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From age 5 to 7, there are remarkable improvements in children’s cognitive abilities (“5–7 shift”). In many countries, including Germany, formal schooling begins in this age range. It is, thus, unclear to what extent exposure to formal schooling contributes to the “5–7 shift.” In this longitudinal study, we investigated if schooling acts as a catalyst of maturation. We tested 5-year-old children who were born close to the official cutoff date for school entry and who were still attending a play-oriented kindergarten. One year later, the children were tested again. Some of the children had experienced their first year of schooling whereas the others had remained in kindergarten. Using 2 functional magnetic resonance imaging tasks that assessed episodic memory formation (i.e., subsequent memory effect), we found that children relied strongly on the medial temporal lobe (MTL) at both time points but not on the prefrontal cortex (PFC). In contrast, older children and adults typically show subsequent memory effects in both MTL and PFC. Both children groups improved in their memory performance, but there were no longitudinal changes nor group differences in neural activation. We conclude that successful memory formation in this age group relies more heavily on the MTL than in older age groups.
Preparing auditory task switching in a task with overlapping and non-overlapping response sets
(2023)
We used a variant of cued auditory task switching to investigate task preparation and its relation to response-set overlap. Previous studies found increased interference with overlapping response sets across tasks relative to non-overlapping motor response sets. In the present experiments, participants classified either pitch or loudness of a simple tone as low or high, hence, both tasks were constructed around common underlying integrated semantic categories ranging from low to high. Manual responses overlapped in both category and modality for both tasks in Experiment 1A, whereas each task was related to a specific response category and response modality (manual vs. vocal) in Experiment 1B. Focusing on the manual responses in both experiments, the data showed that non-overlapping response sets (Experiment 1B) resulted in a decreased congruency effect, suggesting reduced response-based crosstalk and thus better task shielding, but at the same time switch costs were increased, suggesting less efficient switching between task sets. Moreover, varying preparation time (cue-stimulus interval, CSI) showed that long CSI led to better performance overall. Our results thus suggest that when non-overlapping response sets share common semantic categories across tasks, there is no general benefit over overlapping response sets.
Generating predictions about environmental regularities, relying on these predictions, and updating these predictions when there is a violation from incoming sensory evidence are considered crucial functions of our cognitive system for being adaptive in the future. The violation of a prediction can result in a prediction error (PE) which affects subsequent memory processing. In our preregistered studies, we examined the effects of different levels of PE on episodic memory. Participants were asked to generate predictions about the associations between sequentially presented cue-target pairs, which were violated later with individual items in three PE levels, namely low, medium, and high PE. Hereafter, participants were asked to provide old/new judgments on the items with confidence ratings, and to retrieve the paired cues. Our results indicated a better recognition memory for low PE than medium and high PE levels, suggesting a memory congruency effect. On the other hand, there was no evidence of memory benefit for high PE level. Together, these novel and coherent findings strongly suggest that high PE does not guarantee better memory.
A remarkable part of children’ s development and education happens in educational institutions. Acoustic environments in these institutions are usually highly complex and noisy, hence it is demanding to identify relevant target speakers and to ignore irrelevant sounds. Previous research has analyzed auditory selective attention in adults, both in dichotic and binaural listening environments. Until now, there is little knowledge of auditory selective attention in children. In the present work, the original paradigm was adapted by using a task suited for children which included child-oriented elements. Further, the subject’s anthropometric sizes were considered for an aurally-accurate reproduction of the acoustic scene. Twenty-four adults and twenty-four children participated in an experiment on auditory selective attention. Noise and noise-free conditions and various target-distractor distributions in the room were analyzed among others. The result of this experiment revealed significant differences between adults and children, especially in the way auditory attention was influenced by noise.
The role of response set overlap for flexibility and cognitive control in auditory multitasking
(2022)
Highlights
• We introduced a new variant of auditory task-switching.
• Motor response set overlap was varied systematically across two experiments.
• Switch costs and congruency effects were similar for manual and vocal responses.
• Switch costs were not reduced with reduced motor response set overlap.
• We dissociated effects of motor response modality from motor response set overlap.
Abstract
We developed a new variant of auditory task-switching in order to systematically investigate shifting and cognitive control in auditory task-switching and their relation to motor response overlap in a comprehensive way. In two experiments, participants classified either pitch or loudness of a simple tone as either low or high, hence, both tasks were constructed around a common underlying dimension ranging from low to high. In Experiment 1, response sets overlapped in both category and motor modality (both manual), whereas each task was related to a specific response category and motor response modality (manual vs. vocal) in Experiment 2. The data revealed reliable switch costs that were, contrary to our expectations, not reduced with reduced response set overlap. In addition, we found reliable congruency effects and their sequential modulation in both experiments with manual as well as vocal responses, and in the absence of competing motor activation (i.e., without motor response overlap). Congruency effects after auditory task switches were smaller when response sets did not overlap. Our data thus provides an important empirical generalization of known effects to auditory stimuli as well as with both manual and vocal responses. In addition, we demonstrated that reduced congruency effects after switches for non-overlapping response sets were due to the extent of overlap between different response sets in task-switching.