Language models outperform cloze predictability in a cognitive model of reading.

Although word predictability is commonly considered an important factor in reading, sophisticated accounts of predictability in theories of reading are lacking. Computational models of reading traditionally use cloze norming as a proxy of word predictability, but what cloze norms precisely capture remains unclear. This study investigates whether large language models (LLMs) can fill this gap. Contextual predictions are implemented via a novel parallel-graded mechanism, where all predicted words at a given position are pre-activated as a function of contextual certainty, which varies dynamically as text processing unfolds. Through reading simulations with OB1-reader, a cognitive model of word recognition and eye-movement control in reading, we compare the model's fit to eye-movement data when using predictability values derived from a cloze task against those derived from LLMs (GPT-2 and LLaMA). Root Mean Square Error between simulated and human eye movements indicates that LLM predictability provides a better fit than cloze. This is the first study to use LLMs to augment a cognitive model of reading with higher-order language processing while proposing a mechanism on the interplay between word predictability and eye movements.

Episodic memory enhancement versus impairment is determined by contextual similarity across events.

For over a century, stability of spatial context across related episodes has been considered a source of memory interference, impairing memory retrieval. However, contemporary memory integration theory generates a diametrically opposite prediction. Here, we aimed to resolve this discrepancy by manipulating local context similarity across temporally disparate but related episodes and testing the direction and underlying mechanisms of memory change. A series of experiments show that contextual stability produces memory integration and marked reciprocal strengthening. Variable context, conversely, seemed to result in competition such that new memories become enhanced at the expense of original memories. Interestingly, these patterns were virtually inverted in an additional experiment where context was reinstated during recall. These observations 1) identify contextual similarity across original and new memories as an important determinant in the volatility of memory, 2) present a challenge to classic and modern theories on episodic memory change, and 3) indicate that the sensitivity of context-induced memory changes to retrieval conditions may reconcile paradoxical predictions of interference and integration theory.

Medical student engagement in small-group active learning: A stimulated recall study.

BACKGROUND: Active learning relies on students' engagement with teachers, study materials and/or each other. Although medical education has adopted active learning as a core component of medical training, teachers have difficulties recognising when and why their students engage or disengage and how to teach in ways that optimise engagement. With a better understanding of the dynamics of student engagement in small-group active learning settings, teachers could be facilitated in effectively engaging their students. METHODS: We conducted a video-stimulated recall study to explore medical students' engagement during small-group learning activities. We recorded one teaching session of two different groups and selected critical moments of apparent (dis)engagement. These moments served as prompts for the 15 individual semi-structured interviews we held. Interview data were analysed using Template Analysis style of thematic analysis. To guide the analysis, we used a framework that describes student engagement as a dynamic and multidimensional concept, consisting of behavioural, cognitive and emotional components. RESULTS: The analysis uncovered three main findings: (1) In-class student engagement followed a spiral-like pattern. Once students were engaged or disengaged on one dimension, other dimensions were likely to follow suit. (2) Students' willingness to engage in class was decided before class, depending on their perception of a number of personal, social and educational antecedents of engagement. (3) Distinguishing engagement from disengagement appeared to be difficult for teachers, because the intention behind student behaviour was not always identifiable. DISCUSSION: This study adds to the literature by illuminating the dynamic process of student engagement and explaining the difficulty of recognising and influencing this process in practice. Based on the importance of discerning the intentions behind student behaviour, we advise teachers to use their observations of student (dis)engagement to initiate interaction with students with open and inviting prompts. This can help teachers to (re-)engage students in their classrooms.

The warning stimulus as retrieval cue: The role of associative memory in temporal preparation.

In a warned reaction time task, the warning stimulus (S1) initiates a process of temporal preparation, which promotes a speeded response to the impending target stimulus (S2). According to the multiple trace theory of temporal preparation (MTP), participants learn the timing of S2 by storing a memory trace on each trial, which contains a temporal profile of the events on that trial. On each new trial, S1 serves as a retrieval cue that implicitly and associatively activates memory traces created on earlier trials, which jointly drive temporal preparation for S2. The idea that S1 assumes this role as a retrieval cue was tested across eight experiments, in which two different S1s were associated with two different distributions of S1-S2 intervals: one with predominantly short and one with predominantly long intervals. Experiments differed regarding the S1 features that made up a pair, ranging from highly distinct (e.g., tone and flash) to more similar (e.g., red and green flash) and verbal (i.e., "short" vs "long"). Exclusively for pairs of highly distinct S1s, the results showed that the S1 cue modified temporal preparation, even in participants who showed no awareness of the contingency. This cueing effect persisted in a subsequent transfer phase, in which the contingency between S1 and the timing of S2 was broken - a fact participants were informed of in advance. Together, these findings support the role of S1 as an implicit retrieval cue, consistent with MTP.

Seeing the past: afterglow effects on familiarity judgments are category-specific.

According to several computational models, novel items can create a learning mode with dynamics favorable to new learning, and not to memory retrieval. In line with that idea, a new item in a recognition test has been found to create a bias toward calling subsequent items new as well. Here, we tested whether this bias, which we termed the afterglow effect, is indeed caused by a general learning mode, or is caused by perceptual overlap between preceding and current items. In two experiments, we show that a preceding recognition judgment biases the current one, but only if the preceding and current items are of the same perceptual category. In contrast, we did not find strong bias effects from perceptually novel fractal images, as would be predicted if novel items induce a learning mode that then biases recognition judgments. We conclude that the afterglow effect is more likely to reflect perceptual phenomena than a learning mode. We suggest how this can be reconciled with what is known about familiarity at the neural level.

Type of activity and order of experimental conditions affect noise annoyance by identifiable and unidentifiable transportation noise.

Previous studies have shown that identifiability of sound sources influence noise annoyance levels. The aim of the present experiment was to additionally study the effects of actively performing a task versus a less active pastime on noise annoyance. This was done by asking participants to perform a task (task condition) or read a magazine of their choice (no-task condition), while listening to identifiable and unidentifiable samples of transportation noise at varying sound exposure levels (55-85 ASEL). Annoyance was higher for identifiable samples (recordings) than for unidentifiable transformed samples (with equal spectral energy and envelope). Although there was no main effect of activity type on noise annoyance, for the transformed samples, an interaction was found between activity type and sound exposure levels: annoyance started lower in the no-task condition, but rose more steeply with ascending exposure levels than was the case during task performance (large effect). When assessing order effects, it was found that annoyance was higher when the task condition came first, especially for lower sound exposure levels (large effects). It is therefore concluded that the type of activity and the condition order do influence noise annoyance but in interaction with exposure levels, the type of noise and habituation.

Local and interregional alpha EEG dynamics dissociate between memory for search and memory for recognition.

Attention during visual search is thought to be guided by an active visual working memory (VWM) representation of the search target. We tested the hypothesis that a VWM representation used for searching a target among competing information (a "search template") is distinct from VWM representations used for simple recognition tasks, without competition. We analyzed EEG from 20 human participants while they performed three different VWM-based visual detection tasks. All tasks started with identical lateralized VWM cues, but differed with respect to the presence and nature of competing distractors during the target display at test, where participants performed a simple recognition task without distractors, or visual search in pop-out (distinct) and serial (non-distinct) search displays. Performance was worst for non-distinct search, and best for simple recognition. During the one second delay period between cue and test, we observed robust suppression of EEG dynamics in the alpha (8-14Hz) band over parieto-occipital sites contralateral to the relevant VWM item, both in terms of local power as well as interregional phase synchrony within a posterior-parietal network. Importantly, these lateralization dynamics were more strongly expressed prior to search compared to simple recognition. Furthermore, before the VWM cue, alpha phase synchrony between prefrontal and mid-posterior-parietal sites was strongest for non-distinct search, reflecting enhanced anticipatory control prior to VWM encoding. Directional connectivity analyses confirmed this effect to be in an anterior-to-posterior direction. Together, these results provide evidence for frontally mediated top-down control of VWM in preparation of visual search.

Catecholaminergic Regulation of Learning Rate in a Dynamic Environment.

Adaptive behavior in a changing world requires flexibly adapting one's rate of learning to the rate of environmental change. Recent studies have examined the computational mechanisms by which various environmental factors determine the impact of new outcomes on existing beliefs (i.e., the 'learning rate'). However, the brain mechanisms, and in particular the neuromodulators, involved in this process are still largely unknown. The brain-wide neurophysiological effects of the catecholamines norepinephrine and dopamine on stimulus-evoked cortical responses suggest that the catecholamine systems are well positioned to regulate learning about environmental change, but more direct evidence for a role of this system is scant. Here, we report evidence from a study employing pharmacology, scalp electrophysiology and computational modeling (N = 32) that suggests an important role for catecholamines in learning rate regulation. We found that the P3 component of the EEG-an electrophysiological index of outcome-evoked phasic catecholamine release in the cortex-predicted learning rate, and formally mediated the effect of prediction-error magnitude on learning rate. P3 amplitude also mediated the effects of two computational variables-capturing the unexpectedness of an outcome and the uncertainty of a preexisting belief-on learning rate. Furthermore, a pharmacological manipulation of catecholamine activity affected learning rate following unanticipated task changes, in a way that depended on participants' baseline learning rate. Our findings provide converging evidence for a causal role of the human catecholamine systems in learning-rate regulation as a function of environmental change.

Annoyance by transportation noise: The effects of source identity and tonal components.

Aircraft noise is consistently rated as more annoying than noise from other sources with similar intensity. In three experiments, it was investigated whether this penalty is due to the source identity of the noise. In the first experiment, four samples were played to participants engaged in a working memory task: road traffic noise, an Airbus 320 flyover, and unidentifiable, transformed versions of these samples containing the same spectral content and envelope. Original, identifiable samples were rated as more annoying than the transformed samples. A second experiment tested whether these results were due to the absence of tonal components in the transformed samples. This was partly the case: an additional sample, created from the A320 flyover by filtering out major tonal components, was rated as less annoying than the original A320 sample, but as more annoying than the transformed sample. In a third experiment, participants either received full disclosure of the generation of the samples or no information to identify the transformed samples. The transformed sample was rated as most annoying when the A320 identity was disclosed, but as least annoying when it was not. Therefore, it was concluded that annoyance is influenced by both identifiability and the presence of tonal components.

It depends on when you look at it: Salience influences eye movements in natural scene viewing and search early in time.

It is generally accepted that salience affects eye movements in simple artificially created search displays. However, no such consensus exists for eye movements in natural scenes, with several reports arguing that it is mostly high-level cognitive factors that control oculomotor behavior in natural scenes. Here, we manipulate the salience distribution across images by decreasing or increasing the contrast in a gradient across the image. We recorded eye movements in an encoding task (Experiment 1) and a visual search task (Experiment 2) and analyzed the relationship between the latency of fixations and subsequent saccade targeting throughout scene viewing. We find that short-latency first saccades are more likely to land on a region of the image with high salience than long-latency and subsequent saccades in both the encoding and visual search tasks. This implies that salience indeed influences oculomotor behavior in natural scenes, albeit on a different timescale than previously reported. We discuss our findings in relation to current theories of saccade control in natural scenes.

Effects of search difficulty on the selection, maintenance, and learning of attentional templates.

Prominent theories of attention claim that visual search is guided through attentional templates stored in working memory. Recently, the contralateral delay activity (CDA), an electrophysiological index of working memory storage, has been found to rapidly decrease when participants repeatedly search for the same target, suggesting that, with learning, the template moves out of working memory. However, this has only been investigated with pop-out search for distinct targets, for which a strong attentional template may not be necessary. More effortful search tasks might rely more on an active attentional template in working memory, leading to a slower handoff to long-term memory and thus a slower decline of the CDA. Using ERPs, we compared the rate of learning of attentional templates in pop-out and effortful search tasks. In two experiments, the rate of decrease in the CDA was the same for both search tasks. Similar results were found for a second component indexing working memory effort, the late positive complex. However, the late positive complex was also sensitive to anticipated search difficulty, as was expressed in a greater amplitude before the harder search task. We conclude that the amount of working memory effort invested in maintaining an attentional template, but not the rate of learning, depends on search difficulty.

A model of curved saccade trajectories: spike rate adaptation in the brainstem as the cause of deviation away.

The trajectory of saccades to a target is often affected whenever there is a distractor in the visual field. Distractors can cause a saccade to deviate towards their location or away from it. The oculomotor mechanisms that produce deviation towards distractors have been thoroughly explored in behavioral, neurophysiological and computational studies. The mechanisms underlying deviation away, on the other hand, remain unclear. Behavioral findings suggest a mechanism of spatially focused, top-down inhibition in a saccade map, and deviation away has become a tool to investigate such inhibition. However, this inhibition hypothesis has little neuroanatomical or neurophysiological support, and recent findings go against it. Here, we propose that deviation away results from an unbalanced saccade drive from the brainstem, caused by spike rate adaptation in brainstem long-lead burst neurons. Adaptation to stimulation in the direction of the distractor results in an unbalanced drive away from it. An existing model of the saccade system was extended with this theory. The resulting model simulates a wide range of findings on saccade trajectories, including findings that have classically been interpreted to support inhibition views. Furthermore, the model replicated the effect of saccade latency on deviation away, but predicted this effect would be absent with large (400 ms) distractor-target onset asynchrony. This prediction was confirmed in an experiment, which demonstrates that the theory both explains classical findings on saccade trajectories and predicts new findings.

Explaining the Sentence Superiority Effect and N400s Elicited by Words and Short Sentences with OB1-Reader.

Research into reading has benefitted from the emergence of powerful computational models that account for reading behavior at different levels. Such models become more powerful when the underlying anatomy, architecture or 'physiology' can be linked to the behavior of interest. OB1-reader is a reading model that simulates the processes underlying reading in the human brain. Previous studies showed that OB1-reader can account for various phenomena in the word recognition and text reading literatures. Here we aim to extend OB1's scope, by simulating behavioral performance and evoked EEG activity for two experimental word-recognition tasks: a flanker task in which unrelated flankers generated less accurate responses combined with a larger N400, and a sentence reading task in which words were recognized more accurately at central positions and within intact sentences, than at peripheral positions and in scrambled sentences. OB1 simulated several behavioral findings in both paradigms, including the so-called sentence superiority effect. Moreover, virtual event-related potentials (ERPs) generated from node activity in OB1 were compared to human ERPs. More lexical activity in OB1 predicted the size of the N400 component of human readers in both experiments, but not the N250.

Longitudinal Transition Between Regular and Special Education in Autistic Children: Predictors and Policy Effects.

Inclusive education policies stimulate children with special educational needs, including autism, to attend regular education. We aimed to explore change over time in school placement and transitions of autistic children since the introduction of an inclusive education policy in the Netherlands (2014) and to examine the role of individual child characteristics. This study used longitudinal data from 2013 to 2021 on autistic children (N = 1463, aged 5-16 years). We expected an increase in regular school placements and transitions to regular schools. Surprisingly, the proportion of children with autism in regular schools slightly decreased. Special school placement was more likely for boys and autistic children with lower intelligence scores, co-occurring conditions or behavioral and peer relation problems. Younger autistic children and those with lower intelligence scores more often transferred from a regular to a special school. The opposite transition was more common in older autistic children and those with higher intelligence scores. The likelihood of special-to-regular transitions did not change, but regular-to-special transitions were more prevalent during the years just after the policy change than in later years. The inclusive policy had little impact on the school placement, and at most led to a delayed drop in referrals to special schools.

Learning from the Experts: Stimulating Student Engagement in Small-group Active Learning.

Introduction: Engaging students in small-group active learning methods is essential for their development. Yet, medical teachers frequently face difficulties in stimulating this engagement, resulting in students remaining passive or detached from the learning process. The aim of this study was to uncover ways in which expert medical teachers, proficient at cultivating high levels of student engagement, stimulate such engagement. This knowledge might inform faculty development initiatives, so that medical teachers can be better equipped to teach in a way that engages students. Methods: We conducted an interview study using a constructivist grounded theory approach, integrating elements from appreciative inquiry. The eleven participants were qualified medical teachers who repeatedly received high scores on student engagement. Each interview was transcribed, coded, and analyzed using constant comparison until theoretical saturation was achieved. Results: We constructed a grounded theory of expert teaching practice, describing student engagement as an integrated process consisting of three components: 1) aiming for a supportive learning environment; 2) employing a personal educational approach; and 3) facilitating the active learning process. Discussion: This study uncovered that there are multiple ways to stimulate high levels of student engagement. Although there was consensus on the importance of a supportive learning environment and the ability to facilitate the active learning process, participants recognized the contextual nature of student engagement and took on a reflective mindset to adapt strategies to their specific situations. These findings highlight the need for faculty development initiatives to adopt a comprehensive, context-sensitive approach that considers the complexity of student engagement.

Testing the Reciprocal Effect between Value of Education, Time Investment, and Academic Achievement in a Large Non-Western Sample.

Many theories of motivation suggest that motivation and academic achievement reinforce each other over time, yet few longitudinal studies have examined behavioral pathways that may mediate interplay from motivation to achievement. Moreover, empirical studies so far have mostly focused on Western countries. In this study, we first examined whether students' value of education, as a measure of motivation, is reciprocally related to achievement (class rank and self-rated performance) in a sample of junior high schoolers in an East-Asian country (N = 3445, Korean Youth Panel Study). We tested this reciprocity using different statistical models. Second, we investigated whether the relation between motivation and achievement was mediated by time invested in learning. Reciprocal effects between value of education and academic achievement were found in classic cross-lagged panel models, but only unilateral effects (from achievement to value of education) were found when we used random-intercept and random-curve cross-lagged panel models. Adding the time investment variable, the reciprocal effect between value of education, time investment, and academic achievement was found with the random intercept model. In conclusion, the reciprocity between of motivation and achievement are more elusive than previous research suggested; further studies should be dedicated to scrutinizing its existence with various statistical models.

Time-dependent emotional memory transformation: Divergent pathways of item memory and contextual dependency.

Emotional memory can persist strikingly long, but it is believed that not all its elements are protected against the fading effects of time. So far, studies of emotional episodic memory have mostly investigated retention up to 24h postencoding and revealed that central emotional features (items) are usually strengthened, while contextual binding of the event is reduced. However, even though it is known for neutral memories that central versus contextual elements evolve differently with longer passage of time, the time-dependent evolution of emotional memories remains unclear. Hypothetically, compared to neutral memories, emotional item memory becomes increasingly stronger, accompanied by accelerated decay of-already fragile-links with their original encoding contexts, resulting in progressive reductions in contextual dependency. Here, we tested these predictions in a large-scale study. Participants encoded emotional and neutral episodes, and were assessed 30 minutes (N = 40), 1 day (N = 40), 1 week (N = 39), or 2 weeks (N = 39) later on item memory, contextual dependency, and subjective quality of memory. The results show that, with the passage of time, emotional memories were indeed characterized by increasingly stronger item memory and weaker contextual dependency. Interestingly, analyses of the subjective quality of memories revealed that stronger memory for emotional items with time was expressed in familiarity, whereas increasingly smaller contextual dependency for emotional episodes was reflected in recollection. Together, these findings uncover the time-dependent transformation of emotional episodic memories, thereby shedding light on the ways healthy and maladaptive human memories may develop. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Predicting academic success of autistic students in higher education.

LAYMEN SUMMARY: What is already known about the topic?Autistic youths increasingly enter universities. We know from existing research that autistic students are at risk of dropping out or studying delays. Using machine learning and historical information of students, researchers can predict the academic success of bachelor students. However, we know little about what kind of information can predict whether autistic students will succeed in their studies and how accurate these predictions will be.What does this article add?In this research, we developed predictive models for the academic success of 101 autistic bachelor students. We compared these models to 2,465 students with other health conditions and 25,077 students without health conditions. The research showed that the academic success of autistic students was predictable. Moreover, these predictions were more precise than predictions of the success of students without autism.For the success of the first bachelor year, concerns with aptitude and study choice were the most important predictors. Participation in pre-education and delays at the beginning of autistic students' studies were the most influential predictors for second-year success and delays in the second and final year of their bachelor's program. In addition, academic performance in high school was the strongest predictor for degree completion in 3 years.Implications for practice, research, or policyThese insights can enable universities to develop tailored support for autistic students. Using early warning signals from administrative data, institutions can lower dropout risk and increase degree completion for autistic students.

Trajectories of early adolescents' perceptions of school motivation and effort during the pandemic in Perú: A four time point longitudinal observational study.

In this longitudinal, observational study, following 883 adolescents (aged 11-15 years, grades 6th - 8th) we tracked changes in perceived school motivation and effort across four time points during the two years of remote education in Perú as a consequence of COVID-19 (retrospective reports before the pandemic, May 2020, July 2021, and November 2021). Compared to before the pandemic, levels of perceived school motivation and effort dropped sharply in May 2020 and continued to decrease across 2 years. Perceived school motivation was positively associated with perceived school effort at almost all time points. Furthermore, students with lower levels of perceived school motivation had a steeper decline in perceived school effort. In a subsample of 380 students in 8th grade, perceived school effort in July 2021 predicted objective math performance in November 2021. Our findings suggest that COVID-19 has further compounded decreases in subjective and objective indices of school engagement and performance that are typically observed in early adolescence. Our results from a large sample of low- to middle-class Peruvian adolescents highlight the experiences of youth in a country that had particularly long school closures, and that is under-represented in the literature.

Growth mindset and school burnout symptoms in young adolescents: the role of vagal activity as potential mediator.

Experiencing school burnout symptoms can have negative consequences for learning. A growth mindset, the belief that human qualities such as intelligence are malleable, has previously been correlated with fewer school burnout symptoms in late adolescents. This might be because adolescents with a stronger growth mindset show more adaptive self-regulation strategies and thereby increasing resilience against academic setbacks. Here we confirmed in a sample of 426 Dutch young adolescents (11-14 years old; 48% female) that this relationship between growth mindset and school burnout symptoms holds after controlling for other potential predictors of school burnout symptoms such as academic achievement, school track, gender, and socio-economic status. Our second aim was to increase our understanding of the mechanism underlying the relation between mindset and school burnout, by measuring physiological resilience (vagal activity, a measure of parasympathetic activity, also known as heart rate variability or HRV) in a subsample (n = 50). We did not find any relation between vagal activity and growth mindset or school burnout symptoms, nor could we establish a mediating effect of vagal activity in their relation. In conclusion, we found evidence for a potential protective effect of a growth mindset on school burnout symptoms in young adolescents, but not for physiological resilience (vagal activity) as an underlying mechanism. The protective effect of growth mindset as confirmed in our younger sample can be leveraged in interventions to prevent increasing school burnout symptoms.