Karen Murphy

Electrophysiological correlates of anticipatory and poststimulus components of task switching

Task-switching paradigms can shed light on cognitive and neural processes underlying attentional control mechanisms. An alternating runs task-switching paradigm (R. D. Rogers & S. Monsell, 1995) is used to identify ERP components associated with anticipatory and poststimulus components of task-switching processes. Subjects alternated between two tasks in a predictable series (AABB). Reaction time (RT) switch cost reduced with increasing response-stimulus (R-S) interval and a residual switch cost remained at the longest R-S interval. A switch-related positivity (D-Pos) developed in the R-S interval. D-Pos was time-locked to response onset, peaked around 400 ms post-response onset, and was unaffected by task-set interference. A switch-related negativity (D-Neg) emerged after stimulus onset. D-Neg peaked earlier with increasing R-S interval and its amplitude and latency were affected by task-set interference. D-Pos and D-Neg were interpreted within current models of task-switching.

Event-related potential correlates of the word length effect in working memory

It has been proposed that a frontally distributed ERP negativity reflects rehearsal within the phonological loop component of working memory. This study investigated the relationship between phonological rehearsal and frontal negativity, by examining the effects of word length and articulatory suppression (continuously uttering an irrelevant word) on memory for auditorily presented words while ERPs were recorded. P2 amplitude, thought to reflect word identification, was increased for long compared to short words. However, this difference did not remain under conditions of suppression. A centrally maximum early negativity was larger in the short than long word silent conditions and this word length effect was reduced under suppression. The early negativity was interpreted as reflecting the transfer of the information from input to output buffers in the silent conditions that was prevented by the suppression. There was only a word length effect for the late frontally distributed negativity in the suppression conditions, suggesting that this component was not associated with phonological loop rehearsal but rather other working memory processes that operate under high load conditions.

Understanding the early transition needs of diverse commencing university students in a health faculty: informing effective intervention practices

The engagement and retention of commencing students is a longstanding issue in higher education, particularly with the implementation of the widening student participation agenda. The early weeks of the first semester are especially critical to student engagement and early attrition. This study investigated the perceived early transition needs of three cohorts of commencing students in their first three weeks of university study in a Health Faculty. A short survey was developed based on a systematic understanding of student transition and supplemented by open-ended qualitative data. The results showed a stable, consistent pattern of early transition needs across the cohorts, with commencing students expressing most concern about accessing resources, balancing work, family and study commitments, establishing peer relationships, and understanding the requirements and standards for early assessment tasks, particularly group tasks. Findings are discussed in terms of implications for early co-curricular and curricular interventions to enhance early student engagement and retention.

Feed-forward: students gaining more from assessment via deeper engagement in video-recorded presentations

Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students’ perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after their presentation, after reviewing a video recording of their presentation and wrote a reflection relating to their experience. Survey data revealed that most students viewed all aspects of the assessment task positively and they rated the process as providing substantial learning value. They also indicated that the video review and overall assessment exercise provided valuable feed-forward information that would assist them to improve future presentations. These data were further supported by content analysis of the qualitative data. Students noted that they perceived the video review task as self-enabling. They also noted that the self-reflection and self-marking exercise provided time for thought although it was personally challenging. Therefore, via carefully designed assessment, it is possible to provide a deep learning opportunity from oral presentations that can feed-forward to enhance students’ future presentations.

Is there a link between media-multitasking and the executive functions of filtering and response inhibition?

Media-multitasking refers to utilising at least two forms of media simultaneously. This study examined the link between media-multitasking and the inhibitory control executive function. Performance on measures of filtering (flanker task) and inhibitory response control (Go/No-Go task) were compared across heavy media multitaskers (HMM), average media multitaskers (AMM) and light media multitaskers (LMM). For both tasks performance was better under low than high perceptual load conditions. For the flanker task, there was an effect of distractor congruency only for the low perceptual load and no performance differences between the media groups. For the Go/No-Go task, there was a distractor congruency effect for the LMM and HMM for the Go-trials. For the No-Go trials there was no difference between the groups performance in the low perceptual load condition. The AMM were more adversely affected by the higher perceptual load than the LMM or HMM particularly when the distractors were incongruent and neutral relative to the targets. These results suggest a link between average levels of media-multitasking and the inhibitory control executive function. Distractor filtering is not linked to levels of media-multitasking.Average media-multitaskers have poorer inhibitory response control.Average media-multitaskers are most affected by increased perceptual task load.

Selective Attention and Health Anxiety: Ill-Health Stimuli are Distracting for Everyone

Psychological theories of anxiety are increasingly referring to information processing paradigms in order to understand the cognitive processes which underlie these disorders. Numerous studies of anxiety have demonstrated an attentional bias towards anxiety relevant stimuli. In addition, there is consistent evidence that it is more difficult to process absent than present information. Prior research has suggested that both these processing biases contribute to the maintenance of health anxiety. The present study investigated differences in attentional processing between participants high and low in health anxiety, using two visual search tasks. The visual search tasks used either letters (domain free stimuli), or words (anxiety-related stimuli). Both low and high health anxious participants demonstrated poorer performance for target absent than target present trials. In addition, all participants showed an attentional bias towards ill-health words over good-health, negative, positive, or neutral words. These results suggest that concern about health is relevant to all people regardless of level of health anxiety.

Semantic priming occurs for word but not location pronunciation in the postcue task.

Semantic priming refers to the finding that a word response is facilitated if it is preceded by a related word compared to when it is preceded by an unrelated word. Dallas and Merikle (Can J Psychol 30: 15–21 1976a; Bull Psychon Soc 8: 441–444 1976b) demonstrated that semantic priming occurred under conditions in which a pair of simultaneously displayed words was previewed for over a second prior to the onset of a cue indicating which of the words should be pronounced aloud (postcue task). In contrast, semantic interference effects have been reported for postcue picture-naming tasks (Dean et al. in J Exp Psychol Learn Mem Cogn 27: 733–743, 2001; Humphreys et al. in J Exp Psychol Learn Mem Cogn 21: 961–980, 1995). According to Dean et al., the semantic interference effects in postcue picture naming occur because the integration of the object and the cued attribute in memory is more difficult for categorically related pictures than for unrelated pictures. The aim of this experiment was to determine whether this idea was true for postcue word pronunciation tasks. Participants completed two postcue tasks, one requiring pronunciation of the target word indicated by a locational cue and another requiring pronunciation of the location of a centrally presented word. Results indicated a semantic priming effect only for the locational cue condition suggesting that the integration of the cue and identity information was unaffected by word context. These data suggest that priming in a postcue word pronunciation task may be due to feedback from residual activation within the semantic system facilitating access to the target word’s phonology.

The Field of View is More Useful in Golfers than Regular Exercisers

Superior visual attention skills are vital for excellent sports performance. This study used a cognitive skills approach to examine expert and novice differences in a visual spatial attention task. Thirty-two males aged 18 to 42 years completed this study in return for course credit or monetary incentive. Participants were expert golfers (N = 18) or exercise controls (N = 14). Spatial attention was assessed using the useful field of view task which required participants to locate a target shown 10°, 20°, and 30° of eccentricity from centre in very brief presentations. At each degree of eccentricity, golfers were more accurate at locating the target than the exercise controls. These results provide support for the broad transfer hypothesis by demonstrating a link between golf expertise and better performance on an objective measure of spatial attention skills. Therefore, it appears that sports expertise can transfer to expertise in non-sport related tasks.

The effect of target context and cue type in a postcue word pronunciation task.

Dallas and Merikle (1976a, 1976b) demonstrated that when participants were presented with a pair of words for over 1 s and subsequently cued to pronounce one of the words aloud (postcue task) semantic priming effects occurred. Humphreys, Lloyd-Jones, and Fias (1995) failed to replicate this postcue semantic priming effect using word pairs that were semantic category co-ordinates. The aim of Experiment 1 was to determine if the disparate postcue task results reported by these researchers could be accounted for by the prime-target contexts or cue types engaging different attentional processes or a combination of these factors. A postcue pronunciation task was used and word pairs presented were taken from an associate-semantic context and a semantic category context. In the Dallas and Merikle condition the line cue flanked the location in which the target word was previously shown. In the Humphreys et al. condition the cue word UPPER or lower was centrally presented and indicated the location in which the target word previously appeared. Results demonstrated that the occurrence of semantic and associate-semantic priming effects under postcue task conditions varied for the two cue types. Experiment 2 investigated if these results were attributable to a between subject manipulation of cue type. Using a fully repeated measures design priming effects were evident for top located targets in both the associate-semantic and semantic prime-target contexts. Experiment 3 used a between subjects design to rule out the possibility that carry over effects between cue and context conditions contributed to the postcue task priming effects. Priming was evident for top located targets in an associate-semantic and semantic context for the line cue. For the word cue there was priming for top located targets from an associate-semantic context and a reverse priming effect for top located targets from the semantic context. Possible explanations for the occurrence of priming effects under postcue task conditions are discussed.

Using Media While Interacting Face-to-Face Is Associated With Psychosocial Well-Being and Personality Traits

Positive face-to-face human interactions are known to benefit well-being. Drawing upon previous work regarding the interference of media (via technological devices or print) in social interaction, the aim of this study was to identify whether using media during face-to-face interaction could potentially limit the positive effect of interaction on well-being. Participants were 437 university students who completed an online survey which assessed media multitasking behaviors, well-being (trait depression, trait anxiety, social anxiety, empathy, and psychological well-being), and personality traits (Big-5 and narcissism). Face-to-face interaction was positively associated with well-being. However, when media use during face-to-face interaction was considered, there was a negative relationship with well-being (more depression, more anxiety, and less psychological well-being). Those who used certain media types, such as phone or video chatting, listening to music, and gaming, while interacting with others, also had lower scores on measures of empathy. Regression analyses showed significant contributions by these media types to empathy levels, even after controlling for age, gender, and personality traits. Face-to-face media multitasking was related to higher levels of narcissism and neuroticism, and lower levels of agreeableness, conscientiousness, and openness. This study provides insight into the possible role of media multitasking during face-to-face interaction on psychosocial outcomes.