Keeping track of time: Horizontal spatial biases for hours, days, and months.

In many Western cultures, the processing of temporal words related to the past and to the future is associated with left and right space, respectively - a phenomenon known as the horizontal Mental Time Line (MTL). While this mapping is apparently quite ubiquitous, its regularity and consistency across different types of temporal concepts remain to be determined. Moreover, it is unclear whether such spatial mappings are an essential and early constituent of concept activation. In the present study, we used words denoting time units at different scales (hours of the day, days of the week, months of the year) associated with either left space (e.g., 9 a.m., Monday, February) or right space (e.g., 8 p.m., Saturday, November) as cues in a line bisection task. Fifty-seven healthy adults listened to temporal words and then moved a mouse cursor to the perceived midpoint of a horizontally presented line. We measured movement trajectories, initial line intersection coordinates, and final bisection response coordinates. We found movement trajectory displacements for left- vs. right-biasing hour and day cues. Initial line intersections were biased specifically by month cues, while final bisection responses were biased specifically by hour cues. Our findings offer general support to the notion of horizontal space-time associations and suggest further investigation of the exact chronometry and strength of this association across individual time units.

Rating norms should be calculated from cumulative link mixed effects models.

Studies which provide norms of Likert ratings typically report per-item summary statistics. Traditionally, these summary statistics comprise the mean and the standard deviation (SD) of the ratings, and the number of observations. Such summary statistics can preserve the rank order of items, but provide distorted estimates of the relative distances between items because of the ordinal nature of Likert ratings. Inter-item relations in such ordinal scales can be more appropriately modelled by cumulative link mixed effects models (CLMMs). In a series of simulations, and with a reanalysis of an existing rating norms dataset, we show that CLMMs can be used to more accurately norm items, and can provide summary statistics analogous to the traditionally reported means and SDs, but which are disentangled from participants' response biases. CLMMs can be applied to solve important statistical issues that exist for more traditional analyses of rating norms.

Grandiose narcissism associates with higher cognitive performance under stress through more efficient attention distribution: An eye-tracking study.

Narcissism is a part of the Dark Triad that consists also of the traits of Machiavellianism and psychopathy. Two main types of narcissism exist: grandiose and vulnerable narcissism. Being a Dark Triad trait, narcissism is typically associated with negative outcomes. However, recent research suggests that at least the grandiose type may be linked (directly or indirectly) to positive outcomes including lower levels of psychopathology, higher school grades in adolescents, deeper and more strategic learning in university students and higher cognitive performance in experimental settings. The current pre-registered, quasi-experimental study implemented eye-tracking to assess whether grandiose narcissism indirectly predicts cognitive performance through wider distribution of attention on the Raven's Progressive Matrices task. Fifty-four adults completed measures of the Dark Triad, self-esteem and psychopathology. Eight months to one year later, participants completed the Raven's, while their eye-movements were monitored during high stress conditions. When controlling for previous levels of psychopathology, grandiose narcissism predicted higher Raven's scores indirectly, through increased variability in the number of fixations across trials. These findings suggest that grandiose narcissism predicts higher cognitive performance, at least in experimental settings, and call for further research to understand the implications of this seemingly dark trait for performance across various settings.

More is Better: English Language Statistics are Biased Toward Addition.

We have evolved to become who we are, at least in part, due to our general drive to create new things and ideas. When seeking to improve our creations, ideas, or situations, we systematically overlook opportunities to perform subtractive changes. For example, when tasked with giving feedback on an academic paper, reviewers will tend to suggest additional explanations and analyses rather than delete existing ones. Here, we show that this addition bias is systematically reflected in English language statistics along several distinct dimensions. First, we show that words associated with an increase in quantity or number (e.g., add, addition, more, most) are more frequent than words associated with a decrease in quantity or number (e.g., subtract, subtraction, less, least). Second, we show that in binomial expressions, addition-related words are mentioned first, that is, add and subtract rather than subtract and add. Third, we show that the distributional semantics of verbs of change, such as to improve and to transform, overlap more with the distributional semantics of add/increase than subtract/decrease, which suggests that change verbs are implicitly biased toward addition. Fourth, addition-related words have more positive connotations than subtraction-related words. Fifth, we demonstrate that state-of-the-art large language models, such as the Generative Pre-trained Transformer (GPT-3), are also biased toward addition. We discuss the implications of our results for research on cognitive biases and decision-making.

The Situated Assessment Method (SAM2): Establishing individual differences in habitual behavior.

From the perspectives of grounded, situated, and embodied cognition, we have developed a new approach for assessing individual differences. Because this approach is grounded in two dimensions of situatedness-situational experience and the Situated Action Cycle-we refer to it as the Situated Assessment Method (SAM2). Rather than abstracting over situations during assessment of a construct (as in traditional assessment instruments), SAM2 assesses a construct in situations where it occurs, simultaneously measuring factors from the Situated Action Cycle known to influence it. To demonstrate this framework, we developed the SAM2 Habitual Behavior Instrument (SAM2 HBI). Across three studies with a total of 442 participants, the SAM2 HBI produced a robust and replicable pattern of results at both the group and individual levels. Trait-level measures of habitual behavior exhibited large reliable individual differences in the regularity of performing positive versus negative habits. Situational assessments established large effects of situations and large situation by individual interactions. Several sources of evidence demonstrated construct and content validity for SAM2 measures of habitual behavior. At both the group and individual levels, these measures were associated with factors from the Situated Action Cycle known to influence habitual behavior in the literature (consistency, automaticity, immediate reward, long-term reward). Regressions explained approximately 65% of the variance at the group level and a median of approximately 75% at the individual level. SAM2 measures further exhibited well-established interactions with personality measures for self-control and neuroticism. Cognitive-affective processes from the Situated Action Cycle explained nearly all the variance in these interactions. Finally, a composite measure of habitualness established habitual behaviors at both the group and individual levels. Additionally, a composite measure of reward was positively related to the composite measure of habitualness, increasing with self-control and decreasing with neuroticism.

Brain 'talks over' boring quotes: top-down activation of voice-selective areas while listening to monotonous direct speech quotations.

In human communication, direct speech (e.g., Mary said, "I'm hungry") is perceived as more vivid than indirect speech (e.g., Mary said that she was hungry). This vividness distinction has previously been found to underlie silent reading of quotations: Using functional magnetic resonance imaging (fMRI), we found that direct speech elicited higher brain activity in the temporal voice areas (TVA) of the auditory cortex than indirect speech, consistent with an "inner voice" experience in reading direct speech. Here we show that listening to monotonously spoken direct versus indirect speech quotations also engenders differential TVA activity. This suggests that individuals engage in top-down simulations or imagery of enriched supra-segmental acoustic representations while listening to monotonous direct speech. The findings shed new light on the acoustic nature of the "inner voice" in understanding direct speech.

Silent reading of direct versus indirect speech activates voice-selective areas in the auditory cortex.

In human communication, direct speech (e.g., Mary said: "I'm hungry") is perceived to be more vivid than indirect speech (e.g., Mary said [that] she was hungry). However, for silent reading, the representational consequences of this distinction are still unclear. Although many of us share the intuition of an "inner voice," particularly during silent reading of direct speech statements in text, there has been little direct empirical confirmation of this experience so far. Combining fMRI with eye tracking in human volunteers, we show that silent reading of direct versus indirect speech engenders differential brain activation in voice-selective areas of the auditory cortex. This suggests that readers are indeed more likely to engage in perceptual simulations (or spontaneous imagery) of the reported speaker's voice when reading direct speech as opposed to meaning-equivalent indirect speech statements as part of a more vivid representation of the former. Our results may be interpreted in line with embodied cognition and form a starting point for more sophisticated interdisciplinary research on the nature of auditory mental simulation during reading.

Structural priming across cognitive domains: from simple arithmetic to relative-clause attachment.

In the two experiments reported here, we uncovered evidence for shared structural representations between arithmetic and language. Specifically, we primed subjects using mathematical equations either with or without parenthetical groupings, such as 80 - (9 + 1) × 5 or 80 - 9 + 1 × 5, and then presented a target sentence fragment, such as "The tourist guide mentioned the bells of the church that . . .," which subjects had to complete. When the mathematical equations were solved correctly, their structure influenced the noun phrase--for example, either "the bells of the church" or "the church," respectively--that subjects chose to attach their sentence completion to. These experiments provide the first demonstration of cross-domain structural priming from mathematics to language. They highlight the importance of global structural representations at a very high level of abstraction and have potentially far-reaching implications regarding the domain generality of structural representations.

Cross-linguistic differences in parafoveal semantic and orthographic processing.

In this study we investigated parafoveal processing by L1 and late L2 speakers of English (L1 German) while reading in English. We hypothesized that L2ers would make use of semantic and orthographic information parafoveally. Using the gaze contingent boundary paradigm, we manipulated six parafoveal masks in a sentence (Mark found th*e wood for the fire; * indicates the invisible boundary): identical word mask (wood), English orthographic mask (wook), English string mask (zwwl), German mask (holz), German orthographic mask (holn), and German string mask (kxfs). We found an orthographic benefit for L1ers and L2ers when the mask was orthographically related to the target word (wood vs. wook) in line with previous L1 research. English L2ers did not derive a benefit (rather an interference) when a non-cognate translation mask from their L1 was used (wood vs. holz), but did derive a benefit from a German orthographic mask (wood vs. holn). While unexpected, it may be that L2ers incur a switching cost when the complete German word is presented parafoveally, and derive a benefit by keeping both lexicons active when a partial German word is presented parafoveally (narrowing down lexical candidates). To the authors' knowledge there is no mention of parafoveal processing in any model of L2 processing/reading, and the current study provides the first evidence for a parafoveal non-cognate orthographic benefit (but only with partial orthographic overlap) in sentence reading for L2ers. We discuss how these findings fit into the framework of bilingual word recognition theories.

The impact of uninformative parafoveal masks on L1 and late L2 speakers.

Much reading research has found that informative parafoveal masks lead to a reading benefit for native speakers (see 1). However, little reading research has tested the impact of uninformative parafoveal masks during reading. Additionally, parafoveal processing research is primarily restricted to native speakers. In the current study we manipulated the type of uninformative preview using a gaze contingent boundary paradigm with a group of L1 English speakers and a group of late L2 English speakers (L1 German). We were interested in how different types of uninformative masks impact on parafoveal processing, whether L1 and L2 speakers are similarly impacted, and whether they are sensitive to parafoveally viewed language-specific sub-lexical orthographic information. We manipulated six types of uninformative masks to test these objectives: an Identical, English pseudo-word, German pseudo-word, illegal string of letters, series of X's, and a blank mask. We found that X masks affect reading the most with slight graded differences across the other masks, L1 and L2 speakers are impacted similarly, and neither group is sensitive to sub-lexical orthographic information. Overall these data show that not all previews are equal, and research should be aware of the way uninformative masks affect reading behavior. Additionally, we hope that future research starts to approach models of eye-movement behavior during reading from not only a monolingual but also from a multilingual perspective.

Random word generation reveals spatial encoding of syllabic word length.

Existing random number generation studies demonstrate the presence of an embodied attentional bias in spontaneous number production corresponding to the horizontal Mental Number Line: Larger numbers are produced on right-hand turns and smaller numbers on left-hand turns (Loetscher et al.,2008, Curr. Biol., 18, R60). Furthermore, other concepts were also shown to rely on horizontal attentional displacement (Di Bono and Zorzi, 2013, Quart. J. Exp. Psychol., 66, 2348). In two experiments, we used a novel random word generation paradigm combined with two different ways to orient attention in horizontal space: Participants randomly generated words on left and right head turns (Experiment 1) or following left and right key presses (Experiment 2). In both studies, syllabically longer words were generated on right-hand head turns and following right key strokes. Importantly, variables related to semantic magnitude or cardinality (whether the generated words were plural-marked, referred to uncountable concepts, or were associated with largeness) were not affected by lateral manipulations. We discuss our data in terms of the ATOM (Walsh, 2015, The Oxford handbook of numerical cognition, 552) which suggests a general magnitude mechanism shared by different conceptual domains.

Viewpoint and center of gravity affect eye movements to human faces.

In everyday life, human faces are encountered in many different views. Despite this fact, most psychological research has focused on the perception of frontal faces. To address this shortcoming, the current study investigated how different face views are processed, by measuring eye movements to frontal, mid-profile and profile faces during a gender categorization (Experiment 1) and a free-viewing task (Experiment 2). In both experiments observers initially fixated the geometric center of a face, independent of face view. This center-of-gravity effect induced a qualitative shift in the features that were sampled across different face views in the time period immediately after stimulus onset. Subsequent eye fixations focused increasingly on specific facial features. At this stage, the eye regions were targeted predominantly in all face views, and to a lesser extent also the nose and the mouth. These findings show that initial saccades to faces are driven by general stimulus properties, before eye movements are redirected to the specific facial features in which observers take an interest. These findings are illustrated in detail by plotting the distribution of fixations, first fixations, and percentage fixations across time.

Pupillary responses to affective words in bilinguals' first versus second language.

Late bilinguals often report less emotional involvement in their second language, a phenomenon called reduced emotional resonance in L2. The present study measured pupil dilation in response to high- versus low-arousing words (e.g., riot vs. swamp) in German-English and Finnish-English late bilinguals, both in their first and in their second language. A third sample of English monolingual speakers (tested only in English) served as a control group. To improve on previous research, we controlled for lexical confounds such as length, frequency, emotional valence, and abstractness-both within and across languages. Results showed no appreciable differences in post-trial word recognition judgements (98% recognition on average), but reliably stronger pupillary effects of the arousal manipulation when stimuli were presented in participants' first rather than second language. This supports the notion of reduced emotional resonance in L2. Our findings are unlikely to be due to differences in stimulus-specific control variables or to potential word-recognition difficulties in participants' second language. Linguistic relatedness between first and second language (German-English vs. Finnish-English) was also not found to have a modulating influence.

Hierarchical structure priming from mathematics to two- and three-site relative clause attachment.

A number of recent studies found evidence for shared structural representations across different cognitive domains such as mathematics, music, and language. For instance, Scheepers et al. (2011) showed that English speakers' choices of relative clause (RC) attachments in partial sentences like The tourist guide mentioned the bells of the church that … can be influenced by the structure of previously solved prime equations such as 80-(9 + 1) × 5 (making high RC-attachments more likely) versus 80-9 + 1 × 5 (making low RC-attachments more likely). Using the same sentence completion task, Experiment 1 of the present paper fully replicated this cross-domain structural priming effect in Russian, a morphologically rich language. More interestingly, Experiment 2 extended this finding to more complex three-site attachment configurations and showed that, relative to a structurally neutral baseline prime condition, N1-, N2-, and N3-attachments of RCs in Russian were equally susceptible to structural priming from mathematical equations such as 18+(7+(3 + 11)) × 2, 18 + 7+(3 + 11) × 2, and 18 + 7 + 3 + 11 × 2, respectively. The latter suggests that cross-domain structural priming from mathematics to language must rely on detailed, domain-general representations of hierarchical structure.

Syntactic priming in comprehension: the role of argument order and animacy.

Two visual-world eye-movement experiments investigated the nature of syntactic priming during comprehension--specifically, whether the priming effects in ditransitive prepositional object (PO) and double object (DO) structures (e.g., "The wizard will send the poison to the prince/the prince the poison?") are due to anticipation of structural properties following the verb (send) in the target sentence or to anticipation of animacy properties of the first postverbal noun. Shortly following the target verb onset, listeners looked at the recipient more (relative to the theme) following DO than PO primes, indicating that the structure of the prime affected listeners' eye gazes on the target scene. Crucially, this priming effect was the same irrespective of whether the postverbal nouns in the prime sentences did ("The monarch will send the painting to the president") or did not ("The monarch will send the envoy to the president") differ in animacy, suggesting that PO/DO priming in comprehension occurs because structural properties, rather than animacy features, are being primed when people process the ditransitive target verb.

Direct speech quotations promote low relative-clause attachment in silent reading of English.

The implicit prosody hypothesis (Fodor, 1998, 2002) proposes that silent reading coincides with a default, implicit form of prosody to facilitate sentence processing. Recent research demonstrated that a more vivid form of implicit prosody is mentally simulated during silent reading of direct speech quotations (e.g., Mary said, "This dress is beautiful"), with neural and behavioural consequences (e.g., Yao, Belin, & Scheepers, 2011; Yao & Scheepers, 2011). Here, we explored the relation between 'default' and 'simulated' implicit prosody in the context of relative-clause (RC) attachment in English. Apart from confirming a general low RC-attachment preference in both production (Experiment 1) and comprehension (Experiments 2 and 3), we found that during written sentence completion (Experiment 1) or when reading silently (Experiment 2), the low RC-attachment preference was reliably enhanced when the critical sentences were embedded in direct speech quotations as compared to indirect speech or narrative sentences. However, when reading aloud (Experiment 3), direct speech did not enhance the general low RC-attachment preference. The results from Experiments 1 and 2 suggest a quantitative boost to implicit prosody (via auditory perceptual simulation) during silent production/comprehension of direct speech. By contrast, when reading aloud (Experiment 3), prosody becomes equally salient across conditions due to its explicit nature; indirect speech and narrative sentences thus become as susceptible to prosody-induced syntactic biases as direct speech. The present findings suggest a shared cognitive basis between default implicit prosody and simulated implicit prosody, providing a new platform for studying the effects of implicit prosody on sentence processing.

Corrigendum: Cross-Domain Priming From Mathematics to Relative-Clause Attachment: A Visual-World Study in French.

[This corrects the article DOI: 10.3389/fpsyg.2018.02056.].

Cross-Domain Priming From Mathematics to Relative-Clause Attachment: A Visual-World Study in French.

Human language processing must rely on a certain degree of abstraction, as we can produce and understand sentences that we have never produced or heard before. One way to establish syntactic abstraction is by investigating structural priming. Structural priming has been shown to be effective within a cognitive domain, in the present case, the linguistic domain. But does priming also work across different domains? In line with previous experiments, we investigated cross-domain structural priming from mathematical expressions to linguistic structures with respect to relative clause attachment in French (e.g., la fille du professeur qui habitait à Paris/the daughter of the teacher who lived in Paris). Testing priming in French is particularly interesting because it will extend earlier results established for English to a language where the baseline for relative clause attachment preferences is different form English: in English, relative clauses (RCs) tend to be attached to the local noun phrase (low attachment) while in French there is a preference for high attachment of relative clauses to the first noun phrase (NP). Moreover, in contrast to earlier studies, we applied an online-technique (visual world eye-tracking). Our results confirm cross-domain priming from mathematics to linguistic structures in French. Most interestingly, different from less mathematically adept participants, we found that in mathematically skilled participants, the effect emerged very early on (at the beginning of the relative clause in the speech stream) and is also present later (at the end of the relative clause). In line with previous findings, our experiment suggests that mathematics and language share aspects of syntactic structure at a very high-level of abstraction.

One Step at a Time: Representational Overlap Between Active Voice, Be-passive, and Get-passive Forms in English.

The active voice and passive voice are complementary sentence forms that are available when describing a transitive event. In English, the latter has two variants: be-passive and get-passive. Numerous attempts have been made in the literature to represent the syntactic and semantic differences between these forms, while maintaining their shared features, yet theoretical accounts still differ. At the same time, empirical studies into structural choice have frequently investigated the use of passive voice versus active voice, while the distinction between get- versus be-passive has not received much attention. Here we investigate the degree of similarity between the three transitive variants (be-passive, get-passive, active voice), providing experimental evidence of their mental representations in relation to each other. We describe three experiments in which participants gave acceptability or naturalness ratings for sentences formed with either be-passive or get-passive, and containing one of several adjunct types. Participants were also free to provide an alternative way to phrase each, enabling us to consider whether there are differences in accessing alternatives. We observed overwhelming preferences for changing get-passives into be-passives, and for changing be-passives into active voice, but none for changing get-passives directly into active voice (despite active voice being the most preferred variant). This preference for changing get-passive into be-passive was observed even when a change into active voice was further facilitated by the availability of a 'ready-made' agent. These patterns of change are consistent with partial representational overlap along two dimensions described by Thompson et al. (2013): Patient Prominence and Patient Importance. Our findings also contribute to discussions of passive structure by revealing the relative closeness of the mental representations of these forms.

Moving beyond the distinction between concrete and abstract concepts.

From the perspective of the situated conceptualization framework, the primary purpose of concepts is for categorizing and integrating elements of situations to support goal-directed action (including communication and social interaction). To the extent that important situational elements are categorized and integrated properly, effective goal-directed action follows. Over time, frequent patterns of co-occurring concepts within situations become established in memory as situated conceptualizations, conditioning the conceptual system and producing habitual patterns of conceptual processing. As a consequence, individual concepts are most basically represented within patterns of concepts that become entrained with specific kinds of physical situations. In this framework, the concrete versus abstract distinction between concepts is no longer useful, with two other distinctions becoming important instead: (i) external versus internal situational elements, (ii) situational elements versus situational integrations. Whereas concepts for situational elements originate in distributed neural networks that provide continual feeds about components of situations, concepts for situational integrations originate in association areas that establish temporal co-occurrence relations between situational elements, both external and internal. We propose that studying concepts in the context of situated action is necessary for establishing complete accounts of them, and that continuing to study concepts in isolation is likely to provide relatively incomplete and distorted accounts.This article is part of the theme issue 'Varieties of abstract concepts: development, use and representation in the brain'.