Visual word identification beyond common words: The role of font and letter case in brand names.

While abstractionist theories of visual word recognition propose that perceptual elements like font and letter case are filtered out during lexical access, instance-based theories allow for the possibility that these surface details influence this process. To disentangle these accounts, we focused on brand names embedded in logotypes. The consistent visual presentation of brand names may render them much more susceptible to perceptual factors than common words. In the present study, we compared original and modified brand logos, varying in font or letter case. In Experiment 1, participants decided whether the stimuli corresponded to existing brand names or not, regardless of graphical information. In Experiment 2, participants had to categorize existing brand names semantically - whether they corresponded to a brand in the transportation sector or not. Both experiments showed longer response times for the modified brand names, regardless of font or letter-case changes. These findings challenge the notion that only abstract units drive visual word recognition. Instead, they favor those models that assume that, under some circumstances, the traces in lexical memory may contain surface perceptual information.

Clouded judgments? The role of virtual weather in word valence evaluations.

Exploring the dynamic interface of environmental psychology and psycholinguistics, this investigation delves into how simulated weather conditions - sunny versus rainy - affect emotional perceptions of linguistic stimuli within a Virtual Reality (VR) framework. Participants assessed words' emotional valence being exposed to these distinct environmental simulations. Contrary to expectations, we found that while rainy conditions modestly prolonged response times, they did not significantly alter the emotional valence attributed to words. Our study shows that weather can affect emotional cognition, but intrinsic emotional word properties are resilient to environmental influences. This highlights the complex interplay between environmental factors and linguistic processing and reaffirms the importance of environmental contexts in cognitive and emotional evaluations, especially in the face of climate change. By integrating VR technology with environmental psychology and linguistics, our research offers novel insights into the subtle yet significant ways in which virtual and real-world environments converge to shape human emotional and cognitive responses.

Standardizing norms for 1286 colored pictures in Cantonese.

This study established psycholinguistic norms in Cantonese for a set of 1286 colored pictures sourced from several picture databases, including 750 colored line drawings from MultiPic (Duñabeitia et al., 2018) and 536 photographs selected for McRae et al. (2005) concepts. The pictures underwent rigorous normalization processes. We provided picture characteristics including name and concept agreement, familiarity, visual complexity, and frequency of modal responses. Through correlational analyses, we observed strong interrelationships among these variables. We also compared the current Cantonese norming to other languages and demonstrated similarity and variations among different languages. Additionally, we embraced the multilingual diversity within the current sample, and found that higher Cantonese proficiency but lower non-native language proficiency were associated with better spoken picture naming. Last but not least, we validated the predictive power of normed variables calculated from typed responses to spoken picture naming, and the consistency between typed and spoken responses. The present norming provides a timely and valuable alternative for researchers in the field of psycholinguistics, especially those studying Cantonese production and lexical retrieval. All raw data, analysis scripts, and final norming results are available online as psycholinguistic norms for Cantonese in the following link at the Open Science Framework: https://osf.io/dz9j6/?view_only=a452d8a56c92430b9dedf21ac26b1bc1 .

Taboo language across the globe: A multi-lab study.

The use of taboo words represents one of the most common and arguably universal linguistic behaviors, fulfilling a wide range of psychological and social functions. However, in the scientific literature, taboo language is poorly characterized, and how it is realized in different languages and populations remains largely unexplored. Here we provide a database of taboo words, collected from different linguistic communities (Study 1, N = 1046), along with their speaker-centered semantic characterization (Study 2, N = 455 for each of six rating dimensions), covering 13 languages and 17 countries from all five permanently inhabited continents. Our results show that, in all languages, taboo words are mainly characterized by extremely low valence and high arousal, and very low written frequency. However, a significant amount of cross-country variability in words' tabooness and offensiveness proves the importance of community-specific sociocultural knowledge in the study of taboo language.

Digital Therapeutics for Insomnia: Assessing the Effectiveness of a Computerized Home-Based Cognitive Stimulation Program.

BACKGROUND: Sleep disturbances represent a major health burden today, affecting up to one-third of the population worldwide. Computerized cognitive stimulation has been proven as an effective approach in diminishing negative symptomatology and improving the quality of life in a range of medical conditions. Given its nature in enhancing neural networks, such as those involved in stimulus monitoring and inhibitory processes, computerized cognitive stimulation is arising as a potential tool to overcome underlying cognitive deficits found among patients suffering from insomnia. In the current study, we report the results of Phase 1 and Phase 2 clinical trials of a home-based computerized cognitive stimulation program. METHODS: The cognitive stimulation intervention followed a home-based approach with online supervision by a psychologist. The training activities were gamified cognitive tasks that had been designed to improve executive functions, with a focus on inhibition skills. The Insomnia Severity Index and the Pittsburgh Sleep Quality Index scales were used as the main assessment measures. Data from the Behavior Rating Inventory of Executive Function, the Beck Depression Inventory, the State-Trait Anxiety Inventory, and the Penn State Worry Questionnaire were also recorded before and after the intervention. During 15 consecutive days, participants performed on alternate days a total of 7 training sessions (each lasting 45 minutes). RESULTS: Twelve patients with clinical insomnia were administered the home-based online cognitive stimulation program. After seven training sessions, mean changes in sleep quality, depressive and anxiety symptoms, worry thoughts, and everyday function were found, with significant improvements in these domains in the full absence of safety issues. CONCLUSIONS: In patients with insomnia, cognitive stimulation demonstrated improvements in sleep quality, mood, and cognitive performance over a 15-day protocol. No relevant side effects were reported. The long-term effectiveness of the intervention is still unknown. CLINICAL TRIAL REGISTRATION: The study protocol has been reviewed and published in ClinicalTrials.gov, assigning it the code NCT05050292 https://clinicaltrials.gov/ct2/show/NCT05050292?term=NCT05050292&draw=2&rank=1.

Prevalence norms for 40,777 Catalan words: An online megastudy of vocabulary size.

In this study, we present word prevalence data (i.e., the number of people who know a given word) for 40,777 Catalan words. An online massive visual lexical decision task involving more than 200,000 native speakers of this language was carried out. The characteristics of the participants as well as those of the words which mostly influence word knowledge were examined. Regarding the participants, the analysis of the data revealed that their age was the main factor influencing vocabulary size, followed by their educational level and other variables such as the number of languages spoken and their level of proficiency in Catalan. Concerning the words, by far the most determining factor was lexical frequency, with a minor influence of both length and the size of the orthographic neighborhood. These data mainly agree with those reported in other languages in which the same variables have been analyzed (Dutch, English, and Spanish, thus far). Therefore, the list is increased with Catalan, a language which, due to its use in an essentially bilingual context, is of special interest to researchers interested in the field of bilingualism and second language acquisition.

Cognitive estimation of speed, movement and time across the lifespan.

We investigated the role of age and gender in cognitive estimation abilities. Participants completed two online tasks, where different categories of estimation were assessed (speed estimation by time and distance, and auditory estimation). Data from a total of 18886 participants (9911 females) with ages between 18 and 65 years old were gathered. Results showed variations in the estimation capacity as a function of age, with a slow but progressive decline. Estimates of duration and sound seemed to be more affected by age than estimates of speed and movement. Overall, male participants showed a better performance on both auditory and visual estimation tasks compared to females.

The predictors of general knowledge: Data from a Spanish megastudy.

Studies on sociodemographic data and crystallized intelligence have often struggled to recruit enough participants to achieve sufficient validity. However, the advent of the internet now allows this problem to be solved through the creation of megastudies. Yet, this methodology so far has only been used in studies on vocabulary size, while general knowledge, another key component of crystallized intelligence, remains unexamined. In the present study, regression models were used to examine the impact of sociodemographic variables-gender, age, years of study and socioeconomic status-on general knowledge scores. The sample comprised 48,234 participants, each of whom answered 60 general knowledge questions, their data being fully available online. Men were found to score higher than women in general knowledge. Years of study and socioeconomic status acted as strong and weak positive predictors, respectively. Age acted as a strong positive predictor until the age of 50, where it became progressively detrimental. These results are discussed relative to other studies on crystallized intelligence, highlighting the need to study each of its components individually.

How do Spanish speakers read words? Insights from a crowdsourced lexical decision megastudy.

Vocabulary size seems to be affected by multiple factors, including those that belong to the properties of the words themselves and those that relate to the characteristics of the individuals assessing the words. In this study, we present results from a crowdsourced lexical decision megastudy in which more than 150,000 native speakers from around 20 Spanish-speaking countries performed a lexical decision task to 70 target word items selected from a list of about 45,000 Spanish words. We examined how demographic characteristics such as age, education level, and multilingualism affected participants' vocabulary size. Also, we explored how common factors related to words like frequency, length, and orthographic neighbourhood influenced the knowledge of a particular item. Results indicated important contributions of age to overall vocabulary size, with vocabulary size increasing in a logarithmic fashion with this factor. Furthermore, a contrast between monolingual and bilingual communities within Spain revealed no significant vocabulary size differences between the communities. Additionally, we replicated the standard effects of the words' properties and their interactions, accurately accounting for the estimated knowledge of a particular word. These results highlight the value of crowdsourced approaches to uncover effects that are traditionally masked by small-sampled in-lab factorial experimental designs.

Universal brain signature of proficient reading: Evidence from four contrasting languages.

We propose and test a theoretical perspective in which a universal hallmark of successful literacy acquisition is the convergence of the speech and orthographic processing systems onto a common network of neural structures, regardless of how spoken words are represented orthographically in a writing system. During functional MRI, skilled adult readers of four distinct and highly contrasting languages, Spanish, English, Hebrew, and Chinese, performed an identical semantic categorization task to spoken and written words. Results from three complementary analytic approaches demonstrate limited language variation, with speech-print convergence emerging as a common brain signature of reading proficiency across the wide spectrum of selected languages, whether their writing system is alphabetic or logographic, whether it is opaque or transparent, and regardless of the phonological and morphological structure it represents.

Reading comprehension and immersion schooling: evidence from component skills.

The present research aims to assess literacy acquisition in children becoming bilingual via second language immersion in school. We adopt a cognitive components approach, assessing text-level reading comprehension, a complex literacy skill, as well as underlying cognitive and linguistic components in 144 children aged 7 to 14 (72 immersion bilinguals, 72 controls). Using principal component analysis, a nuanced pattern of results was observed: although emergent bilinguals lag behind their monolingual counterparts on measures of linguistic processing, they showed enhanced performance on a memory and reasoning component. For reading comprehension, no between-group differences were evident, suggesting that selective benefits compensate costs at the level of underlying cognitive components. Overall, the results seem to indicate that literacy skills may be modulated by emerging bilingualism even when no between-group differences are evident at the level of complex skill, and the detection of such differences may depend on the focus and selectivity of the task battery used.

Consonantal overlap effects in a perceptual matching task.

This study investigates the processing of letter position coding by exploring whether or not two explicitly presented words that share the same consonants, but that differ in their vowels, exert mutual interference more than two words that do not share their consonants. In an explicit perceptual matching task, word targets were preceded by a word reference that could share all the consonants either at the same position or in a different absolute position (while keeping their relative position intact) or preceded by an unrelated reference. Experiment 1 showed larger discrimination costs for pairs sharing the consonants at the same position than for pairs sharing their consonants in a different position. Experiment 2 investigated when and how the types of overlap influence word target processing by using event-related potential recordings. The ERP results showed a Relatedness effect only for targets that share the consonants at the same position from 120 to 600 ms post-target onset, whereas targets that share their consonants in different positions in the string produced null effects. Altogether, these data suggest that targets containing the same consonants included in the references in the same positions are processed as being highly similar to them, thus distorting target processing. Furthermore, these data suggest possible mechanisms of competition between lexical representations of the reference and target stimuli.

Orthographic Coding: Brain Activation for Letters, Symbols, and Digits.

The present experiment investigates the input coding mechanisms of 3 common printed characters: letters, numbers, and symbols. Despite research in this area, it is yet unclear whether the identity of these 3 elements is processed through the same or different brain pathways. In addition, some computational models propose that the position-in-string coding of these elements responds to general flexible mechanisms of the visual system that are not character-specific, whereas others suggest that the position coding of letters responds to specific processes that are different from those that guide the position-in-string assignment of other types of visual objects. Here, in an fMRI study, we manipulated character position and character identity through the transposition or substitution of 2 internal elements within strings of 4 elements. Participants were presented with 2 consecutive visual strings and asked to decide whether they were the same or different. The results showed: 1) that some brain areas responded more to letters than to numbers and vice versa, suggesting that processing may follow different brain pathways; 2) that the left parietal cortex is involved in letter identity, and critically in letter position coding, specifically contributing to the early stages of the reading process; and that 3) a stimulus-specific mechanism for letter position coding is operating during orthographic processing.

Numbers are not like words: Different pathways for literacy and numeracy.

Literacy and numeracy are two fundamental cognitive skills that require mastering culturally-invented symbolic systems for representing spoken language and quantities. How numbers and words are processed in the human brain and their temporal dynamics remain unclear. Using MEG (magnetoencephalography), we find brain activation differences for literacy and numeracy from early stages of processing in the temporal-occipital and temporal-parietal regions. Native speakers of Spanish were exposed to visually presented words, pseudowords, strings of numbers, strings of letters and strings of symbols while engaged in a go/no-go task. Results showed more evoked neuromagnetic activity for words and pseudowords compared to symbols at ~120-130ms in the left occipito-temporal and temporal-parietal cortices (angular gyrus and intra-parietal sulcus) and at ~200ms in the left inferior frontal gyrus and left temporal areas. In contrast, numbers showed more activation than symbols at similar time windows in homologous regions of the right hemisphere: occipito-temporal and superior and middle temporal cortices at ~100-130ms. A direct comparison between the responses to words and numbers confirmed this distinct lateralization for the two stimulus types. These results suggest that literacy and numeracy follow distinct processing streams through the left and right hemispheres, respectively, and that the temporal-parietal and occipito-temporal regions may interact during processing alphanumeric stimuli.

Orthographic coding in illiterates and literates.

We investigated how literacy modifies one of the mechanisms of the visual system that is essential for efficient reading: flexible position coding. To do so, we focused on the abilities of literates and illiterates to compare two-dimensional strings of letters (Experiment 1) and symbols (Experiment 2) in which the positions of characters had been manipulated. Results from two perceptual matching experiments revealed that literates were sensitive to alterations in characters' within-string position and identity, whereas illiterates are almost blind to these changes. We concluded that letter-position coding is a mechanism that emerges during literacy acquisition and that the recognition of sequences of objects is highly modulated by reading skills. These data offer new insights about the manner in which reading acquisition shapes the visual system by making it highly sensitive to the internal structure of sequences of characters.

Enhancing Executive Functions in Pediatric Epilepsy: Feasibility and Efficacy of a Computerized Cognitive Training Program.

Epilepsy, a prevalent neurological disorder characterized by recurrent seizures, significantly impacts individuals' neurobiological, cognitive, and social lives. This report presents a feasibility study investigating the effects of a computerized cognitive training program on enhancing executive functions, particularly inhibitory control, in children and adolescents with epilepsy. Employing a pre-test-intervention-post-test design, the study involved 26 participants with diverse epileptic syndromes, focusing on those without severe intellectual disabilities. The intervention, based on the CogniFit Inc. platform, consisted of personalized tasks aiming to improve participants' inhibitory skills over 16 weeks, with an average of 40 sessions completed per participant. Results indicated significant improvements in reaction times and error rates in an anti-saccade task, demonstrating enhanced inhibitory control and general performance post-intervention. These findings suggest that targeted cognitive training is a feasible approach to bolster executive functions in young individuals with epilepsy, potentially improving their academic performance, employability, and social interactions. The study underscores the importance of early cognitive interventions in epilepsy management, highlighting the potential for computerized programs to aid in mitigating cognitive deficits associated with the condition.

Degree of multilingual engagement modulates resting state oscillatory activity across the lifespan.

Multilingualism has been demonstrated to lead to a more favorable trajectory of neurocognitive aging, yet our understanding of its effect on neurocognition across the lifespan remains limited. We collected resting state EEG recordings from a sample of multilingual individuals across a wide age range. Additionally, we obtained data on participant multilingual language use patterns alongside other known lifestyle enrichment factors. Language experience was operationalized via a modified multilingual diversity (MLD) score. Generalized additive modeling was employed to examine the effects and interactions of age and MLD on resting state oscillatory power and coherence. The data suggest an independent modulatory effect of individualized multilingual engagement on age-related differences in whole brain resting state power across alpha and theta bands, and an interaction between age and MLD on resting state coherence in alpha, theta, and low beta. These results provide evidence of multilingual engagement as an independent correlational factor related to differences in resting state EEG power, consistent with the claim that multilingualism can serve as a protective factor in neurocognitive aging.

The necessary, albeit belated, transition to computerized cognitive assessment.

Cognitive assessment is a common and daily process in educational, clinical, or research settings, among others. Currently, most professionals use classic pencil-and-paper screenings, tests, and assessment batteries. However, as the SARS-CoV-2 health crisis has shown, the pencil-and-paper format is becoming increasingly outdated and it is necessary to transition to new technologies, using computerized cognitive assessments (CCA). This article discusses the advantages, disadvantages, and implications of this necessary transition that professionals should face in the immediate future, and encourages careful adoption of this change to ensure a smooth transition.

Driving safety: Investigating the cognitive foundations of accident prevention.

Driving is a crucial aspect of personal independence, and accurate assessment of driving skills is vital for ensuring road safety. This study aimed to identify reliable cognitive predictors of safe driving through a driving simulator experiment. We assessed the driving performance of 66 university students in two distinct simulated driving conditions and evaluated their cognitive skills in decision-making, attention, memory, reasoning, perception, and coordination. Multiple regression analyses were conducted to determine the most reliable cognitive predictor of driving outcome. Results revealed that under favorable driving conditions characterized by good weather and limited interactions with other road users, none of the variables tested in the study were able to predict driving performance. However, in a more challenging scenario with adverse weather conditions and heavier traffic, cognitive assessment scores demonstrated significant predictive power for the rate of traffic infractions committed. Specifically, cognitive skills related to memory and coordination were found to be most predictive. This study underscores the significance of cognitive ability, particularly memory, in ensuring safe driving performance. Incorporating cognitive evaluations in driver licensing and education/training programs can enhance the evaluation of drivers' competence and promote safer driving practices.

Family Attitudes towards Multilingualism in Bilingual Education Programs and Their Relationship with Academic Performance.

This article reports on a large-scale study investigating the overall perception of multilingualism in the family environment of children enrolled in an English immersion program in primary schools across Spain and the potential relationship between these attitudes and the student's academic performance. One thousand and one families participated in the study, based on a tailored questionnaire that evaluated three main aspects: (1) parents' and guardians' ratings of their children's language skills; (2) language practices in the home, especially with respect to time allocated to different languages and multilingual practices such as code-switching; and (3) attitudes and general perception of the benefits and drawbacks of multilingualism in socio-economic, cultural, cognitive and professional terms. The complex results from this questionnaire, in addition to providing a more accurate picture of the family environment of students enrolled in these programs, show some significant correlations with academic performance, which we discuss here, with some reference to their educational implications.