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PubMed1991

The role of articulation in the parsing and retention of letter strings in tachistoscopic free recall.

In Mewhort and Campbell's (1981) model of visual word recognition, a scan-parse mechanism transfer information from a character buffer to a short-term store and is largely responsible for the familiarity effects observed in tachistoscopic free recall. Although Mewhort and Campbell do not elaborate on the role of articulation in this task, they do suggest that the scan-parse mechanism acts prior to any involvement of articulatory processes (see Mewhort & Campbell, 1980). However, proponents of working memory (see Baddeley, 1986) are clear that articulation is necessary for the transfer of visual information to a phonological short-term store. In order to clarify the role of articulation in the parsing and retention of letter string, we asked subjects to undertake a tachistoscopic free-recall task, involving first- and fourth-order letter strings, with and without articulatory suppression and/or unattended speech. Unattended speech was observed to interfere with recall, but only when subjects were free to articulate the strings. This implies that subjects were retrieving information from the phonological store and that articulation is necessary for the registration of visual information in this store. The lack of interaction between order-of-approximation and suppression supports the view that the scan-parse mechanism acts independently of articulation. It appears, therefore, that letter strings are parsed at a stage preceding their transfer of the pharmacological store. Finally, the results indicate that subjects are able to draw directly on a representation of the parsed components of a letter string and may do so when phonological storage is difficult.(ABSTRACT TRUNCATED AT 250 WORDS)

Adult↗
PubMedDate not supplied

Multi-oscillatory control of circadian rhythms in human performance.

Circadian rhythms are known to exist in many measures of human performance efficiency as well as in physiological processes. The demands of a task, and in particular its 'working memory' load, play a large part in determining the time of day at which it is best performed. Furthermore, task demands may affect the speed with which performance rhythms adjust to the altered sleep/wake schedules occasioned by shift-work and rapid time-zone transitions. These differences in rate of adjustment may be explained by a similar multi-oscillatory model to those proposed for physiological rhythms. These assume any given circadian rhythm to be jointly controlled by two endogenous oscillators. The first is thought to be relatively immune to exogenous factors and to control the temperature rhythm, while the second is thought to be more influenced by exogenous factors and to have the major role in governing the sleep/wake cycle. Normally, the pronounced 24-h time cues, or 'zeitgebers', in our environment result in both oscillators, and hence all circadian rhythms, running with a period of 24 h. However, under altered sleep/wake schedules, and in conditions of temporal isolation, the temperature rhythm and sleep/wake cycle may separate from one another and run with distinctly different periods. When such 'internal desynchronization' occurs, other physiological rhythms have been found to run in synchrony with one or other of these two functions. This finding forms the basis of current multi-oscillatory models. However, studies of abnormal sleep/wake schedules suggest that the rhythm in working memory performance may sometimes separate from both the sleep/wake cycle and temperature rhythm by running with a period of less than 24 h. We have investigated this possibility here and our results indicate control of working memory performance rhythms by a previously unidentified oscillator with an autonomous period of about 21 h.

Adult↗
PubMed2003

Early 'visual' cortex activation correlates with superior verbal memory performance in the blind.

The visual cortex may be more modifiable than previously considered. Using functional magnetic resonance imaging (fMRI) in ten congenitally blind human participants, we found robust occipital activation during a verbal-memory task (in the absence of any sensory input), as well as during verb generation and Braille reading. We also found evidence for reorganization and specialization of the occipital cortex, along the anterior-posterior axis. Whereas anterior regions showed preference for Braille, posterior regions (including V1) showed preference for verbal-memory and verb generation (which both require memory of verbal material). No such occipital activation was found in sighted subjects. This difference between the groups was mirrored by superior performance of the blind in various verbal-memory tasks. Moreover, the magnitude of V1 activation during the verbal-memory condition was highly correlated with the blind individual's abilities in a variety of verbal-memory tests, suggesting that the additional occipital activation may have a functional role.

Acoustic Stimulation↗
PubMed2002

Neural systems involved in "theory of mind".

What is the nature of our ability to understand and reason about the beliefs of others--the possession of a "theory of mind", or ToM? Here, we review findings from imaging and lesion studies indicating that ToM reasoning is supported by a widely distributed neural system. Some functional components of this system, such as language-related regions of the left hemisphere, the frontal lobes and the right temporal parietal cortex, are not solely dedicated to the computation of mental states. However, the system also includes a core, domain-specific component that is centred on the amygdala circuitry. We provide a framework in which impairments of ToM can be viewed in terms of abnormalities of the core system, the failure of a co-opted system that is necessary for performance on a particular set of tasks, or the absence of an experiential trigger for the emergence of ToM.

Amygdala↗
PubMed2005

When conversation is not enough: assessing infinitival complements through elicitation.

Children with language impairment have been found to show limited usage of infinitival complements, one of the earliest complex sentence types to emerge and a significant form in school-age language. Children's production of infinitival complements in conversation is not sufficient to tell us what they know about this form. This article describes a story completion procedure for eliciting infinitival complements. The procedure includes 2 situational contexts requiring different infinitive sentence forms and a variety of verbs with which infinitival complements can be produced. The child's response includes both production of an utterance to complete each story and then an acting out of the meaning of that utterance. This enables the examiner to look not only at the forms produced by the child but also at the relationship between form and meaning.

Child Language↗
PubMed2001

Detection of irregular verb violations by children with and without SLI.

Fifty-seven children (ages in years;months: 5;7-8;8) with and without Specific Language Impairment (SLI) participated in judgment and elicitation tasks designed to evaluate their understanding of restrictions associated with irregular verb forms. The performance of the SLI group was similar to the performances of the control groups in that all children demonstrated high levels of sensitivity to violations involving verb-agreement errors (e.g., he am falling). The production and acceptance rates of past tense overregularizations (e.g., he falled) by the SLI and language-match groups were similar, and both were higher than the age-match group. Differences between affected and unaffected children were observed in their productions and relative levels of sensitivity to infinitive errors in finite positions (e.g., he fall off). As expected, children in the SLI group were more likely to produce and accept infinitive forms in finite positions. Children in the SLI group also accepted more finite form errors in VP complement positions (e.g., he made him fell) than the control groups, although the latter occurred rarely in children's productions. Implications for understanding morphophonological and morphosyntactic development in children with SLI are discussed.

Child↗