Psychology Commons^™

Language Experience With A Native-Language Phoneme Sequence Modulates The Effects Of Attention On Cortical Sensory Processing, Valerie L. Shafer, Monica Wagner, Jungmee Lee, Francesca Mingino, Colleen O'Brien, Adam Constantine, Mitchell Steinschneider

Publications and Research

Auditory evoked potentials (AEP) reflect spectro-temporal feature changes within the spoken word and are sufficiently reliable to probe deficits in auditory processing. The current research assessed whether attentional modulation would alter the morphology of these AEPs and whether native-language experience with phoneme sequences would influence the effects of attention. Native-English and native-Polish adults listened to nonsense word pairs that contained the phoneme sequence onsets /st/, /sət/, /pət/ that occur in both the Polish and English languages and the phoneme sequence onset /pt/ that occurs in the Polish language, but not the English language. Participants listened to word pairs within two …

Combined Mnemonic Strategy Training And High-Definition Transcranial Direct Current Stimulation For Memory Deficits In Mild Cognitive Impairment, Benjamin M. Hampstead, Krishnankutty Sathian, Marom Bikson, Anthony Y. Stringer

Publications and Research

Introduction: Memory deficits characterize Alzheimer’s dementia and the clinical precursor stage known as mild cognitive impairment. Nonpharmacologic interventions hold promise for enhancing functioning in these patients, potentially delaying functional impairment that denotes transition to dementia. Previous findings revealed that mnemonic strategy training (MST) enhances long-term retention of trained stimuli and is accompanied by increased blood oxygen level–dependent signal in the lateral frontal and parietal cortices as well as in the hippocampus. The present study was designed to enhance MST generalization, and the range of patients who benefit, via concurrent delivery of transcranial direct current stimulation (tDCS).

Methods: This protocol describes …

Error Rate On The Director’S Task Is Influenced By The Need To Take Another’S Perspective But Not The Type Of Perspective, Edward W. Legg, Laure Olivier, Steven Samuel, Robert Lurz, Nicola S. Clayton

Publications and Research

Adults are prone to responding erroneously to another’s instructions based on what they themselves see and not what the other person sees. Previous studies have indicated that in instruction-following tasks participants make more errors when required to infer another’s perspective than when following a rule. These inference-induced errors may occur because the inference process itself is error-prone or because they are a side effect of the inference process. Crucially, if the inference process is error-prone, then higher error rates should be found when the perspective to be inferred is more complex. Here, we found that participants were no more error …