Spelling monosyllabic English words.

We conducted a megastudy to examine the spelling of American English monosyllables with typewritten responses. We related both sublexical and lexical/semantic factors to spelling accuracy and reaction time (RT) for the first keypress and response duration for spelling 1,856 monophonic monosyllables. We found that (a) each of 13 predictor variables was significantly related to performance for at least one measure, (b) orthographic length was unrelated to the first key RT, but did relate to accuracy and response duration, (c) sound-spelling and spelling-sound consistency was related to performance, and in particular, onset consistency related to accuracy and first key RT, but was unrelated to response duration, (d) contextual diversity was consistently related to performance across all measures, and (e) age of acquisition (AoA) was related to all measures, but was related more to the first key RT than response duration. The results indicate that people begin the spelling process once they identify the first letter, and they continue to process the spelling pattern as the response unfolds. These results are best explained by a parallel-distributed-processing framework.

Supporting the transition to practice: preceptor behaviors that foster a positive student preceptorship experience.

OBJECTIVES: Preceptors support nursing students when transitioning to the professional nursing role. This study explored student perceptions of preceptor characteristics that promoted or hindered learning. METHODS: A Likert-scale survey including two open-ended questions was sent to 571 nursing students completing a preceptorship experience. Descriptive statistics were used to analyze responses to the Likert-scale items. Qualitative analysis was completed on the two exploratory questions to extract themes. RESULTS: Students rated the preceptor between 4=Very Good and 5=Outstanding for all items. No significant differences in scores were found when comparing results between programs. Themes assisting in learning included: increasing independence gradually and pushing out of comfort zone. Themes identified that hindered learning included: doubting self and being pushed aside. CONCLUSIONS: Future implications include communicating preceptorship objectives and providing ways to apply research to practice. These findings can guide collaboration between academic and practice partners to assist with transition to practice.

Relating emotional variables to recognition memory performance: a large-scale re-analysis of megastudy data.

The megastudy paradigm has become an important tool for cognitive science. One advantage to the megastudy is that existing data can be reanalysed in light of novel hypotheses. In the current study, recognition memory data for 4819 words were obtained. Multiple regression analyses assessed the influence of emotional variables on recognition memory performance (i.e., hits minus false alarm rates H-FAs) for the words. The predictor variables included valence, arousal, extremity of valence (the degree of negative or positive meaning), context valence (the degree to which a word typically appears in positive or negative contexts), context arousal (how emotionally reactive are contexts in which the word appears), and context extremity of valence (the degree of this typical emotional context). This study extended earlier work by implementing more thorough controls, maximising the number of words, assessing a more comprehensive set of emotional variables, and introducing the context extremity of valence variable. We found extremity of valence, context extremity of valence, context valence, and context arousal all were significant predictors of H-FAs. We interpret the results in terms of the dual-coding theory and hub and spoke model. We also explain how single-process models could accommodate the results in terms of context diversity.

How well imageability, concreteness, perceptual strength, and action strength predict recognition memory, lexical decision, and reading aloud performance.

We examined how well imageability, concreteness, perceptual strength, and action strength predicted recognition memory, lexical decision, and reading aloud performance. We used our imageability estimates [Cortese, M. J., & Fugett, A. (2004). Imageability ratings for 3,000 monosyllabic words. Behavior Methods and Research, Instrumentation, & Computers, 36(3), 384-387. https://doi.org/10.3758/BF03195585; Schock, J., Cortese, M. J., & Khanna, M. M. (2012a). Imageability ratings for 3,000 disyllabic words. Behavior Research Methods, 44(2), 374-379. https://doi.org/10.3758/s13428-011-0162-0], concreteness norms of Brysbaert and colleagues [Brysbaert, M., Warriner, A. B., & Kuperman, V. (2014). Concreteness ratings for 40 thousand generally known English lemmas. Behavior Research Methods, 46(3), 904-911. https://doi.org/10.3758/s13428-013-0403-5], and perceptual and action strength ratings of Lynott and colleagues [Lynott, D., Connell, L., Brysbaert, M., Brand, J., & Carney, J. (2020). The lancaster sensorimotor norms: Multidimensional measures of perceptual and action strength for 40,000 English words. Behavior Research Methods, 52(3), 1271-1291. https://doi.org/10.3758/s13428-019-01316-z]. Our results indicate imageability is the best predictor, but methodological differences between ratings studies may contribute to the results. Surprisingly, action strength was negatively (albeit weakly) related to recognition memory. Analyses of item zRTs from the English lexicon project indicate these variables were not strong predictors of reading aloud or lexical decision performance. However, there is a small, consistent positive relationship between concreteness and zRTs (i.e., a facilitative abstractness effect). We believe researchers should either employ or control for imageability rather than concreteness, perceptual strength, or action strength when conducting recognition memory experiments. In addition, image-based codes generated at encoding strengthen memory traces but do not provide major inputs into reading aloud and lexical decision processes. Also, the facilitative abstractness effect on lexical decision and reading aloud zRTs may reflect more robust lexical representations for abstract words than concrete words, and that these two constructs are distinct.

Traumatic Events Are Associated with Diverse Psychological Symptoms in Typically-Developing Children.

Childhood traumatic events are significant risk factors for psychopathology according to adult retrospective research; however, few studies examine trauma exposure and psychological symptoms in pre-adolescent children. Typically-developing children, aged 9-12 years (N = 114), were recruited from the community and selected from the Developmental Chronnecto-Genomics (Dev-CoG) study examining child development. Children completed questionnaires about traumatic life events, posttraumatic stress, anxiety, depression, dissociation, anger, and internalizing and externalizing behaviors. Parents also completed internalizing and externalizing measures. The number of traumatic events significantly correlated with symptom severity across all child-report psychological measures, but surprisingly, trauma was not correlated with any parent-report scores. Follow-up analyses revealed a significant trauma effect for internalizing and externalizing behaviors according to child self-report, but not for parent-report measures. Results indicate that childhood trauma may be a non-specific risk factor for sub-clinical psychopathology in otherwise typically-developing children. Moreover, children appear to be the most appropriate reporters of their own psychological distress.

AoA effects in reading aloud and lexical decision: Locating the (semantic) locus in terms of the number of backward semantic associations.

In the present study, we analyse data from the English Lexicon Project to assess the extent to which age of acquisition (AoA) effects on word processing stem from the number of semantic associations tied to a word. We show that the backward number of associates (bNoA; that is, the log transformed number of words that produce the target word in free association) is an important predictor of both lexical decision and reading aloud performance, and reduces the typical AoA effect as represented by subject ratings in both tasks. Although the AoA effect is reduced, it remains a significant predictor of performance above and beyond bNoA. We conclude that the semantic locus of AoA effects can be found in the number of backward connections to the word, and that the independent AoA effect is due to network plasticity. We discuss how computational models currently explain AoA effects, and how bNoA may affect their processing.

Word length negatively predicts recognition memory performance.

We examined how word length affects performance in three recognition memory experiments to resolve discrepant results in the literature for which there are theoretical implications. Shorter and longer words were equated on frequency, orthographic similarity, age of acquisition, and imageability. In Experiments 1 and 2, orthographic length (i.e., the number of letters in a word) was negatively related to hits minus false alarms. In Experiment 3, recognition performance did not differ between one- and two-syllable words that were equated on orthographic length. These results are compatible with single-process item-noise models that represent orthography in terms of features and in which memory representation strength is a product of the probabilities that the individual features have been stored. Longer words are associated with noisier representations than shorter words.

Attention bias variability and posttraumatic stress symptoms: the mediating role of emotion regulation difficulties.

Growing literature has linked attention bias variability (ABV) to the experience and treatment of posttraumatic stress disorder (PTSD). Unlike assessments of attention bias in only one direction, ABV captures dynamic fluctuations in attention toward and away from threat. While mechanisms underlying the ABV-PTSD relations are unclear, some research implicates emotion regulation difficulties. The current study examined in community women with varying PTSD symptom severity, the amount of variance in the association between ABV and PTSD accounted for by emotion regulation difficulties. The full sample (N = 74) was comprised of 59% community women with PTSD due to domestic and/or sexual violence, and 41% community women without PTSD. All participants completed self-report questionnaires including the Difficulties in Emotion Regulation Scale-16, which assessed emotion regulation. ABV was calculated following a computerised dot probe task. The indirect effect of ABV on PTSD symptom severity through emotion regulation difficulties was statistically significant, while the direct effect between ABV and PTSD symptom severity was not significant. Findings replicated after controlling for total trauma exposure. Clinical implications and literature suggesting how ABV may perpetuate emotion regulation difficulties associated with PTSD symptomology are discussed.

Hippocampal and parahippocampal volumes vary by sex and traumatic life events in children

Background: Childhood trauma is reliably associated with smaller hippocampal volume in adults; however, this finding has not been shown in children, and even less is known about how sex and trauma interact to affect limbic structural development in children. Methods: Typically developing children aged 9 to 15 years who completed a trauma history questionnaire and structural T1-weighted MRI were included in this study (n = 172; 85 female, 87 male). All children who reported 4 or more traumas (n = 36) composed the high trauma group, and all children who reported 3 or fewer traumas (n = 136) composed the low trauma group. Using multivariate analysis of covariance, we compared FreeSurfer-derived structural MRI volumes (normalized by total intracranial volume) of the amygdalar, hippocampal and parahippocampal regions by sex and trauma level, controlling for age and study site. Results: We found a significant sex × trauma interaction, such that girls with high trauma had greater volumes than boys with high trauma. Follow-up analyses indicated significantly increased volumes for girls and generally decreased volumes for boys, specifically in the hippocampal and parahippocampalregions for the high trauma group; we observed no sex differences in the low trauma group. We noted no interaction effect for the amygdalae. Limitations: We assessed a community sample and did not include a clinical sample. We did not collect data about the ages at which children experienced trauma. Conclusion: Results revealed that psychological trauma affects brain development differently in girls and boys. These findings need to be followed longitudinally to elucidate how structural differences progress and contribute to well-known sex disparities in psychopathology.

Incidental memory for colour word associates processed in colour naming and reading aloud tasks: is a blue ocean more memorable than a yellow one?

Congruency effects for colour word associates (e.g., ocean) have been reported in Stroop colour naming tasks. However, incidental memory for such words after word reading and colour naming tasks has not been examined. In the current study, participants incidentally recalled colour word associates (e.g., ocean) and neutral words (e.g., lawyer) immediately after naming their font colour (Experiment 1a) or reading them aloud (Experiment 1b). In both tasks, recall was better for congruent colour word associates (e.g., ocean appearing in blue) than incongruent colour word associates (e.g., ocean appearing in green) or neutral items (lawyer appearing in blue). This outcome is consistent with the idea that co-activation of a semantic colour code and a lexical representation strengthens the episodic memory representation and makes it more accessible.

Writing Across the Curriculum: Reliability Testing of a Standardized Rubric.

BACKGROUND: Rubrics positively affect student academic performance; however, accuracy and consistency of the rubric and its use is imperative. The researchers in this study developed a standardized rubric for use across an undergraduate nursing curriculum, then evaluated the interrater reliability and general usability of the tool. METHOD: Faculty raters graded papers using the standardized rubric, submitted their independent scoring for interrater reliability analyses, then participated in a focus group discussion regarding rubric use experience. RESULTS: Quantitative analysis of the data showed a high interrater reliability (α = .998). Content analysis of transcription revealed several positive themes: Consistency, Emphasis on Writing Ability, and Ability to Use the Rubric as a Teaching Tool. Areas for improvement included use of value words and difficulty with point allocation. CONCLUSION: Investigators recommend effective faculty orientation for rubric use and future work in developing a rubric to assess reflective writing. [J Nurs Educ. 2018;57(6):366-370.].

Veterans with PTSD demonstrate amygdala hyperactivity while viewing threatening faces: A MEG study.

Posttraumatic stress disorder (PTSD) is a major psychiatric disorder that is prevalent in combat veterans. Previous neuroimaging studies have found elevated amygdala activity in PTSD in response to threatening stimuli, but previous work has lacked the temporal specificity to study fast bottom-up fear responses involving the amygdala. Forty-four combat veterans, 28 with PTSD and 16 without, completed psychological testing and then a face-processing task during magnetoencephalography (MEG). The resulting MEG data were pre-processed, transformed into the time-frequency domain, and then imaged using a beamforming approach. We found that veterans with PTSD exhibited significantly stronger oscillatory activity from 50 to 450 ms in the left amygdala compared to veterans without PTSD while processing threatening faces. This group difference was not present while viewing neutral faces. The current study shows that amygdala hyperactivity in response to threatening cues begins quickly in PTSD, which makes theoretical sense as an adaptive bottom-up fear response.

Attention training modulates resting-state neurophysiological abnormalities in posttraumatic stress disorder.

Recent research indicates the relative benefits of computerized attention control treatment (ACT) and attention bias modification treatment (ABMT) for posttraumatic stress disorder (PTSD); however, neural changes underlying these therapeutic effects remain unknown. This study examines how these two types of attention training modulate neurological dysfunction in veterans with PTSD. A community sample of 46 combat veterans with PTSD participated in a randomized double-blinded clinical trial of ACT versus ABMT and 32 of those veterans also agreed to undergo resting-state magnetoencephalography (MEG) recordings. Twenty-four veterans completed psychological and MEG assessments at pre- and post-training to evaluate treatment effects. MEG data were imaged using an advanced Bayesian reconstruction method and examined using statistical parametric mapping. In this report, we focus on the neural correlates and the differential treatment effects observed using MEG; the results of the full clinical trial have been described elsewhere. Our results indicated that ACT modulated occipital and ABMT modulated medial temporal activity more strongly than the comparative treatment. PTSD symptoms decreased significantly from pre- to post-test. These initial neurophysiological outcome data suggest that ACT modulates visual pathways, while ABMT modulates threat-processing regions, but that both are associated with normalizing aberrant neural activity in veterans with PTSD.

Resting-State Neurophysiological Abnormalities in Posttraumatic Stress Disorder: A Magnetoencephalography Study.

Posttraumatic stress disorder (PTSD) is a debilitating psychiatric condition that is common in veterans returning from combat operations. While the symptoms of PTSD have been extensively characterized, the neural mechanisms that underlie PTSD are only vaguely understood. In this study, we examined the neurophysiology of PTSD using magnetoencephalography (MEG) in a sample of veterans with and without PTSD. Our primary hypothesis was that veterans with PTSD would exhibit aberrant activity across multiple brain networks, especially those involving medial temporal and frontal regions. To this end, we examined a total of 51 USA combat veterans with a battery of clinical interviews and tests. Thirty-one of the combat veterans met diagnostic criteria for PTSD and the remaining 20 did not have PTSD. All participants then underwent high-density MEG during an eyes-closed resting-state task, and the resulting data were analyzed using a Bayesian image reconstruction method. Our results indicated that veterans with PTSD had significantly stronger neural activity in prefrontal, sensorimotor and temporal areas compared to those without PTSD. Veterans with PTSD also exhibited significantly stronger activity in the bilateral amygdalae, parahippocampal and hippocampal regions. Conversely, healthy veterans had stronger neural activity in the bilateral occipital cortices relative to veterans with PTSD. In conclusion, these data suggest that veterans with PTSD exhibit aberrant neural activation in multiple cortical areas, as well as medial temporal structures implicated in affective processing.

Participants shift response deadlines based on list difficulty during reading-aloud megastudies.

We tested the list homogeneity effect in reading aloud (e.g., Lupker, Brown, & Colombo, 1997) using a megastudy paradigm. In each of two conditions, we used 25 blocks of 100 trials. In the random condition, words were selected randomly for each block, whereas in the experimental condition, words were blocked by difficulty (e.g., easy words together, etc.), but the order of the blocks was randomized. We predicted that standard factors (e.g., frequency) would be more predictive of reaction times (RTs) in the blocked than in the random condition, because the range of RTs across the experiment would increase in the blocked condition. Indeed, we found that the standard deviations and ranges of RTs were larger in the blocked than in the random condition. In addition, an examination of items at the difficulty extremes (i.e., very easy vs. very difficult) demonstrated a response bias. In regression analyses, a predictor set of seven sublexical, lexical, and semantic variables accounted for 2.8% more RT variance (and 2.6% more zRT variance) in the blocked than in the random condition. These results indicate that response deadlines apply to megastudies of reading aloud, and that the influence of predictors may be underestimated in megastudies when item presentation is randomized. In addition, the CDP++ model accounted for 0.8% more variance in RTs (1.2% in zRTs) in the blocked than in the random condition. Thus, computational models may have more predictive power on item sets blocked by difficulty than on those presented in random order. The results also indicate that models of word processing need to accommodate response criterion shifts.

Attention training improves aberrant neural dynamics during working memory processing in veterans with PTSD.

Posttraumatic stress disorder (PTSD) is associated with executive functioning deficits, including disruptions in working memory (WM). Recent studies suggest that attention training reduces PTSD symptomatology, but the underlying neural mechanisms are unknown. We used high-density magnetoencephalography (MEG) to evaluate whether attention training modulates brain regions serving WM processing in PTSD. Fourteen veterans with PTSD completed a WM task during a 306-sensor MEG recording before and after 8 sessions of attention training treatment. A matched comparison sample of 12 combat-exposed veterans without PTSD completed the same WM task during a single MEG session. To identify the spatiotemporal dynamics, each group's data were transformed into the time-frequency domain, and significant oscillatory brain responses were imaged using a beamforming approach. All participants exhibited activity in left hemispheric language areas consistent with a verbal WM task. Additionally, veterans with PTSD and combat-exposed healthy controls each exhibited oscillatory responses in right hemispheric homologue regions (e.g., right Broca's area); however, these responses were in opposite directions. Group differences in oscillatory activity emerged in the theta band (4-8 Hz) during encoding and in the alpha band (9-12 Hz) during maintenance and were significant in right prefrontal and right supramarginal and inferior parietal regions. Importantly, following attention training, these significant group differences were reduced or eliminated. This study provides initial evidence that attention training improves aberrant neural activity in brain networks serving WM processing.

Attention training normalises combat-related post-traumatic stress disorder effects on emotional Stroop performance using lexically matched word lists.

We examined two groups of combat veterans, one with post-traumatic stress disorder (PTSD) (n = 27) and another without PTSD (n = 16), using an emotional Stroop task (EST) with word lists matched across a series of lexical variables (e.g. length, frequency, neighbourhood size, etc.). Participants with PTSD exhibited a strong EST effect (longer colour-naming latencies for combat-relevant words as compared to neutral words). Veterans without PTSD produced no such effect, t < .918, p > .37. Participants with PTSD then completed eight sessions of attention training (Attention Control Training or Attention Bias Modification Training) with a dot-probe task utilising threatening and neutral faces. After training, participants-especially those undergoing Attention Control Training-no longer produced longer colour-naming latencies for combat-related words as compared to other words, indicating normalised attention allocation processes after treatment.

Male veterans with PTSD exhibit aberrant neural dynamics during working memory processing: an MEG study.

BACKGROUND: Posttraumatic stress disorder (PTSD) is associated with executive functioning deficits, including disruptions in working memory. In this study, we examined the neural dynamics of working memory processing in veterans with PTSD and a matched healthy control sample using magnetoencephalography (MEG). METHODS: Our sample of recent combat veterans with PTSD and demographically matched participants without PTSD completed a working memory task during a 306-sensor MEG recording. The MEG data were preprocessed and transformed into the time-frequency domain. Significant oscillatory brain responses were imaged using a beamforming approach to identify spatiotemporal dynamics. RESULTS: Fifty-one men were included in our analyses: 27 combat veterans with PTSD and 24 controls. Across all participants, a dynamic wave of neural activity spread from posterior visual cortices to left frontotemporal regions during encoding, consistent with a verbal working memory task, and was sustained throughout maintenance. Differences related to PTSD emerged during early encoding, with patients exhibiting stronger α oscillatory responses than controls in the right inferior frontal gyrus (IFG). Differences spread to the right supramarginal and temporal cortices during later encoding where, along with the right IFG, they persisted throughout the maintenance period. LIMITATIONS: This study focused on men with combat-related PTSD using a verbal working memory task. Future studies should evaluate women and the impact of various traumatic experiences using diverse tasks. CONCLUSION: Posttraumatic stress disorder is associated with neurophysiological abnormalities during working memory encoding and maintenance. Veterans with PTSD engaged a bilateral network, including the inferior prefrontal cortices and supramarginal gyri. Right hemispheric neural activity likely reflects compensatory processing, as veterans with PTSD work to maintain accurate performance despite known cognitive deficits associated with the disorder.

Effect of Attention Training on Attention Bias Variability and PTSD Symptoms: Randomized Controlled Trials in Israeli and U.S. Combat Veterans.

OBJECTIVE: Attention allocation to threat is perturbed in patients with posttraumatic stress disorder (PTSD), with some studies indicating excess attention to threat and others indicating fluctuations between threat vigilance and threat avoidance. The authors tested the efficacy of two alternative computerized protocols, attention bias modification and attention control training, for rectifying threat attendance patterns and reducing PTSD symptoms. METHOD: Two randomized controlled trials compared the efficacy of attention bias modification and attention control training for PTSD: one in Israel Defense Forces veterans and one in U.S. military veterans. Both utilized variants of the dot-probe task, with attention bias modification designed to shift attention away from threat and attention control training balancing attention allocation between threat and neutral stimuli. PTSD symptoms, attention bias, and attention bias variability were measured before and after treatment. RESULTS: Both studies indicated significant symptom improvement after treatment, favoring attention control training. Additionally, both studies found that attention control training, but not attention bias modification, significantly reduced attention bias variability. Finally, a combined analysis of the two samples suggested that reductions in attention bias variability partially mediated improvement in PTSD symptoms. CONCLUSIONS: Attention control training may address aberrant fluctuations in attention allocation in PTSD, thereby reducing PTSD symptoms. Further study of treatment efficacy and its underlying neurocognitive mechanisms is warranted.

Boys, not girls, are negatively affected on cognitive tasks by lead exposure: a pilot study.

The study described in this article provides behavioral evidence that boys experience the deleterious cognitive effects of lead more than girls do. In fact, girls with elevated blood lead levels (BLLs - 10 µg/dL) performed as well as girls without elevated BLLs on behavioral measures of cognition. This was shown by testing executive function and reading readiness skills of 40 young children (aged three to six years; 23 with elevated blood lead levels, 17 without) residing within a U.S. Environmental Protection Agency-designated lead Superfund site. The results also indicate that elevated BLLs are related to a more pronounced negative impact on executive function than on reading readiness. These findings support recent research on adults indicating that lead exposure is related to atrophy within the prefrontal cortex and other work suggesting that estrogen and estradiol may act as neuroprotectants against the negative impact of neurotoxins.