Mental counters as an online tool for assessing working memory capacity.

Working memory capacity (WMC) describes an individual's ability to focus their attention in the face of interference which allows them to actively maintain and manipulate information in immediate memory. Individual differences in WMC predict a wide range of psychological constructs. The development of online measures can enable data collection from broader, more diverse samples than those typically collected in person in laboratory settings. In addition, logistical challenges brought on by the COVID-19 pandemic have mandated the need for reliable and valid remote assessments of individual differences that are both culture-fair and less susceptible to cheating. This study reports details of a new online version of a Mental Counters task that takes only 10 min to collect and provides evidence for its reliability and convergent validity with other measures including Picture Span and Paper Folding.

Forgetting of competing solutions as a consequence of analogical problem-solving attempts.

ABSTRACTThree experiments used a paradigm based on Retrieval-Induced Forgetting research to test for the competition from non-useful sources of information in cross-domain analogical transfer. This was accomplished by presenting people with texts introducing multiple candidate solutions prior to attempting the Radiation problem, and later testing memory for the texts. In Experiment 1, viable and unviable candidate solutions that varied in surface and structural similarity were presented in their own story contexts. In Experiments 2 and 3, the viable and unviable solutions were embedded within the same story context. The results suggest that forgetting unviable solutions that share surface-level overlap with the target problem may be less important than suggested by prior work. Instead, greater evidence of forgetting was obtained when unviable solutions were embedded within the same context as viable solutions. These findings suggest that competition from superficially similar, unviable solutions may not be the main obstacle during analogical problem-solving attempts, but rather the main obstacle for transfer may be the selection of relevant solution concepts.

Closing the gap: connecting sudden representational change to the subjective Aha! experience in insightful problem solving.

Two hallmarks of insightful problem solving are thought to be suddenness in the emergence of solution due to changes in problem representation, and the subjective Aha! experience. Although a number of studies have explored the Aha! experience, few studies have attempted to measure representational change. Following the lead of Durso et al. (Psychol Sci 5(2):94-97, 1994) and Cushen and Wiley (Conscious Cognit 21(3):1166-1175, 2012), in this study, participants made importance-to-solution ratings throughout their solution attempts as a way to assess representational change. Participants viewed a set of magic trick videos with the task of finding out how each trick worked, and rated six action verbs for each trick (including one that implied the correct solution) multiple times during solution. They were also asked to indicate the extent to which they experienced an Aha! moment. Patterns of ratings that showed a sudden change towards a correct solution led to stronger Aha! experiences than patterns that showed a more incremental change towards a correct solution, or a change towards incorrect solutions. The results show a connection between sudden changes in problem representations (leading to correct solutions) and the subjective appraisal of solutions as an Aha! experience. This offers the first empirical support for a close relationship between two theoretical constructs that have traditionally been assumed to be related to insightful problem solving.

Need something different? Here's what's been done: Effects of examples and task instructions on creative idea generation.

Creative idea generation involves search and retrieval of memory. There is a default tendency to rely too heavily on familiar or easily accessible information during idea generation, especially in tasks such as the alternate uses task (AUT) that involve generating novel uses for common objects. Knowing which obvious ideas to avoid may be important in creating more original ideas. The present experiments tested whether instructions encouraging participants to avoid a set of common example ideas would enhance originality or cause fixation on the AUT. The results of Experiment 1 demonstrated that presenting a verbal list of common example uses along with a warning to avoid those uses enhanced originality. In contrast, when the example ideas were presented in the absence of any "avoid" instructions, there was no benefit on originality, indicating that mere example exposure did not stimulate more creative idea generation. The design of Experiment 2 was parallel to that of Experiment 1, but the verbal examples were replaced with visually depicted examples. Exposure to the visual examples led to reduced originality, suggesting fixation. Although the "avoid" instruction helped to mitigate this fixation, it did not enhance originality beyond the no-example condition. The results suggest that under some conditions presenting unoriginal examples along with an "avoid" warning can allow people to shift their focus away from easily retrieved ideas and toward more novel approaches. The results are also consistent with prior work showing a negative impact of visual presentation of examples on creativity.

Both attentional control and the ability to make remote associations aid spontaneous analogical transfer.

Given the widespread belief that analogical processing is an important mechanism for creative problem solving, despite the rarity of spontaneous transfer in laboratory studies, a critical direction for future research is to address which abilities may allow for the spontaneous analogizing between distant (superficially dissimilar) sources and targets. This study explores the role of individual differences in attentional control and the ability to make remote associations and their possible combined effects on spontaneous analogical transfer. Participants attempted to solve Duncker's radiation problem after having been exposed to a distant source as part of an earlier task. Results indicated that both measures of attentional control and the ability to make remote associations uniquely predicted spontaneous transfer between a superficially dissimilar source and target. Further, a critical role was seen for the quality of the representation of the source analog on the likelihood of transfer. The present results affirm that the likelihood of spontaneous transfer depends critically on the quality of the representation for the source, but also suggest that individual differences in the ability to make remote associations may be more conducive to constructing a broader representation of that source than individual differences in attentional control.

Drunk, but not blind: the effects of alcohol intoxication on change blindness.

Alcohol use has long been assumed to alter cognition via attentional processes. To better understand the cognitive consequences of intoxication, the present study tested the effects of moderate intoxication (average BAC between .071 and .082) on attentional processing using complex working memory capacity (WMC) span tasks and a change blindness task. Intoxicated and sober participants were matched on baseline WMC performance, and intoxication significantly decreased performance on the complex span tasks. Surprisingly, intoxication improved performance on the change blindness task. The results are interpreted as evidence that intoxication decreases attentional control, causing either a shift towards more passive processing and/or a more diffuse attentional state. This may result in decreased performance on tasks where attentional control or focus are required, but may actually facilitate performance in some contexts.

The effects of generating examples on comprehension and metacomprehension.

Teachers and students often report using examples to support learning. Research has shown benefits of viewing provided examples and generating examples during declarative concept learning; however, there is less work showing clear benefits when learners generate their own examples on comprehension measures while students are attempting to learn from expository science texts. The present study tested whether generating examples would be useful for improving comprehension and comprehension monitoring in the context of an undergraduate science course. In a pre-post design, students completed an initial reading activity, followed by taking practice tests on each topic. Some students were assigned to complete an additional example generation activity after taking the practice tests. Some students also evaluated the quality of generated examples and received explanatory feedback. While there was an overall improvement in comprehension for all students, those who generated examples without the opportunity to evaluate the quality had the smallest overall learning gains. Students who evaluated the quality of examples showed the greatest learning gains on application-based test questions. And, although overall overconfidence decreased, there were no differences between conditions. These results suggest that example generation may not always be as helpful for improving learning as many students and teachers assume. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Conceptual overlap among texts impedes comprehension monitoring.

For decades, research on metacomprehension has demonstrated that many learners struggle to accurately discriminate their comprehension of texts. However, while reviews of experimental studies on relative metacomprehension accuracy have found average intra-individual correlations between predictions and performance of around .27 for adult readers, in some contexts even lower near-zero accuracy levels have been reported. One possible explanation for those strikingly low levels of accuracy is the high conceptual overlap between topics of the texts. To test this hypothesis, in the present work participants were randomly assigned to read one of two text sets that differed in their degree of conceptual overlap. Participants judged their understanding and completed an inference test for each topic. Across two studies, mean relative accuracy was found to match typical baseline levels for the low-overlap text sets and was significantly lower for the high-overlap text sets. Results suggest text similarity is an important factor impacting comprehension monitoring accuracy that may have contributed to the variable and sometimes inconsistent results reported in the metacomprehension literature.

Inaugural Results of the Individualized Screening Trial of Innovative Glioblastoma Therapy: A Phase II Platform Trial for Newly Diagnosed Glioblastoma Using Bayesian Adaptive Randomization.

PURPOSE: The Individualized Screening Trial of Innovative Glioblastoma Therapy (INSIGhT) is a phase II platform trial that uses response adaptive randomization and genomic profiling to efficiently identify novel therapies for phase III testing. Three initial experimental arms (abemaciclib [a cyclin-dependent kinase [CDK]4/6 inhibitor], neratinib [an epidermal growth factor receptor [EGFR]/human epidermal growth factor receptor 2 inhibitor], and CC-115 [a deoxyribonucleic acid-dependent protein kinase/mammalian target of rapamycin inhibitor]) were simultaneously evaluated against a common control arm. We report the results for each arm and examine the feasibility and conduct of the adaptive platform design. PATIENTS AND METHODS: Patients with newly diagnosed O6-methylguanine-DNA methyltransferase-unmethylated glioblastoma were eligible if they had tumor genotyping to identify prespecified biomarker subpopulations of dominant glioblastoma signaling pathways (EGFR, phosphatidylinositol 3-kinase, and CDK). Initial random assignment was 1:1:1:1 between control (radiation therapy and temozolomide) and the experimental arms. Subsequent Bayesian adaptive randomization was incorporated on the basis of biomarker-specific progression-free survival (PFS) data. The primary end point was overall survival (OS), and one-sided P values are reported. The trial is registered with ClinicalTrials.gov (identifier: NCT02977780). RESULTS: Two hundred thirty-seven patients were treated (71 control; 73 abemaciclib; 81 neratinib; 12 CC-115) in years 2017-2021. Abemaciclib and neratinib were well tolerated, but CC-115 was associated with ≥ grade 3 treatment-related toxicity in 58% of patients. PFS was significantly longer with abemaciclib (hazard ratio [HR], 0.72; 95% CI, 0.49 to 1.06; one-sided P = .046) and neratinib (HR, 0.72; 95% CI, 0.50 to 1.02; one-sided P = .033) relative to the control arm but there was no PFS benefit with CC-115 (one-sided P = .523). None of the experimental therapies demonstrated a significant OS benefit (P > .05). CONCLUSION: The INSIGhT design enabled efficient simultaneous testing of three experimental agents using a shared control arm and adaptive randomization. Two investigational arms had superior PFS compared with the control arm, but none demonstrated an OS benefit. The INSIGhT design may promote improved and more efficient therapeutic discovery in glioblastoma. New arms have been added to the trial.

Cues to solution, restructuring patterns, and reports of insight in creative problem solving.

While the subjective experience of insight during problem solving is a common occurrence, an understanding of the processes leading to solution remains relatively uncertain. The goal of this study was to investigate the restructuring patterns underlying solution of a creative problem, and how providing cues to solution may alter the process. Results show that both providing cues to solution and analyzing problem solving performance on an aggregate level may result in restructuring patterns that appear incremental. Analysis of performance on an individual level provides evidence for insight-like solution patterns. However, no evidence is found for a relationship between an individual's restructuring pattern and their subjective experience of insight during problem solving.

Uncorking the muse: alcohol intoxication facilitates creative problem solving.

That alcohol provides a benefit to creative processes has long been assumed by popular culture, but to date has not been tested. The current experiment tested the effects of moderate alcohol intoxication on a common creative problem solving task, the Remote Associates Test (RAT). Individuals were brought to a blood alcohol content of approximately .075, and, after reaching peak intoxication, completed a battery of RAT items. Intoxicated individuals solved more RAT items, in less time, and were more likely to perceive their solutions as the result of a sudden insight. Results are interpreted from an attentional control perspective.

Primary ovarian teratoma and GCT with intra-abdominal metastasis in a dog.

This report describes the simultaneous occurrence of an ovarian teratoma and a granulosa cell tumor (GCT) with intra-abdominal metastasis in a 1.5 yr old female Doberman pinscher. At surgery, a 20 cm, smooth, intact mass associated with the left ovary and multiple 1-2 cm irregular masses in the broad ligament were found. The masses were surgically removed and submitted for histopathology. A histologic diagnosis of a teratoma and a GCT with broad ligament metastasis was made. Further treatment was elected by the owner and included two cycles of carboplatin therapy. The dog was euthanized 6 wk postoperatively for signs related to metastasis and dyspnea. Teratoma of the ovary, although it contains derivatives of all three embryonic germ cell layers, rarely presents together with either ovarian epithelial or sex cord-stromal tumors. To the authors' knowledge, this is the first reported case of an ovarian teratoma coexisting with a primary GCT with intra-abdominal metastasis in the same ovary in a dog.

Testing the limits of testing effects using completion tests.

Recent work on testing effects has shown that retrieval practice can facilitate memory even for complex prose materials (Roediger & Karpicke, 2006a, 2006b). In three experiments the current study explores the effectiveness of retrieval practice on fill-in-the-blank (FITB) tests requiring the recall of specific words or phrases from a text. Final tests included both repeated items that were directly taken from initial tests, and related items. In Experiment 1, with a 2-day delay between initial and final tests, FITB testing benefited performance only on repeated items. In Experiment 2 a 7-day delay between testing sessions led to more robust effects on repeated items. However, once again no benefits were seen for related items. In Experiment 3 the scope of retrieval was varied by comparing FITB tests to paragraph recall tests requiring retrieval of all sentences following a topic sentence. Only the more open-ended recall practice demonstrated improvements in transfer to novel questions. The results suggest that scope or type of processing required during retrieval practice is likely a critical factor in whether testing will have specific or robust benefits.

Test expectancy affects metacomprehension accuracy.

BACKGROUND: Theory suggests that the accuracy of metacognitive monitoring is affected by the cues used to judge learning. Researchers have improved monitoring accuracy by directing attention to more appropriate cues; however, this is the first study to more directly point students to more appropriate cues using instructions regarding tests and practice tests. AIMS: The purpose of the present study was to examine whether the accuracy metacognitive monitoring was affected by the nature of the test expected. SAMPLE AND METHOD: Students (N= 59) were randomly assigned to one of two test expectancy groups (memory vs. inference). Then after reading texts, judging learning, completed both memory and inference tests. RESULTS: Test performance and monitoring accuracy were superior when students received the kind of test they had been led to expect rather than the unexpected test. CONCLUSION: Tests influence students' perceptions of what constitutes learning. Our findings suggest that this could affect how students prepare for tests and how they monitoring their own learning.

First-in-human study of the safety, tolerability, pharmacokinetics, and pharmacodynamics of ALPN-101, a dual CD28/ICOS antagonist, in healthy adult subjects.

ALPN-101 (ICOSL vIgD-Fc) is an Fc fusion protein of a human inducible T cell costimulatory ligand (ICOSL) variant immunoglobulin domain (vIgD) designed to inhibit the cluster of differentiation 28 (CD28) and inducible T cell costimulator (ICOS) pathways simultaneously. A first-in-human study evaluated the safety, tolerability, pharmacokinetics (PK), and pharmacodynamics (PD) of ALPN-101 in healthy adult subjects. ALPN-101 was generally well-tolerated with no evidence of cytokine release, clinically significant immunogenicity, or severe adverse events following single subcutaneous (SC) doses up to 3 mg/kg or single intravenous (IV) doses up to 10 mg/kg or up to 4 weekly IV doses of up to 1 mg/kg. ALPN-101 exhibited a dose-dependent increase in exposure with an estimated terminal half-life of 4.3-8.6 days and SC bioavailability of 60.6% at 3 mg/kg. Minimal to modest accumulation in exposure was observed with repeated IV dosing. ALPN-101 resulted in a dose-dependent increase in maximum target saturation and duration of high-level target saturation. Consistent with its mechanism of action, ALPN-101 inhibited cytokine production in whole blood stimulated by Staphylococcus aureus enterotoxin B ex vivo, as well as antibody responses to keyhole limpet hemocyanin immunization, reflecting immunomodulatory effects upon T cell and T-dependent B cell responses, respectively. In conclusion, ALPN-101 was well-tolerated in healthy subjects with dose-dependent PK and PD consistent with the known biology of the CD28 and ICOS costimulatory pathways. Further clinical development of ALPN-101 in inflammatory and/or autoimmune diseases is therefore warranted.

What causes the insight memory advantage?

Prior research indicates that solutions accompanied by an Aha! experience are remembered better than those missing this feeling of epiphany. The question for the present studies was whether this insight memory advantage for problem solutions is modulated by the affective component of insight (the strong feelings that typically accompany the Aha! experience), or by the cognitive component (the restructuring or representational change that occurs during insightful problem solving). In both studies, participants viewed a set of magic trick videos to generate solutions for how each trick was done, and memory for the generated solutions was tested after a week delay. They also indicated the extent to which they experienced an Aha! moment at solution along with other perceptions of their experience. In the second study, they additionally rated the relevance of five action verbs for each trick (including one that implied the correct solution) multiple times during solution as a measure of restructuring the problem representation. The explanation for the insight memory advantage that was best supported by the results is that it is the joint consequence of finding correct solutions, the subjective feeling that one has found a correct solution (certainty), and experiencing an emotional pleasurable reaction during the problem solving process that all contribute to better memory for the solution. However, it did not seem to rely on having reached the solution via a sudden restructuring process.

Chronic myelogenous leukemia in a great horned owl (Bubo virginianus).

A free-ranging adult female great horned owl (Bubo virginianus) was presented to the Wildlife Medical Clinic at the University of Illinois after being observed with anorexia and decreased activity. A severe leukocytosis (212 400 cells/microl), primarily comprised of mature heterophils, was found at presentation. Results of various diagnostic tests including radiographs, Chlamydophila serologic testing, measurement of Aspergillus antibody and antigen titers, plasma protein electrophoresis, fecal culture and acid-fast staining, coelioscopy, endoscopy, tracheoscopy, exploratory coelomotomy, nuclear scintigraphy, tissue cultures, bone marrow biopsy, and histopathology revealed no underlying cause for the persistent leukocytosis. No response to treatment with antibiotics or antifungal agents was observed, although a transient, significant decrease in the leukocyte count (6200 cells/microl) was observed after treatment with fenbendazole. A presumptive diagnosis of chronic myelogenous leukemia was made based on 3 factors: disease duration of greater than 3 months, a lack of identifiable foci of inflammation, and a lack of response to conventional therapy. The diagnosis was confirmed based on postmortem examination and testing 177 days after initial presentation.

When is literal meaning inhibited? Evidence from nonsense in the metaphor-induced lexical forgetting paradigm.

A common feature of metaphoric language processing is a conflict between literal and figurative aspects of meaning. A consequence of this is the need to select the most appropriate meaning among competing associates when we encounter such phrases. The goal of the present experiments was to adapt the "impossible" retrieval approach of previous retrieval-induced and problem-solving-induced forgetting (RIF; PSIF) studies to test for the use of inhibitory mechanisms during metaphor comprehension. To achieve this goal, a series of 3 studies assessed forgetting following the processing of nonsense metaphors that were unlikely to lead to viable interpretations within a short period of time (Jealousy is a barn). In the first 2 experiments, processing nonsense metaphors led to reduced recall for previously studied literal associates. In a 3rd study, processing nonsense metaphors led to longer recognition latencies for literal associates on a cue-independent task. In contrast, no evidence of forgetting was seen because of the processing of familiar metaphors in any study. Because participants are unlikely to reach a viable interpretation of these nonsense metaphors, and because results were similar using recall and cue-independent recognition measures, these results provide novel support for an inhibitory account for this forgetting effect over a blocking or cue-based interference account. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The effects of comprehension-test expectancies on metacomprehension accuracy.

A set of four experiments assessed the effects of establishing a comprehension-test expectancy (in contrast to a memory-test expectancy) on relative metacomprehension accuracy. Typically readers show poor relative metacomprehension accuracy while learning from text (i.e., they are unable to discriminate topics they have understood well from topics they have understood poorly). In the first experiment, both readers who were given no test expectancy and those who were given a memory-test expectancy made judgments that were more predictive of performance on memory tests than inference tests. However, readers who were given a comprehension-test expectancy made judgments that were more predictive of inference-test performance. This effect was replicated and extended in two additional experiments that showed an effect of comprehension-test expectancy even when no example test items were provided, and when the expectancy was established only after reading. A fourth experiment showed that establishing a comprehension-test expectancy still had an effect on accuracy even when metacomprehension accuracy was already being improved via a self-explanation activity. The results show robust and reliable benefits to metacomprehension accuracy from a comprehension-test expectancy that serves as portable knowledge that learners can apply to monitoring future learning from text. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

How restudy decisions affect overall comprehension for seventh-grade students.

BACKGROUND: Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. AIMS: We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other conditions in which texts were selected for them. The Test-Based Restudy condition determined text selection using initial test performance - presenting the text with the lowest initial test performance for restudy, thereby circumventing potential problems associated with inaccurate monitoring and ineffective regulation. The Judgement-Based Restudy condition determined text selection using metacognitive judgements of comprehension - presenting the text with the lowest judgement of comprehension, thereby circumventing potential problems associated with ineffective regulation. SAMPLE: Four hundred and eighty seventh-grade students participated. METHOD: Students were randomly assigned to conditions in an experimental design. RESULTS AND CONCLUSIONS: Gains in comprehension following restudy were larger for the Test-Based Restudy condition than for the Judgement-Based Restudy condition or the Participant's Choice condition. No differences in comprehension were seen between the Judgement-Based Restudy and Participant's Choice conditions. These results suggest seventh graders can systematically use their monitoring to make decisions about what to restudy. However, the results highlight how inaccurate monitoring is one reason why younger students fail to benefit from self-regulated study opportunities.