Cognitive Psychology
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Linguistic Processing of Task-Irrelevant Speech at a Cocktail Party Paz Har-Shai Yahav*, Elana Zion Golumbic*
RESEARCH ARTICLE Linguistic processing of task-irrelevant speech at a cocktail party Paz Har-shai Yahav*, Elana Zion Golumbic* The Gonda Center for Multidisciplinary Brain Research, Bar Ilan University, Ramat Gan, Israel Abstract Paying attention to one speaker in a noisy place can be extremely difficult, because to- be-attended and task-irrelevant speech compete for processing resources. We tested whether this competition is restricted to acoustic-phonetic interference or if it extends to competition for linguistic processing as well. Neural activity was recorded using Magnetoencephalography as human participants were instructed to attend to natural speech presented to one ear, and task- irrelevant stimuli were presented to the other. Task-irrelevant stimuli consisted either of random sequences of syllables, or syllables structured to form coherent sentences, using hierarchical frequency-tagging. We find that the phrasal structure of structured task-irrelevant stimuli was represented in the neural response in left inferior frontal and posterior parietal regions, indicating that selective attention does not fully eliminate linguistic processing of task-irrelevant speech. Additionally, neural tracking of to-be-attended speech in left inferior frontal regions was enhanced when competing with structured task-irrelevant stimuli, suggesting inherent competition between them for linguistic processing. Introduction *For correspondence: The seminal speech-shadowing experiments conducted in the 50 s and 60 s set the stage for study- [email protected] (PH-Y); ing one of the primary cognitive challenges encountered in daily life: how do our perceptual and lin- [email protected] (EZG) guistic systems deal effectively with competing speech inputs? (Cherry, 1953; Broadbent, 1958; Treisman, 1960). -
Dichotic Training in Children with Auditory Processing Disorder
International Journal of Pediatric Otorhinolaryngology 110 (2018) 114–117 Contents lists available at ScienceDirect International Journal of Pediatric Otorhinolaryngology journal homepage: www.elsevier.com/locate/ijporl Dichotic training in children with auditory processing disorder T ∗ Maryam Delphia, Farzaneh Zamiri Abdollahib, a Musculoskeletal Rehabilitation Research Center, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran b Audiology Department, Tehran University of Medical Sciences, Tehran, Iran ARTICLE INFO ABSTRACT Keywords: Objectives: Several test batteries have been suggested for auditory processing disorder (APD) diagnosis. One of Dichotic listening the important tests is dichotic listening tests. Significant ear asymmetry (usually right ear advantage) can be Auditory training indicative of (APD). Two main trainings have been suggested for dichotic listening disorders: Differential Auditory processing Interaural Intensity Difference (DIID) and Dichotic Offset Training (DOT). The aim of the present study was comparing the efficacy of these two trainings in resolving dichotic listening disorders. Methods: 12 children in the age range of 8 to 9 years old with APD were included (mean age 8.41 years old ± 0.51). They all had abnormal right ear advantage based on established age-appropriate norms for Farsi dichotic digit test. Then subjects were randomly divided into two groups (each contained 6 subjects): group 1 received DIID training (8.33 years old ± 0.51) and group 2 received DOT training (8.50 years old ± 0.54). Results: Both trainings were effective in improvement of dichotic listening. There was a significant difference between two trainings with respect to the length of treatment (P-value≤0.001). DOT needed more training sessions (12.83 ± 0.98 sessions) than DIID (21.16 ± 0.75 sessions) to achieve the same amount of performance improvement. -
Cognitive Psychology
COGNITIVE PSYCHOLOGY PSYCH 126 Acknowledgements College of the Canyons would like to extend appreciation to the following people and organizations for allowing this textbook to be created: California Community Colleges Chancellor’s Office Chancellor Diane Van Hook Santa Clarita Community College District College of the Canyons Distance Learning Office In providing content for this textbook, the following professionals were invaluable: Mehgan Andrade, who was the major contributor and compiler of this work and Neil Walker, without whose help the book could not have been completed. Special Thank You to Trudi Radtke for editing, formatting, readability, and aesthetics. The contents of this textbook were developed under the Title V grant from the Department of Education (Award #P031S140092). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Unless otherwise noted, the content in this textbook is licensed under CC BY 4.0 Table of Contents Psychology .................................................................................................................................................... 1 126 ................................................................................................................................................................ 1 Chapter 1 - History of Cognitive Psychology ............................................................................................. 7 Definition of Cognitive Psychology -
Tribute to Glyn W. Humphreys, 1954-2016
cortex 107 (2018) 1e3 Available online at www.sciencedirect.com ScienceDirect Journal homepage: www.elsevier.com/locate/cortex Special issue: Editorial Tribute to Glyn W. Humphreys, 1954e2016 Martin Edwards a, Monika Harvey b and Julie Snowden c,d,* a Psychological Sciences Research Institute, Universite Catholique de Louvain, Belgium b School of Psychology, University of Glasgow, UK c Cerebral Function Unit, Neuroscience Centre, Salford Royal NHS Foundation Trust, UK d Division of Neuroscience and Experimental Psychology, University of Manchester, UK article info (obituary Cortex 2016; 75: A1eA2) is a profound loss to cognitive neuroscience. Article history: It is fitting that a Special Issue dedicated to Glyn'smemoryshould Received 3 July 2018 be published in Cortex, whose stated remit is “the study of cognition Accepted 4 July 2018 and the relationship between the nervous system and mental pro- Published online 26 July 2018 cesses”. The description encapsulates Glyn's work. Glyn started his career at the University of Bristol in the 1970s. His PhD involved letter and word perceptual recognition, using state-of-the-art technology of the time, combined with clever priming experimental design (Humphreys, 1978). His scientific aptitude and creativity were early indicators of what was to come. In 1979, Glyn moved to Birbeck College, where he met his wife and scientific partner, Jane Riddoch. Together, they formed a team, located at the University of Bir- mingham in 1989 and at the University of Oxford in 2011, that changed the face of cognitive neuropsychology. Their meticulous studies of patients with brain disorders are a model par excellence of how neuropsychological investigation can inform understanding of brain function. -
Neural Encoding of Attended Continuous Speech Under Different Types of Interference
Neural Encoding of Attended Continuous Speech under Different Types of Interference Andrea Olguin, Tristan A. Bekinschtein, and Mirjana Bozic Abstract ■ We examined how attention modulates the neural encoding Critically, however, the type of the interfering stream significantly of continuous speech under different types of interference. In modulated this process, with the fully intelligible distractor an EEG experiment, participants attended to a narrative in English (English) causing the strongest encoding of both attended and while ignoring a competing stream in the other ear. Four different unattended streams and latest dissociation between them and types of interference were presented to the unattended ear: a nonintelligible distractors causing weaker encoding and early dis- different English narrative, a narrative in a language unknown to sociation between attended and unattended streams. The results the listener (Spanish), a well-matched nonlinguistic acoustic inter- were consistent over the time course of the spoken narrative. ference (Musical Rain), and no interference. Neural encoding of These findings suggest that attended and unattended information attended and unattended signals was assessed by calculating can be differentiated at different depths of processing analysis, cross-correlations between their respective envelopes and the with the locus of selective attention determined by the nature EEG recordings. Findings revealed more robust neural encoding of the competing stream. They provide strong support to flexible for the attended envelopes compared with the ignored ones. accounts of auditory selective attention. ■ INTRODUCTION “late selection” approaches. The early selection theory Directingattentiontoasinglespeakerinamultitalker (Broadbent, 1958) argued that, because of our limited environment is an everyday occurrence that we manage processing capacity, attended and unattended informa- with relative ease. -
Individual Differences in Working Memory Capacity and Divided Attention in Dichotic Listening
Psychonomic Bulletin & Review 2007, 14 (4), 699-703 Individual differences in working memory capacity and divided attention in dichotic listening GREGORY J. H. COLFLESH University of Illinois, Chicago, Illinois AND ANDREW R. A. CONWAY Princeton University, Princeton, New Jersey The controlled attention theory of working memory suggests that individuals with greater working memory capacity (WMC) are better able to control or focus their attention than individuals with lesser WMC. This re- lationship has been observed in a number of selective attention paradigms including a dichotic listening task (Conway, Cowan, & Bunting, 2001) in which participants were required to shadow words presented to one ear and ignore words presented to the other ear. Conway et al. found that when the participant’s name was presented to the ignored ear, 65% of participants with low WMC reported hearing their name, compared to only 20% of participants with high WMC, suggesting greater selective attention on the part of high WMC participants. In the present study, individual differences in divided attention were examined in a dichotic listening task, in which participants shadowed one message and listened for their own name in the other message. Here we find that 66.7% of high WMC and 34.5% of low WMC participants detected their name. These results suggest that as WMC capacity increases, so does the ability to control the focus of attention, with high WMC participants being able to flexibly “zoom in” or “zoom out” depending on task demands. Since Baddeley and Hitch (1974) first published their tasks). They found no difference between high and low seminal chapter on working memory (WM), many theo- WMC participants in the prosaccade task but high WMC ries regarding the construct have been proposed. -
Selective Attention, Arousal, and the Theory of Signal Detection Paula A
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1974 Selective attention, arousal, and the theory of signal detection Paula A. Goolkasian Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Experimental Analysis of Behavior Commons, and the Psychiatry and Psychology Commons Recommended Citation Goolkasian, Paula A., "Selective attention, arousal, and the theory of signal detection " (1974). Retrospective Theses and Dissertations. 6340. https://lib.dr.iastate.edu/rtd/6340 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. -
Psychology and Life
免费考研网www.freekaoyan.com Instructor’s Manual for Gerrig and Zimbardo Psychology and Life Sixteenth Edition prepared by John N. Boyd Allyn and Bacon Boston London Toronto Sydney Tokyo Singapore 免费考研网www.freekaoyan.com 免费考研网www.freekaoyan.com Copyright © 2002 by Allyn & Bacon A Pearson Education Company 75 Arlington Street Boston, Massachusetts 02116 Internet: www.ablongman.com All rights reserved. The contents, or parts thereof, may be reproduced for use with Psychology and Life, Sixteenth Edition, by Richard Gerrig and Philip Zimbardo, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner. ISBN 0-205-34454-2 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 05 04 03 02 免费考研网www.freekaoyan.com 免费考研网www.freekaoyan.com PSYCHOLOGY AND LIFE, 16th Edition Instructor’s Manual Please note that the transcription to PDF can result in unintended reformatting. Page numbers in the table of contents may not correspond to the book's interior. The publisher regrets any inconvenience caused by this error.) TABLE OF CONTENTS PREFACE Open-Book Testing i Teaching the Introductory Course ii Why Read This Instructor’s Manual? xxv CHAPTERS Chapter 1: The Science of Psychology in Your Life 1 Chapter 2: Research Methods in Psychology 19 Chapter 3: The Biological Bases of Behavior 33 Chapter 4: Sensation 51 Chapter 5: Perception 71 Chapter 6: Mind, Consciousness, and Alternate States 85 Chapter 7: Learning and Behavior Analysis 105 Chapter 8: -
Broadbent's Filter Theory Cherry: the Cocktail Party Problem
194 Part II ● Cognitive psychology KEY STUDY EVALUATION — Cherry Cherry: The cocktail party problem The research by Colin Cherry is a very good example of how a psycholo- gist, noticing a real-life situation, is able to devise a hypothesis and carry Cherry (1953) found that we use physical differences between out research in order to explain a phenomenon, in this case the “cocktail the various auditory messages to select the one of interest. party” effect. Cherry tested his ideas in a laboratory using a shadowing These physical differences include differences in the sex of the technique and found that participants were really only able to give infor- speaker, in voice intensity, and in the location of the speaker. mation about the physical qualities of the non-attended message When Cherry presented two messages in the same voice to (whether the message was read by a male or a female, or if a tone was both ears at once (thereby removing these physical differences), used instead of speech). Cherry’s research could be criticised for having moved the real-life phenomenon into an artificial laboratory setting. the participants found it very hard to separate out the two However, this work opened avenues for other researchers, beginning with messages purely on the basis of meaning. Broadbent, to elaborate theories about focused auditory attention. Cherry (1953) also carried out studies using a shadowing task, in which one auditory message had to be shadowed (repeated back out aloud) while a second auditory message was presented to the other ear. Very little information seemed to be obtained from the second or non-attended message. -
Applied History of Psychology/History of Research on Attention 1 Applied History of Psychology/History of Research on Attention
Applied History of Psychology/History of Research on Attention 1 Applied History of Psychology/History of Research on Attention There has been a large increase in research activity in the area of attention since the 1950s. This research has focused not only on attention, but also how attention is related to memory and executive functioning. Human learning and behaviour are dependent on our ability to pay attention to our environment, retain and retrieve information, and use cognitive strategies. An understanding of the development of attention is also critical when we consider that deficits in attention often lead to difficulties in school and in the work force. Thus, attention is an important topic in the study of psychology, specifically in the areas of development (see Part II of this book), learning (Part III), and psychological disorders (see the section on ADHD in Part IV). There is no doubt that an understanding of attention and related concepts is critical to our understanding of human cognition and learning. Introduction to The History of Research on Attention The study of attention is a major part of contemporary cognitive psychology and cognitive neuroscience. Attention plays a critical role in essentially all aspects of perception, cognition, and action, influencing the choices we make. The study of attention has been of interest to the field of psychology since its earliest days. However, many ideas about attention can be traced to philosophers in the 18th and 19th centuries, preceding the foundation of the field of psychology. The topic of attention was originally discussed by philosophers. Among the issues considered were the role of attention on conscious awareness and thought, and whether attention was directed voluntarily or involuntarily toward objects or events. -
Evaluating CAPDOTS Training for Children and Adolescents with APD by Jay R
ONLINE EXCLUSIVE Evaluating CAPDOTS Training for Children and Adolescents with APD By Jay R. Lucker, EdD, CCC-A/SLP, FAAA; Cydney Fox, AuD; and Bea Braun, AuD uditory processing disorders (APD) in school-age children can lead to learning problems.1 Audiolo- gists may determine the presence or absence of APD in this population and make specific thera- Apeutic recommendations. However, many therapies for APD have not been peer-reviewed or examined with statistical analysis to determine efficacy. The present study evaluates a therapeutic option called CAPDOTS-Integrated (also referred to as CAPDOTS), an online training program that aims to im- prove dichotic listening problems. According to Jerger, “Dichotic listening (DL) tests are at the core of the diagnostic evaluation of auditory processing disorder... [Such tests] have been used for decades both as 2 screening tools and as diagnostic tests in APD evaluation.” Thus, audiologists evaluating school-aged children for APD AdobeStock may find these children to have dichotic listening problems. Those diagnosed with dichotic listening problems are rec- subjects.2 The 27-year-old subject identified as diagnosed ommended to try a dichotic listening training program, such with “binaural integration deficit” only completed 80 percent as CAPDOTS-Integrated.1 Presently, CAPDOTS-Integrated of the CAPDOTS training. The 16-year-old subject is re- claims to treat binaural auditory integration problems known ported diagnosed with a binaural integration (dichotic listen- as dichotic listening difficulties. CAPDOTS is a treatment ing) auditory processing disorder. Results of mid-latency program requiring access to the internet and good quality electrophysiological measures revealed increased response headphones. -
Attentional Strategies in Dichotic Listening
Memory & Cognition 1979, Vol. 7 (6),511.520 Attentional strategies in dichotic listening JACK BOOKBINDER and ELI OSMAN Brooklyn College ofthe City University ofNew York, Brooklyn, New York 11210 A person can attend to a message in one ear while seemingly ignoring a simultaneously presented verbal message in the other ear. There is considerable controversy over the extent to which the unattended message is actually processed. This issue was investigated by presenting dichotic messages to which the listeners responded by buttonpressing (not shadow ing) to color words occurring in the primary ear message while attempting to detect a target word in either the primary ear or secondary ear message. Less than 40% of the target words were detected in the secondary ear message, whereas for the primary ear message (and also for either ear in a control experiment), target detection was approximately 80%. Furthermore. there was a significant negative correlation between buttonpressing performance and secondary ear target-detection performance. The results were interpreted as being inconsistent with automatic processing theories of attention. The dichotic listening paradigm, beginning with the processing system. Early selection models (Broadbent, experiments of Broadbent (1958) and Cherry (1953), 1958,1971; Treisman, 1960, 1964; Treisman & Geffen, has played a central role in the study of attention during 1967) allow for analyses of simple physical features the past two decades. In a dichotic presentation, differ simultaneously (e.g., spatial location, voice pitch), while ent auditory messages are simultaneously presented to it is postulated that the simultaneous higher order (Le., the subject's right and left ears by means of stereo head semantic context) analysis of all inputs would overload phones.