way ANOVA, Scheffe tests, and paired samples t-tests, were conducted. Results indicated superior performance in experimental groups with no significant difference between inductive and deductive methods, showcasing lasting effects on WRS. This study provides valuable insights for language educators, learners, curriculum designers, and institutes to enhance EFL listening proficiency through aural vocabulary instructions.</p>","PeriodicalId":47638,"journal":{"name":"Cognitive Processing","volume":" ","pages":"75-89"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142336956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}