Interpretation training influences memory for prior interpretations.
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ABSTRACT:
SUBMITTER: Salemink E
PROVIDER: S-EPMC3283455 | biostudies-other | 2010 Dec
REPOSITORIES: biostudies-other
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Project description:Simultaneous interpretation (SI) is a cognitively demanding process that has been associated with enhanced memory and executive functions. It is unclear, however, if the previously evidenced interpreter advantages are developed through training and/or experience with SI or rather represent inherent characteristics that allow success in the field. The present study aimed to disentangle these possibilities through a longitudinal examination of students earning a Master of Conference Interpreting and two control populations. The students were tested at the beginning and end of their programs on measures of memory and executive functioning that have previously demonstrated an interpreter advantage. The results revealed no inherent advantage among the students of interpretation. However, an SI training-specific advantage was revealed in verbal short-term memory; the students of interpretation, but not the two control groups, showed a gain between the testing sessions. This controlled longitudinal study demonstrates that training in simultaneous interpretation is associated with cognitive changes.
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Project description:[Correction Notice: An Erratum for this article was reported online in Emotion on Jun 24 2019 (see record 2019-34942-001). In the article, the plots for Figure 3a shifted incorrectly to the right. The error bars should be centered on 10, 30, 50, 70, and 90. The corrected figure is present in the erratum.] Working memory (WM) shows significant decline with age. It is interesting to note that some research has suggested age-related impairments can be reduced in tasks that involve emotion-laden stimuli. However, only a few studies have explored how WM for emotional material changes in aging. Here we developed a novel experimental task to compare and contrast how emotional material is represented in older versus younger adults. The task enabled us to separate overall WM accuracy from emotional biases in the content of affective representations in WM. We found that, in addition to overall decline in WM performance, older adults showed a systematic positivity bias in representing information in WM relative to younger adults (positivity effect). They remembered fearful faces as being less fearful than younger adults and interpreted ambiguous facial expressions more positively. The findings show that aging brings a type of positivity bias when picking up affective information for guiding future behavior. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
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Project description:With the rise in social media use, emojis have become a popular addition to text-based communication. The sudden increase in the number and variety of emojis used raises questions about how individuals interpret messages containing emojis. To explore perceptions of emoji usage, we conducted a 2 (Sender Gender: Female or Male) × 2 (Emoji Type: Affectionate or Friendly) between-groups experiment to examine the appropriateness and likability of each of four hypothetical text messages sent to a woman from either a male or female coworker. In general, we predicted that text messages containing affectionate emojis (i.e., kissing-face and heart emoji) would be perceived as more appropriate and likable when they came from female than from male senders, whereas messages containing less overtly affectionate (but still friendly) emojis (i.e., smiling-face emoji) would be considered equally appropriate and likable whether it came from female or male senders. As predicted, the results confirmed that texts with affectionate emojis were judged as more appropriate and likable when they came from women than from men. However, texts with less affectionate but friendly emojis were judged as equally appropriate-but more likable-when they came from men than when they came from women. Taken together, our results indicate that gender and emoji choice influence perceptions, and therefore people should consider how emoji choice could impact the reception of their message.
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Project description:In contrast to its common definition and calculating process, interpretations of p-value differ among statisticians. Since p-value is the basis of various methodologies, this divergence has led to distinct test methodologies as well as various opinions for evaluating test results, producing a chaotic situation. Here the origin of the divergence is found in the differences among Pr(H0 = true), which gives a prior probability in the definition of p-values. Effects of differences in the prior probability on the character of p-values are investigated by comparing microarray data and random numbers as subjects. The summarized levels the genes are presented in the matrix files (linked below as supplementary files). Student t-test was applied between the two groups (0h and 14d): p-values presented in the matrix files.
2011-01-12 | GSE26498 | GEO
Project description:Hoekstra et al. (Psychonomic Bulletin & Review, 2014, 21:1157-1164) surveyed the interpretation of confidence intervals (CIs) by first-year students, master students, and researchers with six items expressing misinterpretations of CIs. They asked respondents to answer all items, computed the number of items endorsed, and concluded that misinterpretation of CIs is robust across groups. Their design may have produced this outcome artifactually for reasons that we describe. This paper discusses first the two interpretations of CIs and, hence, why misinterpretation cannot be inferred from endorsement of some of the items. Next, a re-analysis of Hoekstra et al.'s data reveals some puzzling differences between first-year and master students that demand further investigation. For that purpose, we designed a replication study with an extended questionnaire including two additional items that express correct interpretations of CIs (to compare endorsement of correct vs. nominally incorrect interpretations) and we asked master students to indicate which items they would have omitted had they had the option (to distinguish deliberate from uninformed endorsement caused by the forced-response format). Results showed that incognizant first-year students endorsed correct and nominally incorrect items identically, revealing that the two item types are not differentially attractive superficially; in contrast, master students were distinctively more prone to endorsing correct items when their uninformed responses were removed, although they admitted to nescience more often that might have been expected. Implications for teaching practices are discussed.
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Project description:The current meta-analysis explores the strength of effects of cognitive bias modification training for interpretation bias (CBM-I) on positive (i.e., adaptive) interpretations and mood as well as the training and sample characteristics influencing these effects. Data-bases were searched with the key words "interpret* bias AND training" and "interpret* bias AND modif*". Reference lists of identified articles were checked and authors of identified articles were contacted for further relevant articles and unpublished data. Studies were reviewed for inclusion with eligibility criteria being that the study (a) aimed to target interpretation biases through any kind of training, (b) assessed mood and/or interpretation bias as outcome measures, (c) allocated individuals to training conditions at random, and (d) recruited adult samples. A meta-analytic multilevel mixed-effects model was employed to assess standardized mean changes in interpretation bias, negative mood, and emotional reactivity. In addition, several training and sample characteristics were explored for their potential to enhance benign training effectiveness. On average, benign CBM-I resulted in an increase in positive interpretation bias (p<.01) and a decrease in negative mood state (p<.001), but did not affect emotional reactivity. These effects were not consistently different from control conditions with no or neutral training. However, within benign training conditions imagery instructions and more training sessions were related to larger cognitive and mood effects, whereas feedback about training performance and inclusion of non-benign training items (instead of including benign items only) boosted cognitive effects only. Finally, training was more effective in women (cognitive and mood effects) and presumably samples with symptomatic emotional dysregulation (cognitive effects). Although the effects of emotional dysregulation and number of training sessions could not well be distinguished, there is an indication that when used with imagery instructions and more training sessions, benign CBM-I can be employed as a useful complementary treatment to usual psychotherapies.
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Project description:BackgroundNuclear mitochondrial pseudogenes (numts) are a potential source of contamination during mitochondrial DNA PCR amplification. This possibility warrants careful experimental design and cautious interpretation of heteroplasmic results.ResultsHere we report the cloning and sequencing of numts loci, amplified from human tissue and rho-zero (rho0) cells (control) with primers known to amplify the mitochondrial genome. This paper is the first to fully sequence 46 paralogous nuclear DNA fragments that represent the entire mitochondrial genome. This is a surprisingly small number due primarily to the primer sets used in this study, because prior to this, BLAST searches have suggested that nuclear DNA harbors between 400 to 1,500 paralogous mitochondrial DNA fragments. Our results indicate that multiple numts were amplified simultaneously with the mitochondrial genome and increased the load of pseudogene signal in PCR reactions. Further, the entire mitochondrial genome was represented by multiple copies of paralogous nuclear sequences.ConclusionThese findings suggest that mitochondrial genome disease-associated biomarkers must be rigorously authenticated to preclude any affiliation with paralogous nuclear pseudogenes. Importantly, the common perception that mitochondrial template "swamps" numts loci precluding detectable amplification, depends on the region of the mitochondrial genome targeted by the PCR reaction and the number of pseudogene loci that may co-amplify. Cloning and relevant sequencing data will facilitate the correct interpretation. This is the first complete, wet-lab characterization of numts that represent the entire mitochondrial genome.
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Project description:BackgroundRecent evidence suggests that anxiety is more common than depression in the perinatal period, however there are few interventions available to treat perinatal anxiety. Targeting specific processes that maintain anxiety, such as worry, may be one potentially promising way to reduce anxiety in this period. Given evidence that negative interpretation bias maintains worry, we tested whether interpretation bias could be modified, and whether this in turn would lead to less negative thought (i.e., worry) intrusions, in pregnant women with high levels of worry.MethodParticipants (N = 49, at least 16 weeks gestation) were randomly assigned to either an interpretation modification condition (CBM-I) which involved training in accessing positive meanings of emotionally ambiguous scenarios, or an active control condition in which the scenarios remained ambiguous and unresolved.ResultsRelative to the control condition, participants in the CBM-I condition generated significantly more positive interpretations and experienced significantly less negative thought intrusions.ConclusionsOur findings indicate that worry is a modifiable risk factor during pregnancy, and that it is possible to induce a positive interpretation bias in pregnant women experiencing high levels of worry. Although preliminary, our findings speak to exciting clinical possibilities for the treatment of worry and the prevention of perinatal anxiety.
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