Negative emotion amplifies retrieval practice effect for both task-relevant and task-irrelevant information

The human visual system adapts to statistical regularities in the environment to facilitate visual processing. While laboratory-based tasks make clear distinctions between how task-relevant and task-irrelevant visual information can guide this adaptation, such discretization is rarely available in the real world. As such, it remains unclear exactly what information the visual system tracks to flexibly adapt to a given task. The current study used a massive visual search dataset from the mobile game Airport Scanner. Effects of exposure over a range of more task-relevant (e.g., target presence) to less task-relevant (e.g., background context) features were analyzed in an omnibus model to predict response times in both target-present and target-absent trials. As in previous work (Kramer et al., Journal of Experimental Psychology: General,151 (8), 1854, 2022), increased exposure to target-present trials significantly sped up the detection of targets and slowed the rejection of target-absent trials. Exposure to salient distractors reduced response times for target-present trials, potentially as a result of learned distractor suppression (Gaspelin & Luck, Trends in cognitive sciences,22 (1), 79-92, 2018) or increased familiarity (Mruczek & Sheinberg, Perception & psychophysics,67 (6), 1016-1031, 2005), but had no effect on target-absent trials. Exposure to background information decreased response times in both target-present and target-absent trials, with notable interactions between target and background exposure. Specifically, the effect of background information was more pronounced when target exposure was low, suggesting that less task-relevant context information is more likely to be tracked in the absence of more task-relevant information, namely, the presentation of targets. The findings highlight the importance of considering multiple sources of exposure in visual search tasks and demonstrate the value of large datasets in quantifying their complex interactions.

Three experiments examined how bottom-up and top-down processes interact when people view and make inferences from complex visual displays (weather maps). Bottom-up effects of display design were investigated by manipulating the relative visual salience of task-relevant and task-irrelevant information across different maps. Top-down effects of domain knowledge were investigated by examining performance and eye fixations before and after participants learned relevant meteorological principles. Map design and knowledge interacted such that salience had no effect on performance before participants learned the meteorological principles; however, after learning, participants were more accurate if they viewed maps that made task-relevant information more visually salient. Effects of display design on task performance were somewhat dissociated from effects of display design on eye fixations. The results support a model in which eye fixations are directed primarily by top-down factors (task and domain knowledge). They suggest that good display design facilitates performance not just by guiding where viewers look in a complex display but also by facilitating processing of the visual features that represent task-relevant information at a given display location. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

Stimulus exposure duration alters implicit processing of neutral and emotional faces

Turning down the heat: Neural mechanisms of cognitive control for inhibiting task-irrelevant emotional information during adolescence

Emotional events are bestowed with special prominence in memory. This may reflect greater attention oriented to these events during encoding, and/or enhancement of memory consolidation after emotional events have passed. Here we show invoked emotional arousal results in a retrograde enhancement of long-term memory, determining what will later be remembered or forgotten. Subjects saw pictures of neutral faces and houses followed by emotionally arousing scenes at varying intervals. Self-reported emotional arousal responses predicted a retrograde enhancement of memory for preceding neutral events in a 1-week delayed recognition memory test. At longer picture-scene intervals, no enhancement was found, implicating a critical window in which emotional arousal must occur for retrograde memory enhancement. Postencoding manipulation of emotional arousal specifically enhanced conscious recollection rather than familiarity-based discrimination. An additional study revealed no retrograde enhancement for pictures preceding highly memorable, but nonarousing, distinctive scenes. These findings indicate an important role for emotional arousal in the postencoding enhancement of episodic memory consolidation.

Emotional face encoding process was explored through electroencephalographic measures (event-related potentials [ERPs]). Previous studies have demonstrated an emotion-specific cognitive process in face comprehension. However, the effect of emotional significance of the stimuli (type of emotion) and task (direct or indirect task) on the ERP is uncertain. In Experiment 1 (indirect task) ERP correlates of 21 subjects were recorded when they viewed emotional (anger, sadness and happiness) or neutral facial stimuli. An emotion-specific cortical variation was found, a negative deflection at approximately 200 ms after simulus (N2 effect). This effect was sensitive to the emotional valence of faces, because it differentiated high arousal emotions (i.e., anger) from low arousal emotions (i.e., sadness). Moreover, a specific cortical site (posterior) was activated by emotional faces but not by neutral faces. In Experiment 2 (direct task), the authors investigated whether encoding for emotional faces relies on a single neural system irrespective of the task, or whether it is supported by multiple, task-specific systems. Differences in the cortical distribution (posterior for incidental task; central and posterior for direct task) and lateralisation (right-distribution for the negative emotions in direct task) of N2 on the scalp were observed in the different tasks. This indicates that distinct task-specific cortical responses to emotional focus can be detected with ERP methodology.

Bipolar disorder (BD) is associated with impairments in facial emotion and emotional prosody perception during both mood episodes and periods of remission. To expand on previous research, the current study investigated cross-modal emotion perception, that is, matching of facial emotion and emotional prosody in remitted BD patients. Fifty-nine outpatients with BD and 45 healthy volunteers were included into a cross-sectional study. Cross-modal emotion perception was investigated by using two subtests out of the Comprehensive Affective Testing System (CATS). Compared to control subjects patients were impaired in matching sad (p < .001) and angry emotional prosody (p = .034) to one of five emotional faces exhibiting the corresponding emotion and significantly more frequently matched sad emotional prosody to happy faces (p < .001) and angry emotional prosody to neutral faces (p = .017). In addition, patients were impaired in matching neutral emotional faces to the emotional prosody of one of three sentences (p = .006) and significantly more often matched neutral faces to sad emotional prosody (p = .014). These findings demonstrate that, even during periods of symptomatic remission, patients suffering from BD are impaired in matching facial emotion and emotional prosody. As this type of emotion processing is relevant in everyday life, our results point to the necessity to provide specific training programs to improve psychosocial outcomes. (JINS, 2019, 25, 336-342).

A wealth of researches has indicated that retrieval practice can be used as an effective means to improve memory. Recently the effects of retrieval practice have captured the attention of contemporary researchers who are interested in educational applications of retrieval practice. Some researchers have examined the effectiveness of retrieval practice relative to elaborative studying with concept mapping, and found that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping which has received comment and query by researchers advocating constructivism who thought, compared with practice retrieval, concept mapping is too complex to master. In view of these criticism, the current research examined the effectiveness of retrieval practice and concept mapping from the perspective of cognitive load, it is hypothesized that the intrinsic load of study task which depends on learners’ prior knowledge level has different influence on retrieval practice and concept mapping, and the concept mapping strategy is more complex than retrieval practice, so it could produce more extraneous load on learner and influence the effectiveness. Two experiments were conducted to test the hypotheses. In experiment 1, 120 college students were engaged in a 2 (prior knowledge level: high vs. low) × 3 (study strategy type: retrieval practice vs. concept mapping and repeated study) between-subjects design of experiment, which was aimed to study the different influence of prior knowledge level on the effectiveness of three types of strategies. In experiment 2, 43 college students participated in a within-subjects design of experiment, each student completed a partial concept mapping of one science text and practiced retrieval of a second text which was designed to study the influence of strategy’s complexity on strategy’s effectiveness. The results indicated that on correct rate of memory retention and transfer, the main effect of prior knowledge level wasn't significant, but there was an interaction between learning strategies and prior knowledge level: under the condition of retrieval practice strategy, there is no significant difference on the correct rate of retention and transfer between participates with high prior knowledge and participates with low prior knowledge; as the concept mapping strategy concerned, the participates with high prior knowledge were significantly higher than participates with low prior knowledge on the correct rate of retention and transfer. In addition, the complexity of the strategy would increase learners' extraneous load, but it didn't have decisive influence on the effectiveness of the strategy. In terms of result, it was concluded that the reason why retrieval practice could produce more memory retention and transfer than concept mapping is not because of that its strategy is easier to be master, it is that the concept mapping strategy was very dependent on learner's prior knowledge level. Relatively, retrieval practice is not dependent on learner's prior knowledge level. The results have some important implications. Firstly, retrieval practice is an effective tool to promote retention and transfer, it indeed can enhance subsequent recall more than concept mapping. Thus, educators should pay more attention to the effectiveness of retrieval practice rather than view it as an assessment device to measure what a student knows. Secondly, the findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes.

We investigated neural correlates of Emotion Recognition Accuracy (ERA) using the Assessment of Contextualized Emotions (ACE). ACE infuses context by presenting emotion expressions in a naturalistic group setting and distinguishes between accurately perceiving intended emotions (signal), and bias due to perceiving additional, secondary emotions (noise). This social perception process is argued to induce perspective taking in addition to pattern matching in ERA. Thirty participants were presented with an fMRI-compatible adaptation of the ACE consisting of blocks of neutral and emotional faces in single and group-embedded settings. Participants rated the central character’s expressions categorically or using scalar scales in consequent fMRI scans. Distinct brain activations were associated with the perception of emotional vs. neutral faces in the four conditions. Moreover, accuracy and bias scores from the original ACE task performed on another day were associated with brain activation during the scalar (vs. categorical) condition for emotional (vs. neutral) faces embedded in group. These findings suggest distinct cognitive mechanisms linked to each type of emotional rating and highlight the importance of considering cognitive bias in the assessment of social emotion perception.

In this event-related functional magnetic resonance imaging (fMRI) study, we provide evidence that the role of the anterior cingulate cortex (ACC) in cognitive control may not be unitary, as the responses of different ACC subregions vary depending upon the nature of task-irrelevant information. More specifically, using the color-word Stroop task (congruent, incongruent, and neutral trial types), we examined the degree to which increases in neural activity within ACC are specific to conditions of conflict, as posited by the conflict monitoring theory (Botvinick et al. [1999]: Rev Neurosci 10:49-57; Carter et al. [1998]: Science 280:747-749). Although incongruent and congruent trials both involve two competing sources of color information (color word and ink color), only incongruent trials involve a direct conflict between task-relevant and task-irrelevant information. Although the anterior division of the ACC rostral zone exhibited conflict specific increases in neural activity (i.e., incongruent > congruent = neutral), the posterior division exhibited a more generalized pattern, increasing whenever the task-irrelevant information was color related, regardless of whether it was conflicting (i.e., incongruent and congruent > neutral). Our data thus suggest a possible functional differentiation within the ACC. As such, it is unlikely that the role of the ACC in cognitive control will be able to be accommodated by a single unifying theory.

Chapter One - Ten Benefits of Testing and Their Applications to Educational Practice

This study used event-related potential (ERP) and retrieval practice effect paradigm to investigate the neurocognitive mechanisms underlying the retrieval practice effect in a third language (L3) vocabulary learning. Thirty-five Chinese (First Language, L1)-English (Second Language, L2) bilinguals without prior knowledge of French (L3) studied 120 French (L3)–English (L2) word pairs and then practiced the word pairs through retrieval practice or repeated studying. On a final recognition test 30 minutes later, the participants were asked to perform old/new recognition judgments while recording electroencephalography (EEG) signals. Behavioural results found that retrieval practice led to a higher accuracy rate and faster response time in the final test than repeated studying. ERP results found that retrieval practice elicited less negative N400 waveforms than repeated studying at the frontal site and less negative N400 waveforms than new condition at the central-parietal sites. By contrast, retrieval practice only elicited more positive LPC waveforms than new condition at the parietal site. In sum, the present results provide first neural evidence that retrieval practice facilitates L3 (French) vocabulary learning. These findings suggest that retrieval practice might involve more semantic information processing in L3 vocabulary learning, which supports the elaborative retrieval hypothesis of the retrieval practice effect.

The retrieval practice effect refers to the fact that one or even multiple retrievals of memory content during the same period are more effective than repeated studying to promote future memory retention. It is effective for numerous declarative knowledge learning materials. However, studies have demonstrated that retrieval practice does not benefit problem-solving skill learning. This study used worked examples from math word problem tasks as learning materials, considering the retrieval difficulty as the main factor. Experiment 1 explored the effect of retrieval practice on acquiring problem-solving skills under different initial testing difficulties. Experiment 2 manipulated the difficulty of materials as a variable to ascertain the effect of retrieval practice on problem-solving skills under different material difficulty levels. Experiment 3 introduced feedback variables to facilitate the generation of the retrieval practice effect and examined the effects of various difficulty feedback levels on problem-solving skills learning. Results showed that, compared with restudying examples (SSSS), the example-problem pairs (STST) did not promote delayed test performance. As for the retrieval practice effect, as no differences or advantages were found in the repeated study group on the immediate test, the retrieval practice group generally outperformed the repeated study group on the delayed test. However, across the three experiments, we found no evidence of retrieval practice affecting results during an enhanced delayed test. Therefore, there may be no retrieval practice effect on acquiring problem-solving skills from worked examples.

EDITORIAL article Front. Behav. Neurosci., 02 November 2012Sec. Learning and Memory Volume 6 - 2012 | https://doi.org/10.3389/fnbeh.2012.00071

We tested 28 individuals with schizophrenia (SZ) and 16 healthy individuals on a test of logical reasoning and "cognitive gating," defined as the ability to discriminate between relevant and irrelevant information in confirming or disconfirming a given belief. The Logical Reasoning and Cognitive Gating Task tests both processes under neutral and affect-laden conditions. This is done by presenting formally identical constructs using benign and emotionally arousing language. When separated by symptom profiles, we found statistically significant differences for performance and arousal response between patients with delusions, patients with formal thought disorder, and patients with neither delusions nor formal thought disorder, as well as between patients and healthy controls. When analyzed by error type, we found that nearly all errors by delusional patients were caused by overly restrictive information choice, a pattern that may be related to a delusional patient's tendency to "jump to conclusions" on Bayesian probabilistic tasks. This is in contrast to patients with formal thought disorder, whose low performance resulted also from overly extensive information choice. The tendencies towards restriction were exacerbated by arousal, which is consistent with studies on cognition and arousal in healthy individuals. After briefly examining research on emotional arousal and SZ, and the interaction between emotional arousal and restriction of perceptual cues in healthy individuals, we conclude by suggesting a model which accounts for the distinctive cognitive characteristics of delusional patients by their possessing distinct vulnerabilities to emotional arousal. Specifically, these results suggest the possibility that delusional patients process information in a manner that is essentially intact. However, delusional patients may possess an acute vulnerability to emotional arousal that might cause delusional individuals to behave cognitively as if they were healthy individuals under significantly more severe forms of stress.