Interview with Asifa Majid, who studies language, culture and cognition at the University of Oxford.
\n \n\n \n \nOBJECTIVES: A very small proportion of children with anxiety problems receive evidence-based treatment. Barriers to access include difficulties with problem identification, concerns about stigma and a lack of clarity about how to access specialist services and their limited availability. A school-based programme that integrates screening to identify those children who are most likely to be experiencing anxiety problems with the offer of intervention has the potential to overcome many of these barriers. This article is a process-based account of how we used codesign to develop a primary school-based screening and intervention programme for child anxiety problems. DESIGN: Codesign. SETTING: UK primary schools. PARTICIPANTS: Data were collected from year 4 children (aged 8-9 years), parents, school staff and mental health practitioners. RESULTS: We report how the developed programme was experienced and perceived by a range of users, including parents, children, school staff and mental health practitioners, as well as how the programme was adapted following user feedback. CONCLUSIONS: We reflect on the mitigation techniques we employed, the lessons learnt from the codesign process and give recommendations that may inform the development and implementation of future school-based screening and intervention programmes.
\n \n\n \n \nThe strength of an association between a cue and its outcome is influenced by both the probability of the outcome given the cue and the probability of the outcome in the absence of the cue. Once an association has been formed, extinction is the procedure for reducing responding indicative of the association by repeated presentation of the cue without the outcome. The present experiments tested whether cumulative frequency and/or cumulative duration of these events affects associative extinction in a streamed trial extinction procedure with human participants. Experiment 1 assessed the effects of parametric manipulations of the frequency and duration of either the cue by itself or cue-outcome coabsence. In Experiment 1, participants proved relatively insensitive to manipulation of the event\u2019s duration. In contrast, judgments of the association by participants decreased when the frequency of cue-alone events was increased, even when the durations of those events were decreased so that cumulative exposure to the cue was equated. No effect of either the duration or the frequency of cue-outcome coabsence was observed. Experiment 2 demonstrated that the effect of cue-alone (i.e., extinction trial) frequency generalizes across a wide range of parameters for initial acquisition achieved by cue-outcome pairings. Experiment 3 tested for an interaction between event duration during initial learning and event duration during extinction. Collectively, these results indicate that the cumulative frequency, and not the cumulative duration, of extinction trials as well as the duration of the cue-outcome coabsences between extinction trials controls the effectiveness of an extinction procedure.
\n \n\n \n \nFor people with aphantasia, visual imagery is absent or markedly impaired. Here, we investigated the relationship between aphantasia and two other neurodevelopmental conditions also linked to imagery differences: synaesthesia, and autism. In Experiment 1a and 1b, we asked whether aphantasia and synaesthesia can co-occur, an important question given that synaesthesia is linked to strong imagery. Taking grapheme-colour synaesthesia as a test case, we found that synaesthesia can be objectively diagnosed in aphantasics, suggesting visual imagery is not necessary for synaesthesia to occur. However, aphantasia influenced the type of synaesthesia experienced (favouring 'associator' over 'projector' synaesthesia - a distinction tied to the phenomenology of the synaesthetic experience). In Experiment 2, we asked whether aphantasics have traits associated with autism, an important question given that autism - like aphantasia - is linked to weak imagery. We found that aphantasics reported more autistic traits than controls, with weaknesses in imagination and social skills.
\n \n\n \n \nAuditory cues, such as real-world sounds or music, influence how we perceive food. The main aim of the present study was to investigate the influence of negatively and positively valenced mixtures of musical and non-musical sounds on the affective states of participants and their perception of chocolate ice cream. Consuming ice cream while listening to liked music (LM) and while listening to the combination of liked music and pleasant sound (LMPS) conditions gave rise to more positive emotions than listening to just pleasant sound (PS). Consuming ice cream during the LM condition resulted in the longest duration of perceived sweetness. On the other hand, PS and LMPS conditions resulted in cocoa dominating for longer. Bitterness and roasted were dominant under the disliked music and unpleasant sound (DMUS) and DM conditions respectively. Positive emotions correlated well with the temporal sensory perception of sweetness and cocoa when consuming chocolate ice cream under the positively valenced auditory conditions. In contrast, negative emotions were associated with bitter and roasted tastes/flavours under the negatively valenced auditory conditions. The combination of pleasant music and non-musical sound conditions evoked more positive emotions than when either was presented in isolation. Taken together, the results of this study support the view that sensory attributes correlated well with emotions evoked when consuming ice cream under different auditory conditions varying in terms of their valence.
\n \n\n \n \nThe last decade has seen renewed concern within the scientific community over the reproducibility and transparency of research findings. This paper outlines some of the various responsibilities of stakeholders in addressing the systemic issues that contribute to this concern. In particular, this paper asserts that a united, joined-up approach is needed, in which all stakeholders, including researchers, universities, funders, publishers, and governments, work together to set standards of research integrity and engender scientific progress and innovation. Using two developments as examples: the adoption of Registered Reports as a discrete initiative, and the use of open data as an ongoing norm change, we discuss the importance of collaboration across stakeholders.
\n \n\n \n \nResponsibility judgements have important consequences in human society. Previous research focused on how someone's responsibility determines the outcome they deserve, for example, whether they are rewarded or punished. Here, we investigate the opposite link: How outcome ownership influences responsibility attributions in a social context.\u00a0Participants in a group of three perform a majority vote decision-making task between gambles that can lead to a reward or no reward.\u00a0Only one group member receives the outcome and participants evaluate their and the other players' responsibility for the obtained outcome. Two hypotheses are tested: 1) Whether outcome ownership increases responsibility attributions even when the control over an outcome is similar.\u00a02) Whether people's tendency to attribute higher responsibility for positive vs negative outcomes will be stronger for players who received the outcome. The findings of this study may help reveal how credit attributions can be biased toward particular individuals who receive outcomes as a result of collective work.
\n \n\n \n \nBackground: Responsibility judgements have important consequences in human society. Previous research focused on how someone's responsibility determines the outcome they deserve, for example, whether they are rewarded or punished. Here, in a pre-registered study (Stage 1 Registered Report: https://doi.org/10.12688/wellcomeopenres.16480.2), we investigate the opposite link: How outcome ownership influences responsibility attributions in a social context.\u00a0 Methods: In an online study, participants in a group of three perform a majority vote decision-making task between gambles that can lead to a reward or no reward.\u00a0Only one group member receives the outcome and participants evaluate their and the other players' responsibility for the obtained outcome. Results: We found that outcome ownership increases responsibility attributions even when the control over an outcome is similar.\u00a0Moreover, ownership had an effect on the valence bias: participants' higher responsibility attributions for positive vs negative outcomes was stronger for players who received the outcome. Finally, this effect was more pronounced when people rated their own responsibility as compared to when they were rating another's player responsibility. Conclusions: The findings of this study reveal how credit attributions can be biased toward particular individuals who receive outcomes as a result of collective work, both when people judge their own and someone else's responsibility.
\n \n\n \n \nThe congruency sequence effect (CSE) refers to the finding that the effect of cognitive conflict is smaller following conflicting, incongruent trials than after non-conflicting, congruent trials in conflict tasks, such as the Stroop, Simon, and flanker tasks. This is typically interpreted as an upregulation of cognitive control in response to conflict. Weissman, Jiang, & Egner (2014) investigated whether the CSE appears in these three tasks and a further variant where task-irrelevant distractors precede the target (prime-probe task), in the absence of learning and memory confounds in samples collected online. They found significant CSEs only in the prime-probe and Simon tasks, suggesting that the effect is more robust in tasks where the distractor can be translated into a response faster than the target. In this Registered Replication Report we collected data online from samples approx. 2.5 times larger than in the original study for each of the four tasks to investigate whether the task-related differences in the magnitude of the CSE are replicable (Nmin = 115, Nmax = 130). Our findings extend but do not contradict the original results: Bayesian analyses suggested that the CSE was present in all four tasks in RT but only in the Simon task in accuracy. The size of the effect did not differ between tasks, and the size of the congruency effect was not correlated with the size of the CSE across participants. These findings suggest it might be premature to conclude that the difference in the speed of distractor- vs target-related response activation is a determinant of the size of cross-trial modulations of control. The practical implications of our results for online data collection in cognitive control research are also discussed.
\n \n\n \n \nIn adult humans, decisions involving the choice and use of tools for future events typically require episodic foresight. Previous studies suggest some non-human species are capable of future planning; however, these experiments often cannot fully exclude alternative learning explanations. Here, we used a novel tool-use paradigm aiming to address these critiques to test flexible planning in 3- to 5-year-old children, in relation to executive function and language abilities. In the flexible planning task, children were not verbally cued during testing, single trials avoided consistent exposure to stimulus\u2013reward relationships, and training trials provided experience of a predictable return of reward. Furthermore, unlike most standard developmental studies, we incorporated short delays before and after tool choice. The critical test choice included two tools with equal prior reward experience\u2014each only functional in one apparatus. We tested executive function and language abilities using several standardized tasks. Our results echoed standard developmental research: 4- and 5-year-olds outperformed 3-year-olds on the flexible planning task, and 5-year-old children outperformed younger children in most executive function and language tasks. Flexible planning performance did not correlate with executive function and language performance. This paradigm could be used to investigate flexible planning in a tool-use context in non-human species.
\n \n\n \n \nDelay of gratification\u2013a form of self-control\u2013is the ability to forsake immediately available rewards in order to obtain larger-valued outcomes in future, which develops throughout the pre-school years. The majority of previous research in this area has been conducted with Western populations, therefore knowledge of Eastern children\u2019s performance is scarcer. Here, utilising on a recently published dataset of British children (n = 61), we further tested delay of gratification in 3 to 5-year-old Chinese children (n = 75) using Bramlett et al.\u2019s (2012) delay choice paradigm. The paradigm was previously used in non-human primates and it featured a mechanized rotating tray that sequentially moves rewards within reach. Additionally, we administered 3 inhibitory control tasks and 1 standardised delay choice task to Chinese pre-schoolers (British children were not tested). We aimed to investigate the influence of culture, reward type and reward visibility on pre-schoolers\u2019 ability to delay gratification. We found significant age-related improvements in delay of gratification ability in both countries and children performed better when presented with rewards varying in quality than quantity. Consistent with previous cross-cultural literature, Chinese children showed better overall performance than their British peers when reward visibility was manipulated (though reward visibility itself had no significant effect on performance). There were significant correlations in Chinese children\u2019s performance in Bramlett et al.\u2019s (2012) delay choice paradigm and performance in some (though not all tested) inhibitory control tasks. We discuss these results in relation to task demands and the broader social orientation of self-control. We concluded that the intuitive comparative assessment of self-control task taps into children\u2019s delay of gratification ability. Our results emphasize the importance of testing for socio-cultural influences on children\u2019s cognitive development.
\n \n\n \n \nDamage following traumatic brain injury or stroke can often extend beyond the boundaries of the initial insult and can lead to maladaptive cortical reorganisation. On the other hand, beneficial cortical reorganisation leading to recovery of function can also occur. We used resting state FMRI to investigate how cortical networks in the macaque brain change across time in response to lesions to the prefrontal cortex, and how this reorganisation correlated with changes in behavioural performance in cognitive tasks. After prelesion testing and scanning, two monkeys received a lesion to regions surrounding the left principal sulcus followed by periodic testing and scanning. Later, the animals received another lesion to the opposite hemisphere and additional testing and scanning. Following the first lesion, we observed both a behavioural impairment and decrease in functional connectivity, predominantly in frontal-frontal networks. Approximately 8 weeks later, performance and connectivity patterns both improved. Following the second lesion, we observed a further behavioural deficit and decrease in connectivity that showed little recovery. We discuss how different mechanisms including alternate behavioural strategies and reorganisation of specific prefrontal networks may have led to improvements in behaviour. Further work will be needed to confirm these mechanisms.
\n \n\n \n \nDevelopmental Dyscalculia (DD) signifies a failure in representing quantities, which impairs the performance of basic math operations and schooling achievement during childhood. The lack of specificity in assessment measures and respective cut-offs are the most challenging factors to identify children with DD, particularly in disadvantaged educational contexts. This research is focused on a numerical cognition battery for children, designed to diagnose DD through 12 subtests. The aims of the present study were twofold: to examine the prevalence of DD in a country with generally low educational attainment, by comparing z-scores and percentiles, and to test three neurodevelopmental models of numerical cognition based on performance in this battery. Participants were 304 Brazilian school children aged 7-12 years of both sexes (143 girls), assessed by the Zareki-R. Performances on subtests and the total score increase with age without gender differences. The prevalence of DD was 4.6% using the fifth percentile and increased to 7.4% via z-score (in total 22 out of 304 children were diagnosed with DD). We suggest that a minus 1.5 standard deviation in the total score of the Zareki-R is a useful criterion in the clinical or educational context. Nevertheless, a percentile \u2264 5 seems more suitable for research purposes, especially in developing countries because the socioeconomic environment or/and educational background are strong confounder factors to diagnosis. The four-factor structure, based on von Aster and Shalev's model of numerical cognition (Number Sense, Number Comprehension, Number Production and Calculation), was the best model, with significant correlations ranging from 0.89 to 0.97 at the 0.001 level.
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