Behavioral effects of chronic stress in Carioca high- and low-conditioned freezing rats.

Chronic unpredictable mild stress (CUMS) is a widely used model to study stress-coping strategies in rodents. Different factors have been shown to influence whether animals adopt passive or active coping responses to CUMS. Individual adaptation and susceptibility to the environment seem to play a critical role in this process. To further investigate this relationship, we examined the effects of CUMS on Carioca high- and low-conditioned freezing rats (CHF and CLF, respectively), bidirectional lines of animals selected for high and low freezing in response to contextual cues that were previously associated with footshocks. For this purpose, the behavior of CHF and CLF animals was evaluated in the contextual fear conditioning, open field, elevated T maze, and forced swimming tests before and after 21 days of CUMS. For all tests, CHF rats were more susceptible to the effects of CUMS compared to CLF. CHF animals exposed to CUMS displayed a reduction in freezing behavior, decreased number of entries and time spent in the center of the open field, greater latencies to become immobile, and increased avoidance and escaping behaviors in the elevated T maze. Overall, these findings support the hypothesis that a heightened susceptibility to the environment exerts a strong influence on coping responses to chronic stress.

Thirty-five-month-old children have spontaneous memories despite change of context for retrieval.

Many parents have experienced incidents in which their preschool child spontaneously (i.e., without prompting of any kind) recall a previously experienced event. Until recently, such spontaneous memories had only been examined in non-controlled settings (e.g., diary studies). Using a novel experimental paradigm, a previous study has shown that when young children are brought back to a highly distinct setting (same room, same experimenter, same furnishing), in which they previously experienced an interesting event (a Teddy or a Game event), spontaneous memories can be triggered. However, exactly which cues (or combination of cues) are effective for the children's memory, remains unknown. Here, we used this novel paradigm to examine the possible impact of contextual cues at the time of retrieval. We manipulated whether the 35-month-old children returned to the same room (n = 40) or to a different, but similarly furnished, room (n = 40) after one week. The results revealed that although the children returning to a new room produced fewer spontaneous memories than the children returning to the same room, the difference was not significant. Interestingly, despite changing rooms, the children still produced spontaneous memories. Taken together the results may shed new light on the mechanisms underlying childhood amnesia.

Fatigue biases the decoy effect in males but not females.

Individuals often need to make critical decisions even when they are in a fatigued state. Mental fatigue may lead to increased susceptibility to distraction and poor information processing but it is unclear exactly how fatigue shapes individuals' decision-making. We studied how mental fatigue influences sensitivity to contextual information, indexed as decoy bias. Mental fatigue was induced using a multi-source interference task, and decoy bias was assessed using a gambling task, in 124 young adults. Results showed that mental fatigue increased decoy bias through enhanced perceptual salience of contextual cues, but only in males. The findings provide insight into a gender-specific relationship between fatigue and poor judgments. This study extends the current literature on links between fatigue and poor decision-making by documenting a possible mechanism of the association. The results may have practical implications for designing optimal working hours and safeguarding people from suboptimal decisions.

Generalization and transfer of contextual cues in motor learning.

We continuously adapt our movements in daily life, forming new internal models whenever necessary and updating existing ones. Recent work has suggested that this flexibility is enabled via sensorimotor cues, serving to access the correct internal model whenever necessary and keeping new models apart from previous ones. While research to date has mainly focused on identifying the nature of such cue representations, here we investigated whether and how these cue representations generalize, interfere, and transfer within and across effector systems. Subjects were trained to make two-stage reaching movements: a premovement that served as a cue, followed by a targeted movement that was perturbed by one of two opposite curl force fields. The direction of the premovement was uniquely coupled to the direction of the ensuing force field, enabling simultaneous learning of the two respective internal models. After training, generalization of the two premovement cues' representations was tested at untrained premovement directions, within both the trained and untrained hand. We show that the individual premovement representations generalize in a Gaussian-like pattern around the trained premovement direction. When the force fields are of unequal strengths, the cue-dependent generalization skews toward the strongest field. Furthermore, generalization patterns transfer to the nontrained hand, in an extrinsic reference frame. We conclude that contextual cues do not serve as discrete switches between multiple internal models. Instead, their generalization suggests a weighted contribution of the associated internal models based on the angular separation from the trained cues to the net motor output.

A Modern Collaborative Behavior Analytic Approach to Incidental Naming.

An important distinction has been drawn within the behavior-analytic literature between two types of naming. Naming that is reinforced is referred to as bidirectional naming, and naming that is not reinforced is referred to as incidental bidirectional naming. According to verbal behavior development theory children who demonstrate incidental naming have developed a verbal behavioral cusp, and often learn new language more rapidly as a result. A growing body of research has assessed incidental naming using what is described as an incidental naming experience, in which novel stimuli are presented and named by a researcher but with no direct differential reinforcement for subsequent naming responses by the participant. According to relational frame theory, such studies on incidental naming have typically involved presenting contextual cues that likely serve to establish the name relations between an object and its name. As such, contextual cues may play a critical role in the emergence of incidental naming responses, but there are no published studies that have systematically tested the potential role of contextual cues in relation to incidental naming. The current article provides a narrative review of the incidental naming literature, highlighting variables that remain to be explored in future research.

Vestibular benefits to task savings in motor adaptation.

In everyday life, we seamlessly adapt our movements and consolidate them to multiple behavioral contexts. This natural flexibility seems to be contingent on the presence of movement-related sensorimotor cues and cannot be reproduced when static visual or haptic cues are given to signify different behavioral contexts. So far, only sensorimotor cues that dissociate the sensorimotor plans prior to force field exposure have been successful in learning two opposing perturbations. Here we show that vestibular cues, which are only available during the perturbation, improve the formation and recall of multiple control strategies. We exposed subjects to inertial forces by accelerating them laterally on a vestibular platform. The coupling between reaching movement (forward-backward) and acceleration direction (leftward-rightward) switched every 160 trials, resulting in two opposite force environments. When exposed for a second time to the same environment, with the opposite environment in between, subjects showed retention resulting in an ∼3 times faster adaptation rate compared with the first exposure. Our results suggest that vestibular cues provide contextual information throughout the reach, which is used to facilitate independent learning and recall of multiple motor memories. Vestibular cues provide feedback about the underlying cause of reach errors, thereby disambiguating the various task environments and reducing interference of motor memories.

Emotion Recognition and Context in Adolescents with Autism Spectrum Disorder.

Emotion recognition research in autism has provided conflicting results and has ignored the role of context. We examined if autistic adolescents use context to identify displayed and felt emotion. Twenty adolescents with autism and 20 age-matched neurotypical adolescents identified emotions from a standardised set of images. The groups also viewed videos scenes with actors displaying a feigned emotion masking their true feelings. Participants identified the displayed and felt emotions. Both groups identified emotions from static images equally well. In the video condition, the autism group was unable to distinguish between the displayed and felt emotions. Emotion research is often divorced from context. Our findings suggest that autistic individuals have difficulty integrating contextual cues when processing emotions.

Is this food healthy? The impact of lay beliefs and contextual cues on food healthiness perception and consumption.

Is this food healthy? Understanding how individuals evaluate food healthiness is important because their evaluation can affect their food choices and consumption quantities, potentially leading to obesity and other health problems. However, individuals often find it difficult to process the health information to evaluate food healthiness, so they rely on their intuition or lay beliefs to make the judgment. This article reviews recent empirical findings to highlight how individuals use lay beliefs based on sensory cues (e.g., visual, taste) and cognitive cues (e.g., nutrition label, price) to infer food healthiness and how this perception of food healthiness affects their food consumption. We conclude by discussing possible future opportunities in lay beliefs and food perception.

Learning about the meanings of ambiguous words: evidence from a word-meaning priming paradigm with short narratives.

Fluent language comprehension requires people to rapidly activate and integrate context-appropriate word meanings. This process is challenging for meanings of ambiguous words that are comparatively lower in frequency (e.g., the "bird" meaning of "crane"). Priming experiments have shown that recent experience makes such subordinate (less frequent) word meanings more readily available at the next encounter. These experiments used lists of unconnected sentences in which each ambiguity was disambiguated locally by neighbouring words. In natural language, however, disambiguation may occur via more distant contextual cues, embedded in longer, connected communicative contexts. In the present experiment, participants (N = 51) listened to 3-sentence narratives that ended in an ambiguous prime. Cues to disambiguation were relatively distant from the prime; the first sentence of each narrative established a situational context congruent with the subordinate meaning of the prime, but the remainder of the narrative did not provide disambiguating information. Following a short delay, primed subordinate meanings were more readily available (compared with an unprimed control), as assessed by responses in a word association task related to the primed meaning. This work confirms that listeners reliably disambiguate spoken ambiguous words on the basis of cues from wider narrative contexts, and that they retain information about the outcome of these disambiguation processes to inform subsequent encounters of the same word form.

What influences the selection of contextual cues when starting a new routine behaviour? An exploratory study.

BACKGROUND: Contextual cues play an important role in facilitating behaviour change. They not only support memory but may also help to make the new behaviour automatic through the formation of new routines. However, previous research shows that when people start a new behaviour, they tend to select cues that lack effectiveness for prompting behaviour. Therefore, it is important to understand what influences cue selection, as this can help to identify acceptable cues, which in turn could inform future behaviour change interventions to help people select cues that best fit their context and so ensure continued repetition. METHODS: We conducted a qualitative study to investigate what cues people select, how, and what influences their decisions. We recruited 39 participants and asked them to take vitamin C tablets daily for 3 weeks and later interviewed them about their experience. Quantitative habit strength and memory measures were taken for descriptive purposes. RESULTS: Cue selection was primarily influenced by a desire to minimise effort, e.g. keeping related objects at hand or in a visible place; prior experience with similar behaviours (regardless of whether the cues used in the past were reliable or not); and beliefs about effective approaches. In addition, we found that suboptimal remembering strategies involved reliance on a single cue and loosely defined plans that do not specify cues. Moreover, for many participants, identifying optimal cues required trial and error, as people were rarely able to anticipate in advance what approach would work best for them. CONCLUSIONS: Future behaviour change interventions that rely on routine behaviours might fruitfully include the provision of educational information regarding what approaches are suboptimal (single factors, vaguely defined plans) and what is most likely to work (combining multiple clearly defined cues). They should also assess people's existing beliefs about how to best remember specific behaviours as such beliefs can either enhance or inhibit the cues they select. Finally, interventions should account for the fact that early failures to remember are part of the process of developing a reliable remembering strategy and to be expected.

Can Children of Different Ages Recognize Dog Communication Signals in Different Situations?

The presented study examines the ability of 265 children aged 4-12 years to correctly assign contextual cues and inner state values to a set of audio and audio-visual recordings of dog vocalizations and behaviors in different situations. Participants were asked to mark which situation each recording captured, what inner state of the dog it showed, and what inner state a human would feel in the same situation. Recognition of the inner state of dogs was affected by the age of the child when evaluating the audio recordings (P < 0.001), and such a tendency was revealed in evaluating the audiovisual materials (P = 0.08). The inner state of dog evaluation was associated with both the situation assessment (P < 0.01) and human inner state (P < 0.001) in the case of audio recordings, but it was only correlated with situation assessment in audio-visual recordings (P < 0.01). The contextual situations were recognized by the participants only in the audio materials, with "stranger" being the best recognized situation, while "play" was the least recognized. Overall, children aged 4-5 years showed a limited ability to understand dog signals compared to children aged 6-12 years, who were successful in recognizing the dogs' stimuli more than 80% of the time. Therefore, children younger than 6 years of age require increased supervision when interacting with dogs.

The Relationship Between Contextual Cues in Virtual Environments and Creative Processes.

Because of the range of design possibilities they provide, virtual environments have a promising potential to support creative work. This article presents an experiment that explores the effects of contextual cues, provided in a virtual environment, on performance in a creative task. One hundred thirty-five participants completed a classical creativity task in one of three environments: a virtual creativity-conducive environment (CCE), comprising standardized elements identified from a survey as being characteristic of environments that support creativity, a real meeting room (real control environment), and its virtual replication (virtual control environment). Results show that participants produced more original ideas and explored idea categories in greater depth in the CCE than in the control conditions. These results were discussed in terms of research on creativity, priming, virtual environments, and of the design of workplaces.

Understanding the use of contextual cues: design implications for medication adherence technologies that support remembering.

OBJECTIVE: Forgetfulness is one of the main reasons of unintentional medication non-adherence. Adherence technologies that help people remember to take their medications on time often do not take into account the context of people's everyday lives. Existing evidence that highlights the effectiveness of remembering strategies that rely on contextual cues is largely based on research with older adults, and thus it is not clear whether it can be generalized to other populations or used to inform the design of wider adherence technologies that support medication self-management. Understanding how younger populations currently remember medications can inform the design of future adherence technologies that take advantage of existing contextual cues to support remembering. METHODS: We conducted three surveys with a total of over a thousand participants to investigate remembering strategies used by different populations: women who take oral contraception, parents and carers who give antibiotics to their children, and older adults who take medications for chronic conditions. RESULTS: Regardless of the population or the type of regimen, relying on contextual cues-routine events, locations, and meaningful objects-is a common and often effective strategy; combinations of two or more types of cues are more effective than relying on a single cue. CONCLUSIONS: To effectively support remembering, adherence technologies should help users recognize contextual cues they already have at their disposal and reinforce relevant cues available in their environment. We show that, given the latest developments in technology, such support is already feasible.

Rats taste-aversive learning with cyclosporine a is not affected by contextual changes.

In conditioned taste aversion (CTA) rats associate a novel taste (conditioned stimulus; CS) with a treatment (unconditioned stimulus; US) that induces symptoms of malaise. During retrieval, animals learn that the CS no longer predicts the US, with the consequence that the behavior elicited by the CS extinguishes. Importantly, CTA data with lithium chloride (LiCl) as US indicate that extinction learning is affected by changing the physical context. However, if this is also the case in different taste-aversion paradigms employing compounds other than LiCL as US is unknown. Against this background the present study investigated in a CTA paradigm with saccharin as CS and the immunosuppressant cyclosporine A (CsA) as US the influence of contextual changes on CTA extinction. Our results show, that extinction of a learned CS-US association with CsA is not prone to contextual changes. Due to the direct effects of CsA on CNS functioning, CTA with this immunosuppressant apparently operates under different mechanisms compared to other drugs, such as LiCl. These data indicate that taste aversive learning and its extinction are not necessarily specific to the context in which it is learned but also depends, at least in part, on the physiological and neuropharmacological effects of the drug employed as US.

Contextual cue exposure effects on food intake in restrained eaters.

Food cue exposure has been shown to trigger overeating in restrained eaters. To explore the difficulties experienced by these individuals in regulating their food intake, recent investigations have sought to determine the impact of exposure to a low calorie food cue, but with mixed success. This study tested the possibility that contextual differences moderate the impact of exposure to such a food cue among restrained eaters. To this end, we compared the effect of exposure to a low calorie food cue either on its own or together with a high calorie food cue. Specifically, we exposed 122 undergraduate women to a low calorie food cue (pictures of grapes), or to a high calorie food cue (pictures of cookies), or both, and examined the effect of such food-cue exposure on intake of either grapes or cookies. Restrained eaters were identified by their scores on the Revised Restraint Scale (Herman & Polivy, 1980). In line with predictions regarding dieting goal activation, restrained eaters ate less of the given food, either grapes or cookies, following exposure to the grapes cue alone than after exposure to the grapes+cookies cue. Thus the context in which a low calorie food cue is presented (alone, or in combination with a high calorie food cue) may play an important role in how much restrained eaters eat. The findings have implications for the regulation of food intake in restrained eaters.

Putting memory in context: dissociating memories by distinguishing the nature of context.

In recent years, spontaneous recognition tasks have become commonplace methods of assessing memory in animals. Adaptations of these tasks allow us to look at the role of objects, contexts and spatial locations in memory. Recent findings have highlighted that not all types of contexts in these tasks rely on the same neural systems. Similarly, asking different questions about the same types of context can allow the dissociation of neural systems underlying these memories. Here we review the current position in how context is used in such tasks, and we consider the fundamental importance of clearly defining both the nature of the context being used, and the questions asked of it in order to fully appreciate the neural and cognitive mechanisms being studied in such tasks.

Animacy-based predictions in language comprehension are robust: contextual cues modulate but do not nullify them.

Couldn׳t a humble coconut hurt a gardener? At least in the first instance, the brain seems to assume that it should not: we perceive inanimate entities such as coconuts as poor event instigators ("Actors"). Ideally, entities causing a change in another entity should be animate and this assumption not only influences event perception but also carries over to language comprehension. We present three auditory event-related brain potential (ERP) studies on the processing of inanimate and animate subjects and objects in simple transitive sentences in Tamil. ERP responses were measured at the second argument (event participant) in all three studies. Experiment 1 employed all possible animacy combinations of Actors and Undergoers (affected participants) in Actor- and Undergoer-initial verb-final orders. Experiments 2 and 3 employed a fairly novel context design that enabled us to compare ERPs evoked by identical auditory material to differing contextual expectations: Experiment 2 focussed on constructions in which an inanimate Actor acts upon an inanimate Undergoer, whereas Experiment 3 examined whether and how a preceding context modulates the prediction for an ideal Actor. Results showed an N400 effect when the prediction for an ideal (animate) Actor following an Undergoer was not met, thus further supporting the cross-linguistically robust nature of animacy preferences. In addition, though specific contextual cues that are indicative of a forthcoming non-ideal Actor may reduce this negativity in comparison to when such cues are not available, they nevertheless do not nullify it, suggesting that animacy-based predictions are stronger than contextual cues in online language comprehension.

Pattern-induced expectation bias in visual anticipation of action outcomes.

When anticipating an opponent's action intention, athletes may rely on both kinematic and contextual cues. Here we show that patterns of previous action outcomes (i.e., a contextual cue) bias visual anticipation of action outcome in subsequent trials. In two video-based experiments, skilled players and novices were presented with volleyball attacks stopping 360ms (Exp. 1) or 280ms (Exp. 2) before an attacker's hand-ball-contact and they were asked to predict the type of attack (smash or lob). Attacks were presented block-wise with six attacks per block. The fifth trial served as target trial where we presented identical attacks to control kinematic cues. We varied the outcomes of the preceding four attacks under three conditions: lobs only, smashes only or an alternating pattern of attack outcomes. In Exp. 1, skilled players but not novices were less accurate and responded later in target trials that were incongruent vs. congruent with preceding patterns. In Exp. 2, where the task was easier, another group of novices demonstrated a similar congruence effect for accuracy but not response time. Collectively, findings indicate that participants tended to preferentially expect the continuation of an attack pattern, while possibly attaching less importance to kinematic cues. Thus, overreliance on pattern continuation may be detrimental to anticipation in situations an action's outcome does not correspond to the pattern. From a methodological viewpoint, comparison of novices' performance in Exp. 1 and 2 suggests that task difficulty may be critical as to whether contextual cue effects can be identified in novices.

Context influences conscious appraisal of cross situational statistical learning.

Previous research in cross-situational statistical learning has established that people can track statistical information across streams in order to map nonce words to their referent objects (Yu and Smith, 2007). Under some circumstances, learners are able to acquire multiple mappings for a single object (e.g., Yurovsky and Yu, 2008). Here we explore whether having a contextual cue associated with a new mapping may facilitate this process, or the conscious awareness of learning. Using a cross-situational statistical learning paradigm, in which learners could form both 1:1 and 2:1 word-object mappings over two phases of learning, we collected confidence ratings during familiarization and provided a retrospective test to gage learning. In Condition 1, there were no contextual cues to indicate a change in mappings (baseline). Conditions 2 and 3 added contextual cues (a change in speaker voice or explicit instructions, respectively) to the second familiarization phase to determine their effects on the trajectory of learning. While contextual cues did not facilitate acquisition of 2:1 mappings as assessed by retrospective measures, confidence ratings for these mappings were significantly higher in contextual cue conditions compared to the baseline condition with no cues. These results suggest that contextual cues corresponding to changes in the input may influence the conscious awareness of learning.

The effects of context processing on social cognition impairments in adults with Asperger's syndrome.

Social cognition-the basis of all communicative and otherwise interpersonal relationships-is embedded in specific contextual circumstances which shape intrinsic meanings. This domain is compromised in the autism spectrum disorders (ASDs), including Asperger's syndrome (AS) (DSM-V). However, the few available reports of social cognition skills in adults with AS have largely neglected the effects of contextual factors. Moreover, previous studies on this population have also failed to simultaneously (a) assess multiple social cognition domains, (b) examine executive functions, (c) follow strict sample selection criteria, and (d) acknowledge the cognitive heterogeneity typical of the disorder. The study presently reviewed (Baez et al., 2012), addressed all these aspects in order to establish the basis of social cognition deficits in adult AS patients. Specifically, we assessed the performance of AS adults in multiple social cognition tasks with different context-processing requirements. The results suggest that social cognition deficits in AS imply a reduced ability to implicitly encode and integrate contextual cues needed to access social meaning. Nevertheless, the patients' performance was normal when explicit social information was presented or when the situation could be navigated with abstract rules. Here, we review the results of our study and other relevant data, and discuss their implications for the diagnosis and treatment of AS and other neuropsychiatric conditions (e.g., schizophrenia, bipolar disorder, frontotemporal dementia). Finally, we analyze previous results in the light of a current neurocognitive model of social-context processing.