The Effect of Background Noise, Bilingualism, Socioeconomic Status, and Cognitive Functioning on Primary School Children's Narrative Listening Comprehension.

PURPOSE: This study focuses on 7- to 9-year-old children attending primary school in Swedish areas of low socioeconomic status, where most children's school language is their second language. The aim was to better understand what factors influence these children's narrative listening comprehension both in an ideal listening condition (in quiet) and for the primary school classroom, a typical listening condition (with multitalker babble noise). METHOD: A total of 86 typically developing 7- to 9-year-olds performed a narrative listening comprehension test (Lyssna, Förstå och Minnas [LFM]; English translation: Listen, Comprehend, and Remember) in two listening conditions: quiet and multitalker babble noise. They also performed the crosslinguistic nonword repetition test and a digit span backwards (DSB) test. A predictive statistical model including these factors, the children's degree of school language exposure, parental education level, and age was derived. RESULTS: Listening condition had the strongest predictive value for LFM performance, followed by school language exposure and nonword repetition accuracy. Parental education level was also a significant predictor. There was a significant three-way interaction effect between listening condition, age, and DSB performance. CONCLUSIONS: Multitalker babble noise has a negative effect on children's narrative listening comprehension. The effect of multitalker babble noise could be explained by age differences in the ability to allocate working memory capacity during the narrative listening comprehension task, suggesting that younger children may be more vulnerable for missing information when listening in background noise than their older peers. SUPPLEMENTAL MATERIAL: https://doi.org/10.23641/asha.25209248.

Episodic memory formation in unrestricted viewing.

The brain systems of episodic memory and oculomotor control are tightly linked, suggesting a crucial role of eye movements in memory. But little is known about the neural mechanisms of memory formation across eye movements in unrestricted viewing behavior. Here, we leverage simultaneous eye tracking and EEG recording to examine episodic memory formation in free viewing. Participants memorized multi-element events while their EEG and eye movements were concurrently recorded. Each event comprised elements from three categories (face, object, place), with two exemplars from each category, in different locations on the screen. A subsequent associative memory test assessed participants' memory for the between-category associations that specified each event. We used a deconvolution approach to overcome the problem of overlapping EEG responses to sequential saccades in free viewing. Brain activity was time-locked to the fixation onsets, and we examined EEG power in the theta and alpha frequency bands, the putative oscillatory correlates of episodic encoding mechanisms. Three modulations of fixation-related EEG predicted high subsequent memory performance: (1) theta increase at fixations after between-category gaze transitions, (2) theta and alpha increase at fixations after within-element gaze transitions, (3) alpha decrease at fixations after between-exemplar gaze transitions. Thus, event encoding with unrestricted viewing behavior was characterized by three neural mechanisms, manifested in fixation-locked theta and alpha EEG activity that rapidly turned on and off during the unfolding eye movement sequences. These three distinct neural mechanisms may be the essential building blocks that subserve the buildup of coherent episodic memories during unrestricted viewing behavior.

Eye-movement replay supports episodic remembering.

When we bring to mind something we have seen before, our eyes spontaneously unfold in a sequential pattern strikingly similar to that made during the original encounter, even in the absence of supporting visual input. Oculomotor movements of the eye may then serve the opposite purpose of acquiring new visual information; they may serve as self-generated cues, pointing to stored memories. Over 50 years ago Donald Hebb, the forefather of cognitive neuroscience, posited that such a sequential replay of eye movements supports our ability to mentally recreate visuospatial relations during episodic remembering. However, direct evidence for this influential claim is lacking. Here we isolate the sequential properties of spontaneous eye movements during encoding and retrieval in a pure recall memory task and capture their encoding-retrieval overlap. Critically, we show that the fidelity with which a series of consecutive eye movements from initial encoding is sequentially retained during subsequent retrieval predicts the quality of the recalled memory. Our findings provide direct evidence that such scanpaths are replayed to assemble and reconstruct spatio-temporal relations as we remember and further suggest that distinct scanpath properties differentially contribute depending on the nature of the goal-relevant memory.

Development of an Auditory Passage Comprehension Task for Swedish Primary School Children of Cultural and Linguistic Diversity.

Purpose This study reports on the development of an auditory passage comprehension task for Swedish primary school children of cultural and linguistic diversity. It also reports on their performance on the task in quiet and in noise. Method Eighty-eight children aged 7-9 years and showing normal hearing participated. The children were divided into three groups based on presumed language exposure: 13 children were categorized as Swedish-speaking monolinguals, 19 children were categorized as simultaneous bilinguals, and 56 children were categorized as sequential bilinguals. No significant difference in working memory capacity was seen between the three language groups. Two passages and associated multiple-choice questions were developed. During development of the passage comprehension task, steps were taken to reduce the impact of culture-specific prior experience and knowledge on performance. This was achieved by using the story grammar principles, universal topics and plots, and simple language that avoided complex or unusual grammatical structures and words. Results The findings indicate no significant difference between the two passages and similar response distributions. Passage comprehension performance was significantly better in quiet than in noise, regardless of language exposure group. The monolinguals outperformed both simultaneous and sequential bilinguals in both listening conditions. Conclusions Because the task was designed to minimize the effect of cultural knowledge on auditory passage comprehension, this suggests that compared with monolinguals, both simultaneous and sequential bilinguals have a disadvantage in auditory passage comprehension. As expected, the findings demonstrate that noise has a negative effect on auditory passage comprehension. The magnitude of this effect does not relate to language exposure. The developed auditory passage comprehension task seems suitable for assessing auditory passage comprehension in primary school children of linguistic and cultural diversity.

Listening effort and fatigue in native and non-native primary school children.

Background noise makes listening effortful and may lead to fatigue. This may compromise classroom learning, especially for children with a non-native background. In the current study, we used pupillometry to investigate listening effort and fatigue during listening comprehension under typical (0 dB signal-to-noise ratio [SNR]) and favorable (+10 dB SNR) listening conditions in 63 Swedish primary school children (7-9 years of age) performing a narrative speech-picture verification task. Our sample comprised both native (n = 25) and non-native (n = 38) speakers of Swedish. Results revealed greater pupil dilation, indicating more listening effort, in the typical listening condition compared with the favorable listening condition, and it was primarily the non-native speakers who contributed to this effect (and who also had lower performance accuracy than the native speakers). Furthermore, the native speakers had greater pupil dilation during successful trials, whereas the non-native speakers showed greatest pupil dilation during unsuccessful trials, especially in the typical listening condition. This set of results indicates that whereas native speakers can apply listening effort to good effect, non-native speakers may have reached their effort ceiling, resulting in poorer listening comprehension. Finally, we found that baseline pupil size decreased over trials, which potentially indicates more listening-related fatigue, and this effect was greater in the typical listening condition compared with the favorable listening condition. Collectively, these results provide novel insight into the underlying dynamics of listening effort, fatigue, and listening comprehension in typical classroom conditions compared with favorable classroom conditions, and they demonstrate for the first time how sensitive this interplay is to language experience.

Publisher Correction: Pupil dilation tracks the dynamics of mnemonic interference resolution.

An amendment to this paper has been published and can be accessed via a link at the top of the paper.

Gaze position regulates memory accessibility during competitive memory retrieval.

While previous research has demonstrated that gaze position can increase the accessibility of previous memories when reconstructing the past (Johansson & Johansson, 2014), the present study tested whether such gaze behavior can assist in selecting target memories in the face of competing memories. An adapted retrieval practice paradigm was used, where participants were engaged in selective retrieval while looking at locations that overlapped with the encoding location of either the target item or the competing item. Replicating previous findings, we show that encoding-retrieval compatibility in gaze positions increases the likelihood of successful remembering. We furthermore provide novel evidence that looking at locations where competing items were encoded during retrieval practice induces forgetting of the competitors during subsequent tests of memory. Corroborating evidence from changes in pupil size suggests that such gaze induced forgetting is modulated by the increased demands to successfully resolve interference from competing memories. This study represents the first demonstration that gaze position can both up- and downregulate memory accessibility during competitive memory retrieval and offers novel insights into the underlying dynamics.

How task demands influence scanpath similarity in a sequential number-search task.

More and more researchers are considering the omnibus eye movement sequence-the scanpath-in their studies of visual and cognitive processing (e.g. Hayes, Petrov, & Sederberg, 2011; Madsen, Larson, Loschky, & Rebello, 2012; Ni et al., 2011; von der Malsburg & Vasishth, 2011). However, it remains unclear how recent methods for comparing scanpaths perform in experiments producing variable scanpaths, and whether these methods supplement more traditional analyses of individual oculomotor statistics. We address this problem for MultiMatch (Jarodzka et al., 2010; Dewhurst et al., 2012), evaluating its performance with a visual search-like task in which participants must fixate a series of target numbers in a prescribed order. This task should produce predictable sequences of fixations and thus provide a testing ground for scanpath measures. Task difficulty was manipulated by making the targets more or less visible through changes in font and the presence of distractors or visual noise. These changes in task demands led to slower search and more fixations. Importantly, they also resulted in a reduction in the between-subjects scanpath similarity, demonstrating that participants' gaze patterns became more heterogenous in terms of saccade length and angle, and fixation position. This implies a divergent strategy or random component to eye-movement behaviour which increases as the task becomes more difficult. Interestingly, the duration of fixations along aligned vectors showed the opposite pattern, becoming more similar between observers in 2 of the 3 difficulty manipulations. This provides important information for vision scientists who may wish to use scanpath metrics to quantify variations in gaze across a spectrum of perceptual and cognitive tasks.

Pupil dilation tracks the dynamics of mnemonic interference resolution.

Mnemonic interference refers to the inability to retrieve a goal-relevant memory due to interference from goal-irrelevant memories. Understanding the causes of such interference and how it is overcome has been a central goal in the science of memory for more than a century. Here, we shed new light on this fundamental issue by tracking participants' pupil response when they encode and retrieve memories in the face of competing goal-irrelevant memories. We show that pupil dilation systematically increased in accordance with interference from competing memory traces when participants retrieved previously learned information. Moreover, our results dissociate two main components in the pupillary response signal: an early component, which peaked in a time window where the pupillary waveform on average had its maximum peak, and a late component, which peaked towards the end of the retrieval task. We provide evidence that the early component is specifically modulated by the cognitive effort needed to handle interference from competing memory traces whereas the late component reflects general task engagement. This is the first demonstration that mnemonic interference resolution can be tracked online in the pupil signal and offers novel insight into the underlying dynamics.

Gaze patterns reveal how situation models and text representations contribute to episodic text memory.

When recalling something you have previously read, to what degree will such episodic remembering activate a situation model of described events versus a memory representation of the text itself? The present study was designed to address this question by recording eye movements of participants who recalled previously read texts while looking at a blank screen. An accumulating body of research has demonstrated that spontaneous eye movements occur during episodic memory retrieval and that fixation locations from such gaze patterns to a large degree overlap with the visuospatial layout of the recalled information. Here we used this phenomenon to investigate to what degree participants' gaze patterns corresponded with the visuospatial configuration of the text itself versus a visuospatial configuration described in it. The texts to be recalled were scene descriptions, where the spatial configuration of the scene content was manipulated to be either congruent or incongruent with the spatial configuration of the text itself. Results show that participants' gaze patterns were more likely to correspond with a visuospatial representation of the described scene than with a visuospatial representation of the text itself, but also that the contribution of those representations of space is sensitive to the text content. This is the first demonstration that eye movements can be used to discriminate on which representational level texts are remembered and the findings provide novel insight into the underlying dynamics in play.

Reading during the composition of multi-sentence texts: an eye-movement study.

Writers composing multi-sentence texts have immediate access to a visual representation of what they have written. Little is known about the detail of writers' eye movements within this text during production. We describe two experiments in which competent adult writers' eye movements were tracked while performing short expository writing tasks. These are contrasted with conditions in which participants read and evaluated researcher-provided texts. Writers spent a mean of around 13 % of their time looking back into their text. Initiation of these look-back sequences was strongly predicted by linguistically important boundaries in their ongoing production (e.g., writers were much more likely to look back immediately prior to starting a new sentence). 36 % of look-back sequences were associated with sustained reading and the remainder with less patterned forward and backward saccades between words ("hopping"). Fixation and gaze durations and the presence of word-length effects suggested lexical processing of fixated words in both reading and hopping sequences. Word frequency effects were not present when writers read their own text. Findings demonstrate the technical possibility and potential value of examining writers' fixations within their just-written text. We suggest that these fixations do not serve solely, or even primarily, in monitoring for error, but play an important role in planning ongoing production.

Look here, eye movements play a functional role in memory retrieval.

Research on episodic memory has established that spontaneous eye movements occur to spaces associated with retrieved information even if those spaces are blank at the time of retrieval. Although it has been claimed that such looks to "nothing" can function as facilitatory retrieval cues, there is currently no conclusive evidence for such an effect. In the present study, we addressed this fundamental issue using four direct eye manipulations in the retrieval phase of an episodic memory task: (a) free viewing on a blank screen, (b) maintaining central fixation, (c) looking inside a square congruent with the location of the to-be-recalled objects, and (d) looking inside a square incongruent with the location of the to-be-recalled objects. Our results provide novel evidence of an active and facilitatory role of gaze position during memory retrieval and demonstrate that memory for the spatial relationship between objects is more readily affected than memory for intrinsic object features.

It depends on how you look at it: scanpath comparison in multiple dimensions with MultiMatch, a vector-based approach.

Eye movement sequences-or scanpaths-vary depending on the stimulus characteristics and the task (Foulsham & Underwood Journal of Vision, 8(2), 6:1-17, 2008; Land, Mennie, & Rusted, Perception, 28, 1311-1328, 1999). Common methods for comparing scanpaths, however, are limited in their ability to capture both the spatial and temporal properties of which a scanpath consists. Here, we validated a new method for scanpath comparison based on geometric vectors, which compares scanpaths over multiple dimensions while retaining positional and sequential information (Jarodzka, Holmqvist, & Nyström, Symposium on Eye-Tracking Research and Applications (pp. 211-218), 2010). "MultiMatch" was tested in two experiments and pitted against ScanMatch (Cristino, Mathôt, Theeuwes, & Gilchrist, Behavior Research Methods, 42, 692-700, 2010), the most comprehensive adaptation of the popular Levenshtein method. In Experiment 1, we used synthetic data, demonstrating the greater sensitivity of MultiMatch to variations in spatial position. In Experiment 2, real eye movement recordings were taken from participants viewing sequences of dots, designed to elicit scanpath pairs with commonalities known to be problematic for algorithms (e.g., when one scanpath is shifted in locus or when fixations fall on either side of an AOI boundary). The results illustrate the advantages of a multidimensional approach, revealing how two scanpaths differ. For instance, if one scanpath is the reverse copy of another, the difference is in the direction but not the positions of fixations; or if a scanpath is scaled down, the difference is in the length of the saccadic vectors but not in the overall shape. As well as having enormous potential for any task in which consistency in eye movements is important (e.g., learning), MultiMatch is particularly relevant for "eye movements to nothing" in mental imagery and embodiment-of-cognition research, where satisfactory scanpath comparison algorithms are lacking.

Eye movements during scene recollection have a functional role, but they are not reinstatements of those produced during encoding.

Current debate in mental imagery research revolves around the perceptual and cognitive role of eye movements to "nothing" (Ferreira, Apel, & Henderson, 2008; Richardson, Altmann, Spivey, & Hoover, 2009). While it is established that eye movements are comparable when inspecting a scene (or hearing a scene description) as when visualizing it from memory (Johansson, Holsanova, & Holmqvist, 2006), the exact purpose of these eye movements remains elusive. Are eye movements during recall purely epiphenomenal or do they have a functional purpose? Here we address this question in four experiments where eye movements were prohibited either during the encoding or recall phases. Experiments 1 and 2 showed that maintaining central fixation during visual or auditory encoding, respectively, had no effect on how eye movements were executed during recall (but it did hinder memory retrieval). Thus, oculomotor events during recall are not reinstatements of those produced during encoding. When fixation was restricted during recall, Experiments 3 and 4 revealed that scene recollection was altered and impaired, irrespective of the modality of encoding. The functional role of eye movements during mental visualization is therefore apparent in this perturbation of visuospatial capabilities.

A new method to evaluate future impact of vehicle safety technology in Sweden.

In the design of a safe road transport system there is a need to better understand the safety challenges lying ahead. One way of doing that is to evaluate safety technology with retrospective analysis of crashes. However, by using retros- pective data there is the risk of adapting safety innovations to scenarios irrelevant in the future. Also, challenges arise as safety interventions do not act alone but are rather interacting components in a complex road transport system. The objective of this study was therefore to facilitate the prioritizing of road safety measures by developing and applying a new method to consider possible impact of future vehicle safety technology. The key point was to project the chain of events leading to a crash today into the crashes for a given time in the future. Assumptions on implementation on safety technologies were made and these assump- tions were applied on the crashes of today. It was estimated which crashes would be prevented and the residual was analyzed to identify the characteristics of future crashes. The Swedish Transport Administration's in-depth studies of fatal crashes from 2010 involving car passengers (n=156) were used. This study estimated that the number of killed car occupant would be reduced with 53 percent from the year 2010 to 2020. Through this new method, valuable information regarding the characteristic of the future crashes was found. The results of this study showed that it was possible to evaluate future impact of vehicle safety technology if detailed and representative crash data is available.

Combined eyetracking and keystroke-logging methods for studying cognitive processes in text production.

Writers typically spend a certain proportion of time looking back over the text that they have written. This is likely to serve a number of different functions, which are currently poorly understood. In this article, we present two systems, ScriptLog+ TimeLine and EyeWrite, that adopt different and complementary approaches to exploring this activity by collecting and analyzing combined eye movement and keystroke data from writers composing extended texts. ScriptLog+ TimeLine is a system that is based on an existing keystroke-logging program and uses heuristic, pattern-matching methods to identify reading episodes within eye movement data. EyeWrite is an integrated editor and analysis system that permits identification of the words that the writer fixates and their location within the developing text. We demonstrate how the methods instantiated within these systems can be used to make sense of the large amount of data generated by eyetracking and keystroke logging in order to inform understanding of the cognitive processes that underlie written text production.

Insertion of CO2 into a palladium allyl bond and a Pd(II) catalysed carboxylation of allyl stannanes.

The complex 2,6-bis[(di-t-butylphosphino)methyl]phenyl allyl palladium (PCP(tBu)Pd-allyl, 3) reacts with CO(2) in a very fast insertion reaction to give the corresponding butenoate complex. The reaction is thought to occur via a cyclic six-membered transition state (7), where the gamma-carbon of the allyl group is linked up with the CO(2)-carbon. A group of related PCP complexes were investigated as catalysts for the carboxylation of tributyl(allyl)stannane. A catalytic cycle is proposed for this reaction where the rate determining step is the transmetallation between tin and palladium. The carboxylation reaction is faster using less sterically crowded catalysts whereas the electron richness of the palladium complexes seems less important for reactivity. Thus, there was no apparent difference in reactivity between 2,6-bis[(di-phenylphosphino)methyl]phenyl palladium triflouroacetate (13) and resorcinolbis(diphenyl)phosphinite palladium triflouroacetate (10). Both of these complexes give high turnovers for the carboxylation of tributyl(allyl)stannane (80% in 16 h using a ca. 5% catalyst loading and 4 atm CO(2) pressure). On the other hand complex 3 was inactive in the catalytic carboxylation reaction.

Pictures and spoken descriptions elicit similar eye movements during mental imagery, both in light and in complete darkness.

This study provides evidence that eye movements reflect the positions of objects while participants listen to a spoken description, retell a previously heard spoken description, and describe a previously seen picture. This effect is equally strong in retelling from memory, irrespective of whether the original elicitation was spoken or visual. In addition, this effect occurs both while watching a blank white board and while sitting in complete darkness. This study includes 4 experiments. The first 2 experiments measured eye movements of participants looking at a blank white board. Experiment 1 monitors eye movements of participants on 2 occasions: first, when participants listened to a prerecorded spoken scene description; second, when participants were later retelling it from memory. Experiment 2 first monitored eye movements of participants as they studied a complex picture visually, and then later as they described it from memory. The second pair of experiments (Experiments 3 and 4) replicated Experiments 1 and 2 with the only difference being that they were executed in complete darkness. This method of analysis differentiated between eye movements that are categorically correct relative to the positions of the whole eye gaze pattern (global correspondence) and eye movements that are only locally correct (local correspondence). The discussion relates the findings to the current debate on mental imagery.