Resting-state slow wave power, healthy aging and cognitive performance.

Cognitive functions and spontaneous neural activity show significant changes over the life-span, but the interrelations between age, cognition and resting-state brain oscillations are not well understood. Here, we assessed performance on the Trail Making Test and resting-state magnetoencephalographic (MEG) recordings from 53 healthy adults (18-89 years old) to investigate associations between age-dependent changes in spontaneous oscillatory activity and cognitive performance. Results show that healthy aging is accompanied by a marked and linear decrease of resting-state activity in the slow frequency range (0.5-6.5 Hz). The effects of slow wave power on cognitive performance were expressed as interactions with age: For older (>54 years), but not younger participants, enhanced delta and theta power in temporal and central regions was positively associated with perceptual speed and executive functioning. Consistent with previous work, these findings substantiate further the important role of slow wave oscillations in neurocognitive function during healthy aging.

Word reading practice reduces Stroop interference in children.

Stroop interference is thought to index reading automaticity and is expected to increase with reading practice and to decrease with improved color naming. We investigated the effects of practice in word reading and color naming on interference in 92 adults and 109 children in Grades 4-5. For children, interference was reduced after reading practice with color words. In neither group was interference affected by practice in color naming of neutral stimuli. These findings are consistent with a direct negative relationship between reading ability and interference and challenge the automaticity account in favor of a blocking mechanism whereby interference is determined by the delay to inhibit the reading response rather than by the efficiency of color naming.

Implicit training of nonnative speech stimuli.

Learning nonnative speech contrasts in adulthood has proven difficult. Standard training methods have achieved moderate effects using explicit instructions and performance feedback. In this study, the authors question preexisting assumptions by demonstrating a superiority of implicit training procedures. They trained 3 groups of Greek adults on a difficult Hindi contrast (a) explicitly, with feedback (Experiment 1), or (b) implicitly, unaware of the phoneme distinctions, with (Experiment 2) or without (Experiment 3) feedback. Stimuli were natural recordings of consonant-vowel syllables with retroflex and dental unvoiced stops by a native Hindi speaker. On each trial, participants heard pairs of tokens from both categories and had to identify the retroflex sounds (explicit condition) or the sounds differing in intensity (implicit condition). Unbeknownst to participants, in the implicit conditions, target sounds were always retroflex, and distractor sounds were always dental. Post-training identification and discrimination tests showed improved performance of all groups, compared with a baseline of untrained Greek listeners. Learning was most robust for implicit training without feedback. It remains to be investigated whether implicitly trained skills can generalize to linguistically relevant phonetic categories when appropriate variability is introduced. These findings challenge traditional accounts on the role of feedback in phonetic training and highlight the importance of implicit, reward-based mechanisms.

Unattended exposure to components of speech sounds yields same benefits as explicit auditory training.

Learning a second language as an adult is particularly effortful when new phonetic representations must be formed. Therefore the processes that allow learning of speech sounds are of great theoretical and practical interest. Here we examined whether perception of single formant transitions, that is, sound components critical in speech perception, can be enhanced through an implicit task-irrelevant learning procedure that has been shown to produce visual perceptual learning. The single-formant sounds were paired at subthreshold levels with the attended targets in an auditory identification task. Results showed that task-irrelevant learning occurred for the unattended stimuli. Surprisingly, the magnitude of this learning effect was similar to that following explicit training on auditory formant transition detection using discriminable stimuli in an adaptive procedure, whereas explicit training on the subthreshold stimuli produced no learning. These results suggest that in adults learning of speech parts can occur at least partially through implicit mechanisms.

A comparative quantitative analysis of Greek orthographic transparency.

Orthographic transparency refers to the systematicity in the mapping between orthographic letter sequences and phonological phoneme sequences in both directions, for reading and spelling. Measures of transparency previously used in the analysis of orthographies of other languages include regularity, consistency, and entropy. However, previous reports have typically been hampered by severe restrictions, such as using only monosyllables or only word-initial phonemes. Greek is sufficiently transparent to allow complete sequential alignment between graphemes and phonemes, therefore permitting full analyses at both letter and grapheme levels, using every word in its entirety. Here, we report multiple alternative measures of transparency, using both type and token counts, and compare these with estimates for other languages. We discuss the problems stemming from restricted analysis sets and the implications for psycholinguistic experimentation and computational modeling of reading and spelling.