Modal and amodal cognition: an overarching principle in various domains of psychology.

Accounting for how the human mind represents the internal and external world is a crucial feature of many theories of human cognition. Central to this question is the distinction between modal as opposed to amodal representational formats. It has often been assumed that one but not both of these two types of representations underlie processing in specific domains of cognition (e.g., perception, mental imagery, and language). However, in this paper, we suggest that both formats play a major role in most cognitive domains. We believe that a comprehensive theory of cognition requires a solid understanding of these representational formats and their functional roles within and across different domains of cognition, the developmental trajectory of these representational formats, and their role in dysfunctional behavior. Here we sketch such an overarching perspective that brings together research from diverse subdisciplines of psychology on modal and amodal representational formats so as to unravel their functional principles and their interactions.

Insights from a laboratory and naturalistic investigation on stress, rumination and frontal brain functioning in MDD: An fNIRS study.

Recent research has emphasized rumination as an important maintaining factor in various mental disorders. However, operationalization and therefore induction of rumination in experimental settings poses a major challenge in terms of ecological validity. As stress seems to play a key role in everyday situations eliciting rumination, we conducted two stress paradigms while assessing behavioral and neurophysiological measures. Aiming to replicate previous findings on induced rumination by means of the Trier Social Stress Test (TSST) and comparing them to physiological (pain) stress, a clinical sample of patients with Major Depressive Disorder (MDD; n = 22) and healthy controls (HC; n = 23) was recruited. Cortical blood oxygenation was assessed during the stress paradigms using functional near-infrared spectroscopy (fNIRS). Further, we used ecological momentary assessment (EMA) of stress, rumination and mood to be able to correlate ruminative responses during induced stress and everyday rumination. Our results showed that social stress but not physiological stress induced depressive rumination in MDD but not in HC. Further, rumination reactivity in response to social stress but not to physiological stress was significantly associated with rumination reactivity in everyday life as assessed with EMA. With respect to cortical oxygenation, MDD subjects showed hypoactivity in the Cognitive Control Network during the TSST, which mediated the differences between MDD and HC in post-stress rumination. Our findings emphasize the role of negative social triggers in depressive rumination and validate the TSST as an induction method for depressive rumination. The results inform future developments in psychotherapeutic treatment for depressive rumination.

The interaction of linguistic and arithmetic factors affects adult performance on arithmetic word problems.

Performance on word problems is influenced by linguistic and arithmetic factors, and by their interaction. To study these factors and interactions, we manipulated linguistic and arithmetic factors independently in a within-participant design that included complexity parameters (a) in the domain of arithmetic: carry/borrow (no-carry/borrow vs. carry/borrow), operation (addition vs. subtraction), (b) in the domain of linguistics: nominalization (nominalized vs. verbalized form), and (c) linking the two domains: lexical consistency (linguistic predicate locally consistent vs. inconsistent with mathematical operation). Response times of 25 students solving 320 one-step word problems were measured. All four factors showed a main effect on response times, and interactions between linguistic and arithmetic factors affected response times. These interactions were observed when the linguistic and arithmetic factors were conceptually linked. Our results highlight that not only the linguistic and arithmetic complexities of an item contribute to the difficulty of a word problem, but linguistic and arithmetic factors interact. We discuss the theoretical implications for the numerical and the linguistic domain as well as the possible impact of domain-general characteristics, such as working memory limitations as a potential reason for the observed interactions between numerical and linguistic attributes.