A Meta-Analysis on Mobile-Assisted Language Learning Applications: Benefits and Risks.

Mobile language learning applications are a pervasive facet of modern life, however evidence on their effectiveness on L2 learning outcomes is lacking. In the current work, we sought to determine the effect of mobile language learning applications on L2 proficiency between groups who used mobile language learning applications and control groups who learned with traditional methods on L2 achievement. We systematically searched journal articles and grey literature between 2007-2019 and performed a quantitative meta-analysis based on 23 synthesized effect sizes. We also performed risk of bias and quality of evidence assessments on our included papers. We found a moderate-to-strong overall effect (g = 0.88) of learning achievement using mobile language applications compared to control groups who learned with traditional approaches. At the same time, we found high risk of bias and low quality of evidence across all included studies. Our results provide evidence for mobile applications as a beneficial tool for second language learning. However, findings should be treated with caution due to risks of high bias and low quality of evidence. Improvements for future studies are discussed.

Reinstating location improves mnemonic access but not fidelity of visual mental representations.

In a virtual reality environment combined with a continuous delayed estimation paradigm, we investigated how manipulation of location at recall (i.e., corresponding vs. non-corresponding to the location where the object was previously encoded) affected mnemonic access and mnemonic fidelity of color information in 100 participants with a within-subjects design. We predicted that the reinstatement of location during recall would improve mnemonic access and mnemonic fidelity. The results suggest that congruent location enhances color access. However, congruent location seems to play no role, or a small role not yet identified in enhancing the details of visual mental representations (weak evidence for the null hypothesis). Explorative analyses revealed that self-reported object imagery preferences modulate the effect of location manipulation on mnemonic access. Overall, the results support the conceptualization of spatial information as a basic feature to help access visual mental representations. Taken together, these findings are in line with the scaffolding hypothesis of visual mental imagery.

On the relationship between mind wandering and mindfulness.

Mind wandering (MW) and mindfulness have both been reported to be vital moderators of psychological wellbeing. Here, we aim to examine how closely associated these phenomena are and evaluate the psychometrics of measures often used to quantify them. We investigated two samples, one consisting of German-speaking unpaid participants (GUP, n [Formula: see text] 313) and one of English-speaking paid participants (EPP, n [Formula: see text] 228) recruited through MTurk.com. In an online experiment, we collected data using the Mindful Attention Awareness Scale (MAAS) and the sustained attention to response task (SART) during which self-reports of MW and meta-awareness of MW were recorded using experience sampling (ES) probes. Internal consistency of the MAAS was high (Cronbachs [Formula: see text] of 0.96 in EPP and 0.88 in GUP). Split-half reliability for SART measures and self-reported MW was overall good with the exception of SART measures focusing on Nogo trials, and those restricted to SART trials preceding ES in a 10 s time window. We found a moderate negative association between trait mindfulness and MW as measured with ES probes in GUP, but not in EPP. Our results suggest that MW and mindfulness are on opposite sides of a spectrum of how attention is focused on the present moment and the task at hand.

Standardized database of 400 complex abstract fractals.

In experimental settings, characteristics of presented stimuli influence cognitive processes. Knowledge about stimulus features is important to manipulate or control the influence of stimuli. To date, there are a lack of standardized data incorporating such information for complex abstract stimuli. Thus, we provide norms for a database of 400 abstract and complex stimuli. Grey-scaled fractals were rated by 512 participants on the stimulus features of abstractness, animacy, verbalizability, complexity, familiarity, favorableness, and memorability. Moreover, 111 participants labeled the fractals, enabling us to calculate indices of naming agreement and modal names. Overall, the results confirmed high abstractness and low verbalizability of the provided stimuli. To establish external validation for selected stimulus features, we evaluated (a) classifier probability of a deep neural network labeling the fractals, negatively correlated with ratings of abstractness and positively with verbalizability and naming agreement; (b) data compression rate of fractal image files, positively correlated with the rating of complexity; and (c) performance of 212 participants in a recognition-memory task, positively correlated with the rating of memorability. The present work fills the gap of a standardized database for abstract stimuli and provides a database with valid norms for abstract and complex stimuli based on ratings and external validation measures. This database can be used to control and manipulate these stimulus features in experimental settings using abstract stimuli. Such a database is essential in experimental research using abstract stimuli for instance to control for verbal influence and strategy or to control for novelty and familiarity.

Spacing, Feedback, and Testing Boost Vocabulary Learning in a Web Application.

Information and communication technology (ICT) becomes more prevalent in education but its general efficacy and that of specific learning applications are not fully established yet. One way to further improve learning applications could be to use insights from fundamental memory research. We here assess whether four established learning principles (spacing, corrective feedback, testing, and multimodality) can be translated into an applied ICT context to facilitate vocabulary learning in a self-developed web application. Effects on the amount of newly learned vocabulary were assessed in a mixed factorial design (3×2×2×2) with the independent variables Spacing (between-subjects; one, two, or four sessions), Feedback (within-subjects; with or without), Testing (within-subjects, 70 or 30% retrieval trials), and Multimodality (within-subjects; unimodal or multimodal). Data from 79 participants revealed significant main effects for Spacing [F(2,76) = 8.51, p = 0.0005, η p 2 = 0.18 ] and Feedback [F(1,76) = 21.38, p < 0.0001, η p 2 = 0.22 ], and a significant interaction between Feedback and Testing [F(1,76) = 14.12, p = 0.0003, η p 2 = 0.16 ]. Optimal Spacing and the presence of corrective Feedback in combination with Testing together boost learning by 29% as compared to non-optimal realizations (massed learning, testing with the lack of corrective feedback). Our findings indicate that established learning principles derived from basic memory research can successfully be implemented in web applications to optimize vocabulary learning.

The time course of synaesthetic colour perception.

Grapheme-colour synaesthesia is a neurodevelopmental condition wherein perception of numbers and letters consistently and involuntarily elicits concurrent experiences of colour photisms. Accumulating evidence suggests that heterogeneity in the visuospatial phenomenology of synaesthesia is attributable to the operation of top-down processes underlying photisms experienced as representations in associator synaesthetes and bottom-up processes subserving photisms experienced as spatially localized in projector synaesthetes. An untested corollary of this hypothesis is that bottom-up mechanisms will actuate earlier photism perception in projector than associator synaesthetes. We tested this prediction in a pre-registered study wherein associators and projectors completed adaptive temporal order judgement tasks for graphemes, colours, and photisms. In corroboration of the hypothesis of differential photism access across subtypes, projectors displayed lower photism colour thresholds than associators whereas the two subtypes did not significantly differ in veridical colour thresholds. Synaesthetes did not differ in grapheme or colour thresholds relative to non-synaesthete controls. These results are consistent with the proposal of differential neural mechanisms underlying photism perception in subtypes of grapheme-colour synaesthesia and warrant renewed attention to heterogeneity in the mechanisms and phenomenology of this condition.

Enhanced perception and memory: Insights from synesthesia and expertise.

Memory research has identified many strategies to enhance memory. However, natural foundations of enhanced memory are vastly underexplored. Interestingly, numerous studies show that synesthesia is associated with enhanced memory performance. Although it has been hypothesized for years that wider changes in visual perception are closely linked with enhanced memory functions in synesthesia, the hypothesis has never been directly put to the test. Here, we investigated whether visual perceptual abilities in synesthesia are linked with higher memory performance by comparing synesthetes who experience colors for letters with non-synesthetic color experts and non-synesthetic individuals from the more general population. Our results showed that synesthesia and expertise share a common profile of enhanced visual perceptual ability and memory in contrast to non-synesthetic individuals from the more general population. Overall, our findings suggest that visual perception and visual memory are more closely connected than previously thought.

The advantage of distributed practice in a blended learning setting.

Ongoing digital transformations facilitate the conduct of online courses and distance learning. In this study, it was aimed to investigate the role of learners' personalities and behaviors in their academic success (exam scores) in a blended learning setting (combination of distance learning and face-to-face learning). Next to individual differences in several variables (including intelligence), participants' (n = 62) learning time and learning motivation over 14 weeks (one term) using questionnaires for one learning module at the Swiss Distance University Institute was measured. Also, data on the participants' grades at the end of the course and the number of exercises they completed during the term were obtained. A stepwise regression analysis revealed that studying at the optimal time of the day and studying regularly are relevant predictors of academic success. The results and limitations of the study are discussed in the context of academic success prediction in higher education. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s10639-020-10424-9.

Levels of Processing Affect Perceptual Features in Visual Associative Memory.

The levels of processing (LOP) account has inspired thousands of studies with verbal material. The few studies investigating levels of processing with nonverbal stimuli used images with nameable objects that, like meaningful words, lend themselves to semantic processing. Thus, nothing is known about the effects of different levels of processing on basic visual perceptual features, such as color. Across four experiments, we tested 187 participants to investigate whether the LOP framework also applies to basic perceptual features in visual associative memory. For Experiments 1 and 2, we developed a paradigm to investigate recognition memory for associations of basic visual features. Participants had to memorize object-color associations (Experiment 1) and fractal-color associations (Experiment 2, to suppress verbalization). In Experiments 3 and 4, we extended our account to cued recall. All experiments revealed reliable LOP effects for basic perceptual features in visual associative memory. Our findings demonstrate that the LOP account is more universal than the current literature suggests.

Does a smartphone on the desk drain our brain? No evidence of cognitive costs due to smartphone presence in a short-term and prospective memory task.

It has recently been shown that the mere presence of one's own smartphone on the desk impairs working memory performance. The aim of this study was to follow up on this important finding by assessing the effect of smartphone presence (present on the desk vs. absent from the desk) on different memory functions (short-term memory and prospective memory), and by further examining the moderating role of individual differences in smartphone dependency and impulsiveness. We found no overall effect of smartphone presence on short-term and prospective memory performance. There was a moderating effect for prospective memory: Performance was better when the smartphone was absent versus present for participants with low smartphone dependency. In light of the absence of an overall effect of smartphone presence on memory functions, our results show that previous findings of impairments in working memory due to smartphone presence do not generalize to other domains of memory capacity.

Recognizing synesthesia on the international stage: The first scientific symposium on synesthesia (at The International Conference of Physiological Psychology, Paris, 1889).

At the first ever worldwide international conference of psychology in Paris, 1889, one symposium included a round-table event devoted entirely to the neurodevelopmental condition of synesthesia. Details of this seminal gathering on synesthesia and its international reception have been lost to historical obscurity. A synesthesia study committee emerged from this meeting, as well as a new research tool. Moreover, the scientific findings discussed during this symposium would be echoed over a hundred years later, when a new wave of synesthesia research in the late-twentieth century arose. This article sheds new light on this seminal gathering and aims to answer the following historical questions: Why was synesthesia included in this conference? What science was discussed? Who were the members of the committee and how did they come to be involved? What were their contributions to synesthesia research before, during, and after the conference? What has history shown us about the impact of this symposium on the science of synesthesia?

A single system account of enhanced recognition memory in synaesthesia.

Researchers often adjudicate between models of memory according to the models' ability to explain impaired patterns of performance (e.g., in amnesia). In contrast, evidence from special groups with enhanced memory is very rarely considered. Here, we explored how people with unusual perceptual experiences (synaesthesia) perform on various measures of memory and test how computational models of memory may account for their enhanced performance. We contrasted direct and indirect measures of memory (i.e., recognition memory, repetition priming, and fluency) in grapheme-colour synaesthetes and controls using a continuous identification with recognition (CID-R) paradigm. Synaesthetes outperformed controls on recognition memory and showed a different reaction-time pattern for identification. The data were most parsimoniously accounted for by a single-system computational model of the relationship between recognition and identification. Overall, the findings speak in favour of enhanced processing as an explanation for the memory advantage in synaesthesia. In general, our results show how synaesthesia can be used as an effective tool to study how individual differences in perception affect cognitive functions.

The "golden age" of synesthesia inquiry in the late nineteenth century (1876-1895).

Synesthesia is a rare neurological trait that causes unusual, often cross-sensory, experiences (e.g., seeing colors when listening to music). This article traces the history of synesthesia in the period 1876 to 1895. In this period, there was considerable debate over the nature of synesthesia, its causes, and how it should be named. The issue also attracted the leading thinkers of the time and, within a few years, the number of reported cases of synesthesia jumped from around ten to more than 100. For this reason, this period can be regarded as the "golden age" for synesthesia research in the nineteenth century. In this time, scientists debated whether synesthesia was a form of pathology or an alternative manifestation of intelligence. The differing roles of heredity and environment were contested, and there were several explanations proposed as to its neural basis. These enquiries went to the heart of the debate as to whether synesthetic experiences are special in any way or, instead, a more vivid manifestation of a more general capacity for forming associations.

The evolution of the concept of synesthesia in the nineteenth century as revealed through the history of its name.

Synesthesia is a rare perceptual condition causing unusual sensations, which are triggered by the stimulation of otherwise unrelated modalities (e.g., the sensation of colors triggered when listening to music). In addition to the name it takes today, the condition has had a wide variety of designations throughout its scientific history. These different names have also been accompanied by shifting boundaries in its definition, and the literature has undergone a considerable process of change in the development of a term for synesthesia, starting with "obscure feeling" in 1772, and ending with the first emergence of the true term "synesthesia" or "synæsthesiæ" in 1892. In this article, we will unpack the complex history of this nomenclature; provide key excerpts from central texts, in often hard-to-locate sources; and translate these early passages and terminologies into English.

Neurophenomenology of induced and natural synaesthesia.

People with synaesthesia have additional perceptual experiences, which are automatically and consistently triggered by specific inducing stimuli. Synaesthesia therefore offers a unique window into the neurocognitive mechanisms underlying conscious perception. A long-standing question in synaesthesia research is whether it is possible to artificially induce non-synaesthetic individuals to have synaesthesia-like experiences. Although synaesthesia is widely considered a congenital condition, increasing evidence points to the potential of a variety of approaches to induce synaesthesia-like experiences, even in adulthood. Here, we summarize a range of methods for artificially inducing synaesthesia-like experiences, comparing the resulting experiences to the key hallmarks of natural synaesthesia which include consistency, automaticity and a lack of 'perceptual presence'. We conclude that a number of aspects of synaesthesia can be artificially induced in non-synaesthetes. These data suggest the involvement of developmental and/or learning components in the acquisition of synaesthesia, and they extend previous reports of perceptual plasticity leading to dramatic changes in perceptual phenomenology in adults. This article is part of a discussion meeting issue 'Bridging senses: novel insights from synaesthesia'.

Development of synaesthetic consistency: Repeated autonomous engagement with graphemes and colours leads to consistent associations.

Synaesthetic consistency is the hallmark of synaesthesia and plays an important role in the definition and validation of synaesthesia. It has been hypothesised that the acquisition of initially unspecified synaesthetic associations is based on consolidation processes. Thus, we investigated in non-synaesthetes whether repeatedly engaging with grapheme-colour associations mimics the developmental trajectory of synaesthetic consistency in genuine grapheme-colour synaesthesia. This was the case for the two tested experimental groups, irrespective of whether they were instructed to memorize their chosen associations, but not for the passive control group. Moreover, consolidated associations of the experimental groups resembled those frequently found in genuine synaesthesia. Furthermore, the acquisition of consistent grapheme-colour associations resulted in a transfer of benefits to performance in recognition memory for abstract stimuli, as also found in genuine synaesthesia. Our findings suggest that consistent synaesthetic associations are based on consolidation processes due to repeated engagement with graphemes and colours.

Synesthesia improves sensory memory, when perceptual awareness is high.

Empirical evidence suggests that synesthesia is associated with enhanced sensory processing. A separate body of empirical literature suggests that synesthesia is linked to a specific profile of enhanced episodic and working memory performance. However, whether sensory (iconic) memory performance is also affected by synesthesia remains unknown. Therefore, we tested 22 grapheme-color synesthetes and compared their performance in a partial-report paradigm with 22 individually matched non-synesthete controls. Participants were briefly presented with a circular-letter array and required to report the identity of the letter at a probed target location after various delays. Furthermore, they were required to indicate the subjective clarity of the target letter after every trial. The results suggest that sensory memory performance is enhanced in synesthesia, but only when subjective clarity of the target letter is high. Additional exploratory analyses revealed that synesthetic consistency, which is widely used to confirm the genuineness of synesthesia, correlated significantly with performance in the partial report paradigm. We conclude that synesthesia does not generally enhance sensory memory performance, but that synesthetic experiences may enhance sensory memory performance when perceptual awareness of the target is high. Furthermore, the stability of synesthetic associations may be linked to sensory memory performance.

Coordinated neural, behavioral, and phenomenological changes in perceptual plasticity through overtraining of synesthetic associations.

Synesthesia is associated with additional perceptual experiences, which are automatically and consistently triggered by specific inducing stimuli. Synesthesia is also accompanied by more general sensory and cortical changes, including enhanced modality-specific cortical excitability. Extensive cognitive training has been shown to generate synesthesia-like phenomenology but whether these experiences are accompanied by neurophysiological changes characteristic of synesthesia remains unknown. Addressing this question provides a unique opportunity to elucidate the neural basis of perceptual plasticity relevant to conscious experiences. Here we investigate whether extensive training of letter-color associations leads not only to synesthetic experiences, but also to changes in cortical excitability. We confirm that overtraining synesthetic associations results in synesthetic phenomenology. Stroop tasks further reveal synesthesia-like performance following training. Electroencephalography and transcranial magnetic stimulation show, respectively, enhanced visual evoked potentials (in response to untrained patterns) and lower phosphene thresholds, demonstrating specific cortical changes. An active (using letter-symbol training) and a passive control confirmed these results were due to letter-color training and not simply to repeated testing. Summarizing, we demonstrate specific cortical changes, following training-induced acquisition of synesthetic phenomenology that are characteristic of genuine synesthesia. Collectively, our data reveal dramatic plasticity in human visual perception, expressed through a coordinated set of behavioral, neurophysiological, and phenomenological changes.

Spontaneous retrieval reveals right-ear advantage in prospective memory.

The goal of this study was to investigate the impact of individual costs on prospective memory performance. Individual costs were assessed by contrasting participants with high costs and those with low costs. Specifically, we tested whether prospective memory performance is moderated by costs, cue-focality and intention specificity. Participants performed a dichotic listening paradigm where they had to indicate whether a word presented to one ear was abstract or concrete while ignoring the word presented to the other ear. For the prospective memory task, participants had to detect target items; half of them were presented focally to the same ear as the relevant words for the ongoing task and half of them were presented non-focally to the other ear. Moreover, half of the participants were given specific instructions and the other half were given categorical instructions. The results revealed a right-ear advantage for participants with low costs but not for participants with high costs. Moreover, the absence of costs was not necessarily accompanied by worse prospective memory performance. Given differential results under the same task conditions, we conclude that individual costs are an important factor which should be considered when investigating prospective memory processes.