The Costs (and Benefits?) of Effortful Listening for Older Adults: Insights from Simultaneous Electrophysiology, Pupillometry, and Memory.

Although the impact of acoustic challenge on speech processing and memory increases as a person ages, older adults may engage in strategies that help them compensate for these demands. In the current preregistered study, older adults (n = 48) listened to sentences-presented in quiet or in noise-that were high constraint with either expected or unexpected endings or were low constraint with unexpected endings. Pupillometry and EEG were simultaneously recorded, and subsequent sentence recognition and word recall were measured. Like young adults in prior work, we found that noise led to increases in pupil size, delayed and reduced ERP responses, and decreased recall for unexpected words. However, in contrast to prior work in young adults where a larger pupillary response predicted a recovery of the N400 at the cost of poorer memory performance in noise, older adults did not show an associated recovery of the N400 despite decreased memory performance. Instead, we found that in quiet, increases in pupil size were associated with delays in N400 onset latencies and increased recognition memory performance. In conclusion, we found that transient variation in pupil-linked arousal predicted trade-offs between real-time lexical processing and memory that emerged at lower levels of task demand in aging. Moreover, with increased acoustic challenge, older adults still exhibited costs associated with transient increases in arousal without the corresponding benefits.

Graded and ungraded expectation patterns: Prediction dynamics during active comprehension.

Language comprehension can be facilitated by the accurate prediction of upcoming words, but prediction effects are not ubiquitous, and comprehenders likely use predictive processing to varying degrees depending on task demands. To ascertain the processing consequences of prioritizing prediction, we here compared ERPs elicited when young adult participants simply read for comprehension with those collected in a subsequent block that required active prediction. We were particularly interested in frontally-distributed post-N400 effects for expected and unexpected words in strongly constraining contexts, which have previously been documented as two distinct patterns: an enhanced positivity ("anterior positivity") observed for prediction violations compared to words that are merely unpredictable (because they occur in weakly constraining sentences) and a distinction between expected endings in more constraining contexts and those same weakly constrained words ("frontal negativity" to the strongly predicted words). We found that the size of the anterior positivity effect was unchanged between passive comprehension and active prediction, suggesting that some processes related to prediction may engage state-like networks. On the other hand, the frontal negativity showed graded patterns from the interaction of task and sentence type. These differing patterns support the hypothesis that there are two separate effects with frontal scalp distributions that occur after the N400 and further suggest that the impact of violating predictions (as long as prediction is engaged at all) is largely stable across varying levels of effort/attention directed toward prediction, whereas other comprehension processes can be modulated by task demands.

To err is human- to understand error-processing is divine: Contributions of working memory and anxiety to error-related brain and pupil responses.

Both anxiety and working memory capacity appear to predict increased (more negative) error-related negativity (ERN) amplitudes, despite being inversely related to one another. Until the interactive effects of these variables on the ERN are clarified, there may be challenges posed to our ability to use the ERN as an endophenotype for anxiety, as some have suggested. The compensatory error monitoring hypothesis suggests that high trait-anxiety individuals have larger ERN amplitudes because they must employ extra, compensatory efforts to override the working memory demands of their anxiety. Yet, to our knowledge, no ERN study has employed direct manipulation of working memory demands in conjunction with direct manipulations of induced (state) anxiety. Furthermore, little is known about how these manipulations affect other measures of error processing, such as the error-related pupil dilation response and post-error behavioral adjustments. Therefore, we manipulate working memory load and anxiety in a 2 × 2 within-subjects design to examine the interactive effects of working memory load and anxiety on ERN amplitude, error-related pupil dilation response amplitude, and post-error behavior. There were no effects of our manipulations on ERN amplitude, suggesting a strong interpretation of compensatory error-processing theory. However, our worry manipulation affected post-error behavior, such that worry caused a reduction in post-error accuracy. Additionally, our working memory manipulation affected error-related PDR magnitude and the amplitude of the error-related positivity (Pe), such that increased working memory load decreased the amplitude of these responses. Implications of these results within the context of the compensatory error processing framework are discussed.

Disruption to left inferior frontal cortex modulates semantic prediction effects in reading and subsequent memory: Evidence from simultaneous TMS-EEG.

Readers use prior context to predict features of upcoming words. When predictions are accurate, this increases the efficiency of comprehension. However, little is known about the fate of predictable and unpredictable words in memory or the neural systems governing these processes. Several theories suggest that the speech production system, including the left inferior frontal cortex (LIFC), is recruited for prediction but evidence that LIFC plays a causal role is lacking. We first examined the effects of predictability on memory and then tested the role of posterior LIFC using transcranial magnetic stimulation (TMS). In Experiment 1, participants read category cues, followed by a predictable, unpredictable, or incongruent target word for later recall. We observed a predictability benefit to memory, with predictable words remembered better than unpredictable words. In Experiment 2, participants performed the same task with electroencephalography (EEG) while undergoing event-related TMS over posterior LIFC using a protocol known to disrupt speech production, or over the right hemisphere homologue as an active control site. Under control stimulation, predictable words were better recalled than unpredictable words, replicating Experiment 1. This predictability benefit to memory was eliminated under LIFC stimulation. Moreover, while an a priori ROI-based analysis did not yield evidence for a reduction in the N400 predictability effect, mass-univariate analyses did suggest that the N400 predictability effect was reduced in spatial and temporal extent under LIFC stimulation. Collectively, these results provide causal evidence that the LIFC is recruited for prediction during silent reading, consistent with prediction-through-production accounts.

Updating the relationship of the Ne/ERN to task-related behavior: A brief review and suggestions for future research.

The error negativity/error-related negativity (Ne/ERN) is one of the most well-studied event-related potential (ERP) components in the electroencephalography (EEG) literature. Peaking about 50 ms after the commission of an error, the Ne/ERN is a negative deflection in the ERP waveform that is thought to reflect error processing in the brain. While its relationships to trait constructs such as anxiety are well-documented, there is still little known about how the Ne/ERN may subsequently influence task-related behavior. In other words, does the occurrence of the Ne/ERN trigger any sort of error corrective process, or any other behavioral adaptation to avoid errors? Several theories have emerged to explain how the Ne/ERN may implement or affect behavior on a task, but evidence supporting each has been mixed. In the following manuscript, we review these theories, and then systematically discuss the reasons that there may be discrepancies in the literature. We review both the inherent biological factors of the neural regions that underlie error-processing in the brain, and some of the researcher-induced factors in analytic and experimental choices that may be exacerbating these discrepancies. We end with a table of recommendations for future researchers who aim to understand the relationship between the Ne/ERN and behavior.

Older Adults Show Intraindividual Variation in the Use of Predictive Processing.

BACKGROUND: The use of prediction can aid language comprehension through preactivation of relevant word features. However, predictions can be wrong, and it has been proposed that resolving the mismatch between the predicted and presented item requires cognitive resources. Older adults tend not to predict and instead rely more on passive comprehension. Here, we tested, using an intraindividual approach, whether older adults consistently use this less demanding processing strategy while reading or whether they attempt to predict on some trials. METHODS: We used a cross-task conflict paradigm. Younger and older participants self-paced to read sentences that ended with either an expected or unexpected word. Each sentence was then followed by a flanker stimulus that could be congruent or incongruent. We examined responses within and across the two tasks. RESULTS: Unexpected words were in general read as quickly as expected words, indicating that typical processing of these words was similar. However, for both younger and older adults, there was a greater proportion of very slow trials for unexpected words, revealing different processing on a subset of trials. Critically, in older adults, these slowly read unexpected words engaged control, as seen in speeded responses to incongruent flanker stimuli. CONCLUSION: Using a cross-task conflict paradigm, we showed that older adults are able to predict and engage cognitive resources to cope with prediction violations, but do not opt to use these processes consistently.

The Effects of Captioning Errors, Background Noise, and Hearing Loss on Memory for Text-Captioned Speech.

PURPOSE: Previous studies have suggested that the negative effects of acoustic challenge on speech memory can be attenuated with assistive text captions, particularly among older adults with hearing impairment. However, no studies have systematically examined the effects of text-captioning errors, which are common in automated speech recognition (ASR) systems. METHOD: In two experiments, we examined memory for text-captioned speech (with and without background noise) when captions had no errors (control) or had one of three common ASR errors: substitution, deletion, or insertion errors. RESULTS: In both Experiment 1 (young adults with normal hearing) and Experiment 2 (older adults with varying hearing acuity), we observed similar additive effects of caption errors and background noise, such that increased background noise and the presence of captioning errors negatively impacted memory outcomes. Notably, the negative effects of captioning errors were largest among older adults with increased hearing thresholds, suggesting that older adults with hearing loss may show an increased reliance on text captions compared to adults with normal hearing. CONCLUSION: Our findings show that even a single-word error can be deleterious to memory for text-captioned speech, especially in older adults with hearing loss. Therefore, to produce the greatest benefit to memory, it is crucial that text captions are accurate.

Text Captioning Buffers Against the Effects of Background Noise and Hearing Loss on Memory for Speech.

OBJECTIVE: Everyday speech understanding frequently occurs in perceptually demanding environments, for example, due to background noise and normal age-related hearing loss. The resulting degraded speech signals increase listening effort, which gives rise to negative downstream effects on subsequent memory and comprehension, even when speech is intelligible. In two experiments, we explored whether the presentation of realistic assistive text captioned speech offsets the negative effects of background noise and hearing impairment on multiple measures of speech memory. DESIGN: In Experiment 1, young normal-hearing adults (N = 48) listened to sentences for immediate recall and delayed recognition memory. Speech was presented in quiet or in two levels of background noise. Sentences were either presented as speech only or as text captioned speech. Thus, the experiment followed a 2 (caption vs no caption) × 3 (no noise, +7 dB signal-to-noise ratio, +3 dB signal-to-noise ratio) within-subjects design. In Experiment 2, a group of older adults (age range: 61 to 80, N = 31), with varying levels of hearing acuity completed the same experimental task as in Experiment 1. For both experiments, immediate recall, recognition memory accuracy, and recognition memory confidence were analyzed via general(ized) linear mixed-effects models. In addition, we examined individual differences as a function of hearing acuity in Experiment 2. RESULTS: In Experiment 1, we found that the presentation of realistic text-captioned speech in young normal-hearing listeners showed improved immediate recall and delayed recognition memory accuracy and confidence compared with speech alone. Moreover, text captions attenuated the negative effects of background noise on all speech memory outcomes. In Experiment 2, we replicated the same pattern of results in a sample of older adults with varying levels of hearing acuity. Moreover, we showed that the negative effects of hearing loss on speech memory in older adulthood were attenuated by the presentation of text captions. CONCLUSIONS: Collectively, these findings strongly suggest that the simultaneous presentation of text can offset the negative effects of effortful listening on speech memory. Critically, captioning benefits extended from immediate word recall to long-term sentence recognition memory, a benefit that was observed not only for older adults with hearing loss but also young normal-hearing listeners. These findings suggest that the text captioning benefit to memory is robust and has potentially wide applications for supporting speech listening in acoustically challenging environments.

The costs (and benefits) of effortful listening on context processing: A simultaneous electrophysiology, pupillometry, and behavioral study.

There is an apparent disparity between the fields of cognitive audiology and cognitive electrophysiology as to how linguistic context is used when listening to perceptually challenging speech. To gain a clearer picture of how listening effort impacts context use, we conducted a pre-registered study to simultaneously examine electrophysiological, pupillometric, and behavioral responses when listening to sentences varying in contextual constraint and acoustic challenge in the same sample. Participants (N = 44) listened to sentences that were highly constraining and completed with expected or unexpected sentence-final words ("The prisoners were planning their escape/party") or were low-constraint sentences with unexpected sentence-final words ("All day she thought about the party"). Sentences were presented either in quiet or with +3 dB SNR background noise. Pupillometry and EEG were simultaneously recorded and subsequent sentence recognition and word recall were measured. While the N400 expectancy effect was diminished by noise, suggesting impaired real-time context use, we simultaneously observed a beneficial effect of constraint on subsequent recognition memory for degraded speech. Importantly, analyses of trial-to-trial coupling between pupil dilation and N400 amplitude showed that when participants' showed increased listening effort (i.e., greater pupil dilation), there was a subsequent recovery of the N400 effect, but at the same time, higher effort was related to poorer subsequent sentence recognition and word recall. Collectively, these findings suggest divergent effects of acoustic challenge and listening effort on context use: while noise impairs the rapid use of context to facilitate lexical semantic processing in general, this negative effect is attenuated when listeners show increased effort in response to noise. However, this effort-induced reliance on context for online word processing comes at the cost of poorer subsequent memory.

Inter- and intra-individual coupling between pupillary, electrophysiological, and behavioral responses in a visual oddball task.

Although the P3b component of the event-related brain potential is one of the most widely studied components, its underlying generators are not currently well understood. Recent theories have suggested that the P3b is triggered by phasic activation of the locus-coeruleus norepinephrine (LC-NE) system, an important control center implicated in facilitating optimal task-relevant behavior. Previous research has reported strong correlations between pupil dilation and LC activity, suggesting that pupil diameter is a useful indicator for ongoing LC-NE activity. Given the strong relationship between LC activity and pupil dilation, if the P3b is driven by phasic LC activity, there should be a robust trial-to-trial relationship with the phasic pupillary dilation response (PDR). However, previous work examining relationships between concurrently recorded pupillary and P3b responses has not supported this. One possibility is that the relationship between the measures might be carried primarily by either inter-individual (i.e., between-participant) or intra-individual (i.e., within-participant) contributions to coupling, and prior work has not systematically delineated these relationships. Doing so in the current study, we do not find evidence for either inter-individual or intra-individual relationships between the PDR and P3b responses. However, baseline pupil dilation did predict the P3b. Interestingly, both the PDR and P3b independently predicted inter-individual and intra-individual variability in decision response time. Implications for the LC-P3b hypothesis are discussed.

Cross-lagged relationships between sense of purpose in life, memory performance, and subjective memory beliefs in adulthood over a 9-year interval.

OBJECTIVES: Previous studies have found a positive association between having a sense of purpose in life and memory functioning in old age. We extend these findings by examining the relationships between sense of purpose, memory performance, and subjective memory beliefs over time in a large sample of adults in mid to later adulthood. METHOD: We used data from 3633 participants of the second and third wave of the MIDUS study. Cross-lagged panel analysis investigated the relationships between the variables at the two points, which were approximately 9 years apart, while controlling for gender, age, education, positive and negative affect, and self-rated health. RESULTS: Sense of purpose in life, memory performance, and subjective memory beliefs were all cross-sectionally related to each other at both times. Longitudinally, sense of purpose was a positive predictor of subjective memory beliefs. Memory performance and subjective memory beliefs positively predicted each other over time. Furthermore, all three variables showed correlated changes over time. Exploratory analyses suggest that the covariates of affect and self-rated health are possible mediators or confounders in respectively the relationship between subjective memory beliefs and later sense of purpose, and sense of purpose and later objective memory performance. CONCLUSION: Our findings underscore once more the relevance of sense of purpose in life as a predictor of positive late life functioning, as it is related to both performance-based and subjective cognitive outcomes. More work is needed to understand mechanisms underlying the purpose-memory association in order to develop and implement purpose interventions.

Music is similar to language in terms of working memory interference.

Some researchers theorize that musicians' greater language ability is mediated by greater working memory because music and language share the same processing resources. Prior work using working memory sentence processing dual-task paradigms have shown that holding verbal information (e.g., words) in working memory interferes with sentence processing. In contrast, visuospatial stimuli are processed in a different working memory store and should not interfere with sentence processing. We tested whether music showed similar interference to sentence processing as opposed to noninterference like visuospatial stimuli. We also compared musicians to nonmusicians to investigate whether musical training improves verbal working memory. Findings revealed that musical stimuli produced similar working memory interference as linguistic stimuli, but visuospatial stimuli did not-suggesting that music and language rely on similar working memory resources (i.e., verbal skills) that are distinct from visuospatial skills. Musicians performed more accurately on the working memory tasks, particularly for the verbal and musical working memory stimuli, supporting an association between musicianship and greater verbal working memory capacity. Future research is necessary to evaluate the role of music training as a cognitive intervention or educational strategy to enhance reading fluency.

Nature as a potential modulator of the error-related negativity: A registered report.

According to Kaplan's Theory of Attention Restoration (ART), spending time in a natural environment can restore depleted cognitive resources. If this is true, then nature exposure may modulate the error-related negativity (ERN), a component of the event-related brain potential (ERP) that is related to cognitive control and attentional allocation. ART suggests that cognitive resources are restored because the cognitive control networks of the brain are less engaged in nature, suggesting that the ERN may decrease in nature. In the present study, we completed a registered report, examining whether or not spending time in nature would reduce the size of the ERN compared to outdoor testing. Instead, we found that nature significantly increased the amplitude of the ERN. The implications of these results are discussed within the ART framework.

Literacy skill and intra-individual variability in eye-fixation durations during reading: Evidence from a diverse community-based adult sample.

To understand the effects of literacy on fundamental processes involved in reading, we report a secondary data analysis examining individual differences in global eye-movement measures and first-pass eye-movement distributions in a diverse sample of community-dwelling adults aged 16 to 64. Participants (n = 80) completed an assessment battery probing verbal and non-verbal cognitive abilities and read simple two-sentence passages while their eye movements were recorded. Analyses were focused on characterising the effects of literacy skill on both global indices of eye-fixation distributions and distributional differences in the sensitivity to lexical features. Global reading measures showed that lower literate adults read more slowly on average. However, distributional analyses of fixation durations revealed that the first-pass fixation durations of adults with lower literacy skill were not slower in general (i.e., there was no shift in the fixation duration distribution among lower literate adults). Instead, lower literacy was associated with greater intra-individual variability in first-pass fixation durations, including an increased proportion of extremely long fixations, differentially skewing the distribution of both first-fixation and gaze durations. Exploratory repeated-measures quantile regression analyses of gaze duration revealed differentially greater influences of word length among lower literate readers and greater activation of phonological and orthographic neighbours among higher literate readers, particularly in the tail of the distribution. Collectively, these findings suggest that literacy skill in adulthood is associated with systematic differences in both global and lexically driven eye-movement control during reading.

Daily cognitive complaints and engagement in older adulthood: Personality traits are more predictive than cognitive performance.

Cognitive complaints and engagement in cognitive activities are two consistent predictors of cognitive aging outcomes, including risk for nonnormative decline. Though research has considered predictors of complaints and engagement in general, little work has attended to the fact that these fluctuate at the daily level. The current study examined individual difference predictors of means and variability for engagement and complaints across 10 days in a sample of older adults (n = 136; Mage = 70.45 years). When comparing personality traits to indicators of cognitive performance, personality differences appeared better unique predictors for these measures of daily cognitive life. Specifically, even when accounting for demographics, measures of cognitive performance, and the other personality traits investigated, older adults higher on openness to experience reported fewer daily cognitive complaints and more engagement on average, as well as greater daily variability in engagement. In addition, higher neuroticism predicted greater variability in reports of cognitive complaints across days. Implications are discussed with respect to how these findings advance our understanding of cognitive complaints and engagement in daily life. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Linking openness to cognitive ability in older adulthood: The role of activity diversity.

Relatively few studies have examined the reasons older individuals participate in activities that may benefit cognition with aging. Personality traits, particularly, openness to experience, are likely to influence how activities are selected. Openness to experience has also reliably shown to relate to cognitive and intellectual capacities. The current study tested whether diversity in activity helped to explain the overlap between openness to experience and cognitive functioning in an older adult sample (n = 476, mean age: 72.5 years). Results suggest that openness is a better predictor of activity diversity than of time spent engaged in activities or time spent in cognitively challenging activities. Further, activity diversity explained significant variance in the relationship between openness and cognitive ability for most constructs examined. This relationship did not vary with age, but differed as a function of education level, such that participating in a more diverse array of activities was most beneficial for those with less formal education. These results suggest that engagement with a diverse behavioral repertoire in late life may compensate for lack of early life resources.

Aerobic fitness relates to differential attentional but not language-related cognitive processes.

Compelling evidence supports an association between the attribute of aerobic fitness and achievement scores on standardized tests of reading. However, such standardized assessments provide only a broad valuation of a complex network of language related sub-processes that contribute to reading and are heavily confounded by other attention-related processes. The present investigation sought to clarify the nature of the association between aerobic fitness and language processing in a sample of college-aged adults. Participants were bifurcated based on aerobic fitness level and on a separate day were asked to complete a lexical decision task while neuroelectric activity was recorded. Analysis of word-level language-related ERP components revealed no fitness differences. However, lower aerobically-fit individuals elicited smaller amplitude for attention-related ERP components relative to the higher aerobically-fit group. These data provide initial evidence to suggest that fitness-related differences in reading achievement may result from attentional processes rather than acting upon specific language-related processes.

Event-related brain potentials reveal how multiple aspects of semantic processing unfold across parafoveal and foveal vision during sentence reading.

Recent event-related brain potential (ERP) experiments have demonstrated parafoveal N400 expectancy and congruity effects, showing that semantic information can be accessed from words in parafoveal vision (a conclusion also supported by some eye-tracking work). At the same time, it is unclear how higher-order integrative aspects of language comprehension unfold across the visual field during reading. In the current study, we recorded ERPs in a parafoveal flanker paradigm, while readers were instructed to read passively for comprehension or to judge the plausibility of sentences in which target words varied in their semantic expectancy and congruity. We directly replicated prior work showing graded N400 effects for parafoveal viewing, which are then not duplicated when the target words are processed foveally. Critically, although N400 effects were not modulated by task goals, a posteriorly distributed late positive component thought to reflect semantic integration processes was observed to semantic incongruities only in the plausibility judgment task. However, this effect was observed at a considerable delay, appearing only after words had moved into foveal vision. Our findings thus suggest that semantic access can be initiated in parafoveal vision, whereas central foveal vision may be necessary to enact higher-order (and task-dependent) integrative processing.

A Review of Psychophysiological Measures to Assess Cognitive States in Real-World Driving.

As driving functions become increasingly automated, motorists run the risk of becoming cognitively removed from the driving process. Psychophysiological measures may provide added value not captured through behavioral or self-report measures alone. This paper provides a selective review of the psychophysiological measures that can be utilized to assess cognitive states in real-world driving environments. First, the importance of psychophysiological measures within the context of traffic safety is discussed. Next, the most commonly used physiology-based indices of cognitive states are considered as potential candidates relevant for driving research. These include: electroencephalography and event-related potentials, optical imaging, heart rate and heart rate variability, blood pressure, skin conductance, electromyography, thermal imaging, and pupillometry. For each of these measures, an overview is provided, followed by a discussion of the methods for measuring it in a driving context. Drawing from recent empirical driving and psychophysiology research, the relative strengths and limitations of each measure are discussed to highlight each measures' unique value. Challenges and recommendations for valid and reliable quantification from lab to (less predictable) real-world driving settings are considered. Finally, we discuss measures that may be better candidates for a near real-time assessment of motorists' cognitive states that can be utilized in applied settings outside the lab. This review synthesizes the literature on in-vehicle psychophysiological measures to advance the development of effective human-machine driving interfaces and driver support systems.