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University of Illinois – Urbana-Champaign
1.
Dickson, Danielle.
Hemispheric differences in orthographic and semantic processing as revealed by event-related potentials.
Degree: MA, 0338, 2014, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/50680 
► Differences in how the right and left hemispheres (RH, LH) apprehend visual words were examined using event-related potentials (ERPs) in a repetition paradigm with visual…
(more)
▼ Differences in how the right and left hemispheres (RH, LH) apprehend visual words were examined using event-related potentials (ERPs) in a repetition paradigm with visual half-field (VF) presentation. In both hemispheres (RH/LVF, LH/RVF), initial presentation of items elicited similar and typical effects of orthographic neighborhood size, with larger N400s for orthographically regular items (words and pseudowords) than for irregular items (acronyms and meaningless illegal strings). However, hemispheric differences emerged on repetition effects. When items were repeated in the LH/RVF, orthographically regular items, relative to irregular items, elicited larger repetition effects on both the N250, a component reflecting processing at the level of visual form (orthography), and on the N400, which has been linked to semantic access. In contrast, in the RH/LVF, repetition effects were biased toward irregular items on the N250 and were similar in size across item types for the N400. The results suggest that processing in the LH is more strongly affected by wordform regularity than in the RH, either due to enhanced processing of familiar orthographic patterns or due to the fact that regular forms can be more readily mapped onto phonology.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">
Federmeier,
Kara D. (advisor).
Subjects/Keywords: event-related potentials (ERPs); N400; orthographic neighborhood; cerebral hemispheres; visual word recognition
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APA (6th Edition):
Dickson, D. (2014). Hemispheric differences in orthographic and semantic processing as revealed by event-related potentials. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50680
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dickson, Danielle. “Hemispheric differences in orthographic and semantic processing as revealed by event-related potentials.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/50680.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dickson, Danielle. “Hemispheric differences in orthographic and semantic processing as revealed by event-related potentials.” 2014. Web. 04 Mar 2021.
Vancouver:
Dickson D. Hemispheric differences in orthographic and semantic processing as revealed by event-related potentials. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/50680.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dickson D. Hemispheric differences in orthographic and semantic processing as revealed by event-related potentials. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50680
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Urbana-Champaign
2.
Stites, Mallory.
Effects of efficient fronto-temporal circuitry on lexical ambiguity resolution: converging evidence from cross-age comparisons in eye-tracking and ERP data.
Degree: MA, 0338, 2012, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/29608
► Eye-tracking was used to examine how younger and older adults use syntactic and semantic information to disambiguate noun/verb (NV) homographs (e.g., park). We find that…
(more)
▼ Eye-tracking was used to examine how younger and older adults use syntactic and semantic information to disambiguate noun/verb (NV) homographs (e.g., park). We find that young adults exhibit inflated first fixations to NV-homographs when only syntactic cues are available for disambiguation (i.e., in syntactic prose). This effect is eliminated with the addition of disambiguating semantic information. Older adults (60+) as a group fail to show the first fixation effect in syntactic prose; they instead reread NV homographs longer. This pattern mirrors that in prior event-related potential work (Lee &
Federmeier, 2009, 2011), which reported a sustained frontal negativity to NV-homographs in syntactic prose for young adults, which was eliminated by semantic constraints. The frontal negativity was not observed in older adults as a group, although older adults with high verbal fluency showed the young-like pattern. Analyses of individual differences in eye-tracking patterns revealed a similar effect of verbal fluency in both young and older adults: high verbal fluency groups of both ages show larger first fixation effects, while low verbal fluency groups show larger downstream costs (rereading and/or refixating NV homographs). Jointly, the eye-tracking and ERP data suggest that effortful meaning selection recruits frontal brain areas important for suppressing contextually inappropriate meanings, which also slows eye movements. Efficacy of fronto-temporal circuitry, as captured by verbal fluency, predicts the success of engaging these mechanisms in both young and older adults. Failure to recruit these processes requires compensatory rereading or leads to comprehension failures (Lee &
Federmeier, in press).
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">
Federmeier,
Kara D. (advisor).
Subjects/Keywords: Eye-tracking; Event-related potentials; NV-homographs; Aging; Individual Differences; noun/verb (NV)
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APA (6th Edition):
Stites, M. (2012). Effects of efficient fronto-temporal circuitry on lexical ambiguity resolution: converging evidence from cross-age comparisons in eye-tracking and ERP data. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/29608
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Stites, Mallory. “Effects of efficient fronto-temporal circuitry on lexical ambiguity resolution: converging evidence from cross-age comparisons in eye-tracking and ERP data.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/29608.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Stites, Mallory. “Effects of efficient fronto-temporal circuitry on lexical ambiguity resolution: converging evidence from cross-age comparisons in eye-tracking and ERP data.” 2012. Web. 04 Mar 2021.
Vancouver:
Stites M. Effects of efficient fronto-temporal circuitry on lexical ambiguity resolution: converging evidence from cross-age comparisons in eye-tracking and ERP data. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/29608.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Stites M. Effects of efficient fronto-temporal circuitry on lexical ambiguity resolution: converging evidence from cross-age comparisons in eye-tracking and ERP data. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/29608
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Urbana-Champaign
3.
Hubbard, Ryan.
Unitization and semantic information.
Degree: MA, 0338, 2014, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/50679
► Recognition memory can be supported by two distinct processes: recollection of an item and its related contextual information, and a general sense of familiarity for…
(more)
▼ Recognition memory can be supported by two distinct processes: recollection of an item
and its related contextual information, and a general sense of familiarity for the item.
Performance on recollection-based associative memory tests can be supported by familiarity
when stimuli are “unitized”, or encoded as a single representation. Unitization generally
produces greater positivity in mid-frontal (FN400) potentials during recognition in ERP studies,
also suggesting recruitment of familiarity. However, several experimental manipulations can
lead to FN400 modulation, as well as differences in estimates of familiarity; thus, it is unclear
what mechanism underlies this increase in familiarity-based retrieval. One proposal is that
unitization may modulate the semantic relatedness between the two items; thus, unitization of
stimuli with little semantic content would lead to reduced effects. To assess this claim, two ERP
experiments were performed with semantically sparse stimuli (abstract images and
pseudowords), in which participants either unitized stimuli or encoded them separately, and were
later tested for their memory for the items. Results suggest that unitization may still be possible
with semantically sparse stimuli, but that the neural correlates of unitization (namely, the FN400)
are affected by this manipulation.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">
Federmeier,
Kara D. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Gonsalves%2C%20Brian%20D.%22%29&pagesize-30">Gonsalves, Brian D. (advisor).
Subjects/Keywords: Memory; semantic; event related potential (ERP); N400
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APA ·
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Export
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Manager
APA (6th Edition):
Hubbard, R. (2014). Unitization and semantic information. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50679
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hubbard, Ryan. “Unitization and semantic information.” 2014. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/50679.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hubbard, Ryan. “Unitization and semantic information.” 2014. Web. 04 Mar 2021.
Vancouver:
Hubbard R. Unitization and semantic information. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/50679.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hubbard R. Unitization and semantic information. [Thesis]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50679
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
4.
Lai, Melinh K.
The fate of the unexpected: Consequences of misprediction on ERP repetition patterns.
Degree: MS, Psychology, 2019, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/106149
► Amid increasing interest in the nature and role of prediction in language comprehension, there remains a gap in our understanding of what happens when predictions…
(more)
▼ Amid increasing interest in the nature and role of prediction in language comprehension, there remains a gap in our understanding of what happens when predictions are disconfirmed. One possibility is that lingering representations of predictions interfere with those of the unexpected words. Alternatively, it is also possible that violating predictions strengthens the representations of unexpected words – e.g., by drawing attention to them and/or making them more distinctive. Here, the consequences of prediction violations are investigated using the ERP repetition effect. Unexpected but plausible words completed strongly and weakly constraining sentences. Three sentences later the critical word was repeated at the end of a weakly constraining sentence. As a control, the critical word was seen only once in a weakly constraining sentence. In Experiment 1, repeated words elicited a reduced N400 and enhanced LPC, with no effect of initial sentence constraint on the size of the repetition effect in either time window. However, a P2 effect that reached significance only for words initially appearing in a weakly constraining context potentially reflects subtle differences in attention or recognition for words initially appearing in weakly constraining contexts. Experiment 2 used the same items, except for items in the control condition, and added strongly constraining filler sentences with expected endings in order to further promote prediction during reading. Once again, for repeated words there was no effect of initial sentence constraint at either the N400 or the LPC. Additionally, the P2 effect observed in Experiment 1 was not seen in the results for Experiment 2. When considered alongside prior results (Rommers &
Federmeier, 2018b, 2018a), these findings suggest that prediction eases processing by instantiating expected words while also potentially reducing encoding or allocation of attention to the input. Thus, the language processor may be well-equipped for the noisiness of language, such that prediction violations may be neither as costly – nor as critical – for language comprehension as has sometimes been assumed.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">
Federmeier,
Kara D. (advisor).
Subjects/Keywords: prediction; psycholinguistics; N400; ERP
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APA (6th Edition):
Lai, M. K. (2019). The fate of the unexpected: Consequences of misprediction on ERP repetition patterns. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/106149
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lai, Melinh K. “The fate of the unexpected: Consequences of misprediction on ERP repetition patterns.” 2019. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/106149.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lai, Melinh K. “The fate of the unexpected: Consequences of misprediction on ERP repetition patterns.” 2019. Web. 04 Mar 2021.
Vancouver:
Lai MK. The fate of the unexpected: Consequences of misprediction on ERP repetition patterns. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2019. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/106149.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lai MK. The fate of the unexpected: Consequences of misprediction on ERP repetition patterns. [Thesis]. University of Illinois – Urbana-Champaign; 2019. Available from: http://hdl.handle.net/2142/106149
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Illinois – Urbana-Champaign
5.
Lee, Chia-lin.
Electrophysiological investigations of lexical ambiguity resolution.
Degree: PhD, 0338, 2011, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/18524
► In this dissertation, I took advantage of a very common phenomenon, lexical ambiguity, to address the question of how human brains resolve the one-to-many mapping…
(more)
▼ In this dissertation, I took advantage of a very common phenomenon, lexical ambiguity, to address the question of how human brains resolve the one-to-many mapping problems in language comprehension (e.g. whether the word 'watch' should be interpreted as a timing device or an action). Specifically, in a series of studies, I evaluated the interplay between different neural resources under varying levels of semantic constraints. In general, I found that the engagement of neural activity to suppress contextually irrelevant meanings, indexed by a frontal negativity ERP effect, was dependent on the amount of semantic information that is available for ambiguity resolution. This process showed a collaborative relationship with more implicit semantic processes, indexed by the N400. In subsequent studies, I also evaluated whether there are age-related differences in neural processes involved in lexical ambiguity resolution. The findings showed that healthy older adults maintained implicit semantic processing. However, the tendency and/or ability to recruit processing resources important for suppressing alternative meaning features under more difficult meaning selection conditions is diminished with advancing age, which further impacts meaning processing for linguistic material subsequent to the not- yet- resolved lexical ambiguity. Such age-related changes do not seem inevitable, however, as a subset of older adults with higher verbal fluency scores maintained a young-like frontal negativity effect pattern. Collectively, this series of studies provides strong evidence for the multi-faceted nature of language processing, in which the recruitment of and interplay among neural resources may be differentially tuned by contextual information and processing capacity.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">
Federmeier,
Kara D. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Dell%2C%20Gary%20S.%22%29&pagesize-30">Dell, Gary S. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Fisher%2C%20Cynthia%20L.%22%29&pagesize-30">Fisher, Cynthia L. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Garnsey%2C%20Susan%20M.%22%29&pagesize-30">Garnsey, Susan M. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Watson%2C%20Duane%20G.%22%29&pagesize-30">Watson, Duane G. (committee member).
Subjects/Keywords: Lexical ambiguity resolution; Noun-verb homographs; Event-related
potentials (ERPs); Aging; Frontal negativity
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APA ·
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MLA ·
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Export
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Manager
APA (6th Edition):
Lee, C. (2011). Electrophysiological investigations of lexical ambiguity resolution. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18524
Chicago Manual of Style (16th Edition):
Lee, Chia-lin. “Electrophysiological investigations of lexical ambiguity resolution.” 2011. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/18524.
MLA Handbook (7th Edition):
Lee, Chia-lin. “Electrophysiological investigations of lexical ambiguity resolution.” 2011. Web. 04 Mar 2021.
Vancouver:
Lee C. Electrophysiological investigations of lexical ambiguity resolution. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2011. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/18524.
Council of Science Editors:
Lee C. Electrophysiological investigations of lexical ambiguity resolution. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18524
University of Illinois – Urbana-Champaign
6.
Stites, Mallory.
An investigation of how multiple sources of information are integrated during online reading.
Degree: PhD, 0338, 2014, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/50555
► The current project investigates the online processing consequences of a conflict between different levels of linguistic representation, specifically focusing on the relationship between the mechanisms…
(more)
▼ The current project investigates the online processing consequences of a conflict between different levels of linguistic representation, specifically focusing on the relationship between the mechanisms supporting word recognition and the information conveyed at the sentence level. The first set of studies asks how readers comprehend compound words containing transposed letters that are swapped between the word’s morphemes or that stay within a single morpheme, when these words are encountered in a meaningful sentence context. Will readers weight word- level information more heavily (i.e., letter order, morpheme boundaries), or will the general semantic support of the sentence context allow readers to overcome this type of disruption with relatively small costs? The second set of studies investigates how effectively readers can use syntactic cues to resolve the ambiguity associated with noun/verb homographs, the downstream consequences of their resolution processes, and how these effects differ in older adults. Will readers be able to use constraining syntactic information to select the context-appropriate meaning of the word, especially if the intended meaning occurs less frequently? Furthermore, will the effects observed on the target word itself predict the later availability of the word’s context-inappropriate meaning, and does this relationship between early and late effects change with advancing age? The current study addresses these questions through the use two temporally sensitive online measures of language processing, eye-tracking and event-related brain potentials (ERPs) collected during natural reading, as a way to observe how readers integrate and adjudicate between different sources of information as online language comprehension unfolds.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">
Federmeier,
Kara D. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Christianson%2C%20Kiel%22%29&pagesize-30">Christianson, Kiel (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Dell%2C%20Gary%20S.%22%29&pagesize-30">Dell, Gary S. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Garnsey%2C%20Susan%20M.%22%29&pagesize-30">Garnsey, Susan M. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Stine-Morrow%2C%20Elizabeth%20A.L.%22%29&pagesize-30">Stine-Morrow, Elizabeth A.L. (committee member).
Subjects/Keywords: Language Comprehension; Eye-tracking; Event-related Potentials (ERPs); Transposed Letters; Lexical Ambiguity Resolution; Aging
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Stites, M. (2014). An investigation of how multiple sources of information are integrated during online reading. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50555
Chicago Manual of Style (16th Edition):
Stites, Mallory. “An investigation of how multiple sources of information are integrated during online reading.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/50555.
MLA Handbook (7th Edition):
Stites, Mallory. “An investigation of how multiple sources of information are integrated during online reading.” 2014. Web. 04 Mar 2021.
Vancouver:
Stites M. An investigation of how multiple sources of information are integrated during online reading. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/50555.
Council of Science Editors:
Stites M. An investigation of how multiple sources of information are integrated during online reading. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50555
University of Illinois – Urbana-Champaign
7.
Dickson, Danielle.
On the meaning of numbers: flexibility in the structure and retrieval of memories for Arabic numerals.
Degree: PhD, Psychology, 2016, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/93066
► We read symbolic representations of numbers like "24" across a multitude of contexts – as the name of a TV show, the answer to common…
(more)
▼ We read symbolic representations of numbers like "24" across a multitude of contexts – as the name of a TV show, the answer to common arithmetic problems, a symbol for the linguistic expression "twenty-four", among others – and utilize multiple systems of memory in order to appropriately interpret them. This thesis examines how these meanings of Arabic numerals are flexibly accessed, retrieved, and evaluated by healthy college-age adults. In order to dissociate these rapidly occurring processes, event-related potentials (ERPs) were recorded while participants read common numerals in tasks that differed in the type and amount of numeral-associated information that would need to be recalled.
The first two experiments specifically looked at the evaluation of Arabic numerals in arithmetic contexts, and examined how the two cerebral hemispheres approach reading equations and evaluating potential answers. These experiments revealed similarities in how the hemispheres respond to contextually congruous and incongruous answers but differences in how they evaluate other aspects of provided answers. Specifically, the right hemisphere (and not the left) is sensitive to mathematical relationships beyond whether an answer is right or wrong.
The second two experiments assessed how relatively more automatic access of meaning during numeral reading is influenced by task goals (Experiment 3) or by item-level properties of numerals (Experiment 4). The results showed that the amount of meaning information that is relatively automatically accessed during numeral reading is similar (and small) across task, but that the information that can be deliberately or explicitly retrieved differs across item type depending on personalized ratings of familiarity. Additionally, the nature of what is automatically retrieved from semantics is at least somewhat malleable, because, whereas Experiment 4 obtained effects similar in important ways to those observed during semantic retrieval for words, Experiment 3 did not.
Across all experiments, the results speak to a fluidity in the kind of information that can be brought to bear during numeral processing, depending on what sort of contextual support is provided and which types of evaluative processes are needed in order to perform the task at hand.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D%22%29&pagesize-30">
Federmeier,
Kara D (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D%22%29&pagesize-30">Federmeier, Kara D (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Fabiani%2C%20Monica%22%29&pagesize-30">Fabiani, Monica (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Hillman%2C%20Charles%22%29&pagesize-30">Hillman, Charles (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Hyde%2C%20Daniel%22%29&pagesize-30">Hyde, Daniel (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Fisher%2C%20Cynthia%22%29&pagesize-30">Fisher, Cynthia (committee member).
Subjects/Keywords: numerals; Mathematical cognition; Event-related potentials (ERPs); N400; Hemispheric differences
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APA ·
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MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Dickson, D. (2016). On the meaning of numbers: flexibility in the structure and retrieval of memories for Arabic numerals. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/93066
Chicago Manual of Style (16th Edition):
Dickson, Danielle. “On the meaning of numbers: flexibility in the structure and retrieval of memories for Arabic numerals.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/93066.
MLA Handbook (7th Edition):
Dickson, Danielle. “On the meaning of numbers: flexibility in the structure and retrieval of memories for Arabic numerals.” 2016. Web. 04 Mar 2021.
Vancouver:
Dickson D. On the meaning of numbers: flexibility in the structure and retrieval of memories for Arabic numerals. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/93066.
Council of Science Editors:
Dickson D. On the meaning of numbers: flexibility in the structure and retrieval of memories for Arabic numerals. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/93066
University of Illinois – Urbana-Champaign
8.
Smith, Cybelle Marguerite.
Mapping the time-course and content of visual predictions with a novel object-scene associative memory paradigm.
Degree: PhD, Psychology, 2018, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/102491
► In the current thesis, we present a series of three ERP experiments investigating the time-course and nature of contextual facilitation effects in visual object processing.…
(more)
▼ In the current thesis, we present a series of three ERP experiments investigating the time-course and nature of contextual facilitation effects in visual object processing. In all three experiments, participants studied novel object-scene pairs in a paired associate memory paradigm. At test, we presented the scene first, followed after a delay by the test object, which either matched or mismatched the scene. We manipulated two key factors. 1) In all three experiments, we manipulated the severity of contextual mismatch between the presented object and the scene, including categorical violations as well as more subtle visual distortions. In this way, we probed the level of detail at which participants were reactivating the contextually-congruent target object in response to the scene. 2) We manipulated the scene preview timing parameters both between subjects (Experiments 2.1 and 3.1) and within subjects (Experiment 3.2). Our rationale for doing this was as follows. Rather than assuming that contextual facilitation effects reflect an entirely predictive or reactive/integrative process, we tested the hypothesis that contextual facilitation was predictive in nature. If the contextual facilitation was entirely integrative (i.e., people waited until the object was presented before relating it to the scene context), we might expect that the amount of scene preview time would not modulate contextual facilitation effects. What we found instead is that allowing for additional scene preview time leads to enhanced contextual facilitation effects, suggesting that participants are using the additional time that they are observing the scene alone (beyond 200 ms, which is sufficient to extract the gist of the scene) to prepare to process the upcoming object and determine whether it matches the scene. We strengthened our findings by testing this both between subjects using only two time points, and within subjects using a parametric gradation of preview times (which also allowed us to test if our findings generalized to cases of temporal uncertainty). We also took advantage of our use of ERPs to examine dependent measures tied to specific stages of cognition. We particularly focus our analysis and discussion on contextual priming of higher-level visual features, examining how contextual congruency modulates amplitude of the N300 component under various conditions and timing constraints. We also present a set of novel visual similarity analyses relying on V1-like features, which allow us to test for context effects on visual object understanding in a component-neutral fashion. Lastly, we present analyses of context effects on other components of the waveform: the N400, as an index of semantic priming, and the LPC, as an index of response-related processing. Overall, our findings are consistent with a predictive account, in which participants use scene information to preactivate features of the upcoming object (including higher-level visual form features, as well as semantic features) in order to facilitate visual object understanding.…
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D%22%29&pagesize-30">
Federmeier,
Kara D (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D%22%29&pagesize-30">Federmeier, Kara D (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Beck%2C%20Diane%20K%22%29&pagesize-30">Beck, Diane K (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Dell%2C%20Gary%20S%22%29&pagesize-30">Dell, Gary S (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Sadaghiani%2C%20Sepideh%20F%22%29&pagesize-30">Sadaghiani, Sepideh F (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Sahakyan%2C%20Lili%22%29&pagesize-30">Sahakyan, Lili (committee member).
Subjects/Keywords: visual object recognition; N300; template matching; contextual learning; paired associate learning; statistical learning
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APA (6th Edition):
Smith, C. M. (2018). Mapping the time-course and content of visual predictions with a novel object-scene associative memory paradigm. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/102491
Chicago Manual of Style (16th Edition):
Smith, Cybelle Marguerite. “Mapping the time-course and content of visual predictions with a novel object-scene associative memory paradigm.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/102491.
MLA Handbook (7th Edition):
Smith, Cybelle Marguerite. “Mapping the time-course and content of visual predictions with a novel object-scene associative memory paradigm.” 2018. Web. 04 Mar 2021.
Vancouver:
Smith CM. Mapping the time-course and content of visual predictions with a novel object-scene associative memory paradigm. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/102491.
Council of Science Editors:
Smith CM. Mapping the time-course and content of visual predictions with a novel object-scene associative memory paradigm. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/102491
9.
Scudder, Mark R.
Success in reading… what’s the meaning? The relationship between changes in children’s aerobic fitness and language processing.
Degree: PhD, Kinesiology, 2016, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/95301
► Recent studies have demonstrated that participation in physical activity (PA) programs is a viable means for improving children’s cardiovascular health, including body weight maintenance and…
(more)
▼ Recent studies have demonstrated that participation in physical activity (PA) programs is a viable means for improving children’s cardiovascular health, including body weight maintenance and increases in aerobic fitness. Additionally, such health outcomes appear to be related to better academic achievement, as well as the underlying cognitive processes governing such performance (i.e., inhibitory control, working memory, etc.). Event-related brain potentials (ERPs) have been instrumental for uncovering further details about the relationship between aerobic fitness and individual aspects of cognitive control; however, very few studies have employed this technique to investigate children’s language processing.
Accordingly, children participated in an after-school PA program over the 9-month academic calendar, while outcome measures were assessed at both pre- and post-test using repeated measures multivariate analysis of variance. In addition to aerobic fitness, demographics, and standardized academic achievement scores, outcome measures included children’s performance on a sentence comprehension task while ERPs were recorded. The N400 and P600 ERP components were of particular interest and provided further information about children’s semantic (i.e., meaning) processing and access to word-related knowledge, as well as their ability to detect syntactic ambiguities and allocate resources towards re-analysis and repair. Secondary hierarchical regression analyses were also conducted to determine the relationship between changes in aerobic fitness and children’s post-test academic performance after controlling for pre-test fitness levels and academic scores, important demographic variables (i.e., age, sex, socioeconomic status [SES], BMI, IQ [intelligence quotient]), and N400/P600 amplitude. Lastly, to replicate prior work, twenty-eight children residing at the lower (≤ 30th percentile) and higher (≥ 70th percentile) ends of the fitness distribution were matched on age, sex, SES, and IQ, and outcome measures were compared.
Contrary to our hypothesis, children in the intervention group did not exhibit greater increases in aerobic fitness compared to the wait-list control group, yet children in the intervention did display smaller increases in weight and BMI. Given the lack of fitness change, it was not surprising that the intervention group did not experience greater academic gains or increases in sentence performance, nor were there any group ERP differences; however, increases in aerobic fitness were observed among the wave 1 control group (albeit unexpectedly). Interestingly, compared to other participants, greater improvements in academic achievement and sentence performance were witnessed among children in wave 1, with larger increases in academic composite scores occurring primarily in the wave 1 control group versus children in the intervention. Regression analyses also revealed a marginal association between increases in aerobic fitness and greater improvements on standardized tests of reading. This effect was…
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Hillman%2C%20Charles%20H.%22%29&pagesize-30">Hillman, Charles H. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Hillman%2C%20Charles%20H.%22%29&pagesize-30">Hillman, Charles H. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22McAuley%2C%20Edward%22%29&pagesize-30">McAuley, Edward (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Petruzzello%2C%20Steven%20J.%22%29&pagesize-30">Petruzzello, Steven J. (committee member).
Subjects/Keywords: Aerobic fitness; event-related brain potentials; children; language processing
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APA (6th Edition):
Scudder, M. R. (2016). Success in reading… what’s the meaning? The relationship between changes in children’s aerobic fitness and language processing. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/95301
Chicago Manual of Style (16th Edition):
Scudder, Mark R. “Success in reading… what’s the meaning? The relationship between changes in children’s aerobic fitness and language processing.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/95301.
MLA Handbook (7th Edition):
Scudder, Mark R. “Success in reading… what’s the meaning? The relationship between changes in children’s aerobic fitness and language processing.” 2016. Web. 04 Mar 2021.
Vancouver:
Scudder MR. Success in reading… what’s the meaning? The relationship between changes in children’s aerobic fitness and language processing. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/95301.
Council of Science Editors:
Scudder MR. Success in reading… what’s the meaning? The relationship between changes in children’s aerobic fitness and language processing. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/95301
University of Illinois – Urbana-Champaign
10.
Kumar, Manoj.
The influence of semantics on the visual processing of natural scenes.
Degree: PhD, Neuroscience, 2017, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/98123
► A long standing question in cognitive science has been: is visual processing completely encapsulated and separate from semantics or can visual processing be influenced by…
(more)
▼ A long standing question in cognitive science has been: is visual processing completely encapsulated and separate from semantics or can visual processing be influenced by semantics? We address this question in two ways: 1) Do pictures and words share similar representations and 2) Does semantics modulate visual processing. Using multi-voxel pattern analysis (MVPA) and fMRI decoding we examined the similarity of neural activity across pictures and words that describe natural scenes. A whole brain MVPA searchlight revealed multiple brain regions in the occipitotemporal, posterior parietal and frontal cortices that showed transfer from pictures to words and from words to pictures. In addition to sharing similar representations across pictures and words, can words dynamically influence the processing of visual stimuli? Using Event Related Potentials (ERPs) and good and bad exemplars of natural scenes, we show that top-down expectation, initiated via a category cue (e.g. the word ‘Beach’), dynamically influences the processing of natural scenes. Good and bad exemplars first evoked differential ERPs in the time-window 250-350 ms from stimulus onset, with the bad exemplars showing greater negativity over frontal electrode sites, when the cue matched the image. Interestingly, this good/bad effect disappeared when the images were mismatched to the cue. Overall, these studies taken together, provide evidence for the influence of semantics on the visual processing of natural scenes.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Beck%2C%20Diane%20M%22%29&pagesize-30">Beck, Diane M (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Beck%2C%20Diane%20M%22%29&pagesize-30">Beck, Diane M (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D%22%29&pagesize-30">Federmeier, Kara D (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Gratton%2C%20Gabriele%22%29&pagesize-30">Gratton, Gabriele (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Koyejo%2C%20Oluwasanmi%22%29&pagesize-30">Koyejo, Oluwasanmi (committee member).
Subjects/Keywords: Natural scenes; Semantics; Statistical regularities; Multi-voxel pattern analysis (MVPA); Era
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APA ·
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MLA ·
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Export
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Manager
APA (6th Edition):
Kumar, M. (2017). The influence of semantics on the visual processing of natural scenes. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/98123
Chicago Manual of Style (16th Edition):
Kumar, Manoj. “The influence of semantics on the visual processing of natural scenes.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/98123.
MLA Handbook (7th Edition):
Kumar, Manoj. “The influence of semantics on the visual processing of natural scenes.” 2017. Web. 04 Mar 2021.
Vancouver:
Kumar M. The influence of semantics on the visual processing of natural scenes. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/98123.
Council of Science Editors:
Kumar M. The influence of semantics on the visual processing of natural scenes. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/98123
University of Illinois – Urbana-Champaign
11.
Hassevoort, Kelsey Meredith.
The impact of lifestyle factors and development on relational memory.
Degree: PhD, Neuroscience, 2018, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/101141
► At a time when children in the U.S. and other developed nations are increasingly sedentary and often fail to meet dietary guidelines, the cognitive ramifications…
(more)
▼ At a time when children in the U.S. and other developed nations are increasingly sedentary and often fail to meet dietary guidelines, the cognitive ramifications of these health choices continue to be elucidated. One brain structure impacted by fitness and nutrition is the hippocampus, and tasks that assess hippocampal function are ideally positioned for use in exercise and nutrition interventions, particularly early in life when these interventions may have the greatest benefit. While the hippocampus has historically been viewed as the heart of the episodic memory system and is known to support relational memory, a growing body of evidence has implicated the hippocampus in a wide range of cognitive domains, including mnemonic discrimination and creativity.
The work presented in this dissertation investigates the development of hippocampaldependent cognition and the sensitivity of these varied aspects of hippocampal function to health factors, using a multidisciplinary approach that combines a broad array of physiological and cognitive metrics. Chapter one reviews the literature surrounding the hippocampal-dependent relational memory, its role in academic achievement, and the susceptibility of the hippocampus to the impact of physical activity, nutrition, and obesity and provides the framework within which the subsequent chapters operate. Chapter two investigates the relative contributions of aerobic fitness, body composition, and macular pigment optical density (MPOD) in predicting relational memory performance during childhood. Chapter three expands the investigation of hippocampal-dependent cognition beyond relational memory to include mnemonic discrimination and evaluates the associations between these distinct measures of hippocampal function and academic achievement. Chapter four continues to examine the relationship between the relational memory and mnemonic discrimination approaches to evaluating hippocampal function in adults and children, adding a developmental perspective to this body of work.
Chapter five further extends the realm of hippocampal-dependent cognition to include creativity and investigates the relationship between diet and creativity performance during childhood. Taken together, this collection of experiments provides evidence that, like the structure of the hippocampus itself, the development of hippocampal-dependent cognition is not a uniform process, and the cognitive functions subserved by the hippocampus are differentially sensitive to the effects of aerobic fitness, nutrition, and obesity.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Cohen%2C%20Neal%20J%22%29&pagesize-30">Cohen, Neal J (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Cohen%2C%20Neal%20J%22%29&pagesize-30">Cohen, Neal J (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D%22%29&pagesize-30">Federmeier, Kara D (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Hillman%2C%20Charles%20H%22%29&pagesize-30">Hillman, Charles H (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Khan%2C%20Naiman%20A%22%29&pagesize-30">Khan, Naiman A (committee member).
Subjects/Keywords: Hippocampus; Relational Memory; Aerobic Fitness; Nutrition; Obesity; Development
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APA ·
Chicago ·
MLA ·
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Export
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APA (6th Edition):
Hassevoort, K. M. (2018). The impact of lifestyle factors and development on relational memory. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/101141
Chicago Manual of Style (16th Edition):
Hassevoort, Kelsey Meredith. “The impact of lifestyle factors and development on relational memory.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/101141.
MLA Handbook (7th Edition):
Hassevoort, Kelsey Meredith. “The impact of lifestyle factors and development on relational memory.” 2018. Web. 04 Mar 2021.
Vancouver:
Hassevoort KM. The impact of lifestyle factors and development on relational memory. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/101141.
Council of Science Editors:
Hassevoort KM. The impact of lifestyle factors and development on relational memory. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/101141
University of Illinois – Urbana-Champaign
12.
Yee, Ting Sum Lydia.
Medial temporal lobe and prefrontal cortex contributions to memory expressed on short timescales.
Degree: PhD, 0338, 2013, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/42473
► Oftentimes, adaptive behavior relies on using memory for past events to guide upcoming decisions. To achieve this, memory structures in the brain interact with structures…
(more)
▼ Oftentimes, adaptive behavior relies on using memory for past events to guide upcoming decisions. To achieve this, memory structures in the brain interact with structures that exert cognitive control over the expression of such memories. This thesis investigated such interactions – the use of memory representations recently formed to guide adaptive behavior in the moment.
The medial temporal lobe (MTL) is critical for human memory. Its role in memory at long delays is well-established, while its contribution to memory at short delays had not been appreciated until recently, when studies specifically targeted the kind of processing it has come to be known for – binding of arbitrary relations among items in scenes or events into relational memory representations. In contrast, the role of the prefrontal cortex (PFC) in memory on this timescale has been well studied. One consequence of new insights about the role of MTL in memory under short delays is the question of how PFC fits into the picture. The framework for the work performed here is that the PFC exerts cognitive control over relational memory representations supported by the MTL.
The first experiment further shortened the delay, and investigated the role of the hippocampus in relational binding when there was no imposed delay. Using a restricted viewing paradigm, it was found that the hippocampus was critical for binding sequential glimpses into a coherent representation to guide exploration of a scene. The result demonstrated that, through its role in relational binding, the hippocampus contributes to task performance regardless of delays. The second experiment followed up on this finding, and investigated control processes carried out by the PFC that interact with MTL-based relational representations during ongoing behavior. Using fMRI, PFC-MTL interactions were studied using a search task that required frequent updates of cue-outcome relations. It was found that both the PFC and the hippocampus were involved during ongoing task performance but they displayed different activity profiles. Negatively correlated activity between the PFC and the hippocampus further suggested that the two regions were important for different aspects of the task. The third experiment focused on one type of cognitive control exerted by the PFC – interference resolution. In an fMRI experiment, it was found that the inferior frontal gyrus was active during interference resolution caused by recently studied object-location relations. Taken together, experiments in this thesis underscore the role of the hippocampus in relational binding, and demonstrate that the MTL and the PFC interact closely to guide adaptive behavior online.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Cohen%2C%20Neal%20J.%22%29&pagesize-30">Cohen, Neal J. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Cohen%2C%20Neal%20J.%22%29&pagesize-30">Cohen, Neal J. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Fabiani%2C%20Monica%22%29&pagesize-30">Fabiani, Monica (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Gonsalves%2C%20Brian%20D.%22%29&pagesize-30">Gonsalves, Brian D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Voss%2C%20Joel%20L.%22%29&pagesize-30">Voss, Joel L. (committee member).
Subjects/Keywords: Medial temporal lobe; prefrontal cortex; relational memory; cognitive control of memory; amnesia; adaptive behavior
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APA ·
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Export
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APA (6th Edition):
Yee, T. S. L. (2013). Medial temporal lobe and prefrontal cortex contributions to memory expressed on short timescales. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42473
Chicago Manual of Style (16th Edition):
Yee, Ting Sum Lydia. “Medial temporal lobe and prefrontal cortex contributions to memory expressed on short timescales.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/42473.
MLA Handbook (7th Edition):
Yee, Ting Sum Lydia. “Medial temporal lobe and prefrontal cortex contributions to memory expressed on short timescales.” 2013. Web. 04 Mar 2021.
Vancouver:
Yee TSL. Medial temporal lobe and prefrontal cortex contributions to memory expressed on short timescales. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/42473.
Council of Science Editors:
Yee TSL. Medial temporal lobe and prefrontal cortex contributions to memory expressed on short timescales. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42473
University of Illinois – Urbana-Champaign
13.
Payne, Brennan.
The effects of verbal working memory training on language comprehension in older adulthood.
Degree: PhD, 0210, 2014, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/50700
► Effective language understanding is crucial to maintaining cognitive abilities and learning new information through adulthood. However, age-related changes in cognitive abilities such as working memory…
(more)
▼ Effective language understanding is crucial to maintaining cognitive abilities and learning new information through adulthood. However, age-related changes in cognitive abilities such as working memory (WM) have a profound influence on the products of language comprehension (e.g., problem solving, learning, following instructions). At the same time, the effects of age and working memory on the moment-to-moment processes underlying language comprehension are less well understood. The current project tests the causal role of working memory in language among older adults by examining the effects of a short-term working memory training program on changes in language comprehension. This dissertation describes the development of the iTrain program, a novel home-based computerized training program targeting complex verbal WM performance, and describes the results from a single 3-week randomized controlled training experiment testing the efficacy of iTrain on improving verbal working memory, language processing, and language comprehension outcomes in older adults. Results showed that individuals in the WM training group showed substantial improvements in the trained WM tasks and transfer to untrained verbal WM tasks. Additionally, results suggested that training led to selective improvements in aspects of language comprehension relative to an active control group, including improvements in sentence recall, verbal fluency, and comprehension of syntactically ambiguous sentences. Results from eye tracking did not reveal effects of training on on-line language processing. The results from this study provide some of the first causal evidence for the influence of WM on comprehension in aging.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Stine-Morrow%2C%20Elizabeth%20A.L.%22%29&pagesize-30">Stine-Morrow, Elizabeth A.L. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Stine-Morrow%2C%20Elizabeth%20A.L.%22%29&pagesize-30">Stine-Morrow, Elizabeth A.L. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Watson%2C%20Duane%20G.%22%29&pagesize-30">Watson, Duane G. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Christianson%2C%20Kiel%22%29&pagesize-30">Christianson, Kiel (committee member).
Subjects/Keywords: working memory; cognitive aging; sentence comprehension; reading; language
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APA ·
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APA (6th Edition):
Payne, B. (2014). The effects of verbal working memory training on language comprehension in older adulthood. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/50700
Chicago Manual of Style (16th Edition):
Payne, Brennan. “The effects of verbal working memory training on language comprehension in older adulthood.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/50700.
MLA Handbook (7th Edition):
Payne, Brennan. “The effects of verbal working memory training on language comprehension in older adulthood.” 2014. Web. 04 Mar 2021.
Vancouver:
Payne B. The effects of verbal working memory training on language comprehension in older adulthood. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/50700.
Council of Science Editors:
Payne B. The effects of verbal working memory training on language comprehension in older adulthood. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/50700
University of Illinois – Urbana-Champaign
14.
Moore, Robert.
The influence of pediatric concussion on cognitive control and neuroelectric function.
Degree: PhD, 0351, 2014, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/49745
► The increasing prevalence of concussive injuries in the public consciousness has engendered increased research efforts in clinical and laboratory settings dedicated to understanding the nature…
(more)
▼ The increasing prevalence of concussive injuries in the public consciousness has engendered increased research efforts in clinical and laboratory settings dedicated to understanding the nature and duration of neurocognitive deficits stemming from concussive injuries. The vast majority of the efforts, however, have been dedicated to understanding the consequences of concussive injuries in adult populations, with pediatric populations being oft neglected. Accordingly, the aim of this investigation is to examine the influence of pediatric concussion on neurocognition. Using a between-participants design, measures of cognitive control and event-related potentials and were assessed in children with and without a history of concussion. Children with a history of concussion evidenced a myriad of deficits relative demographically matched control children during neuropsychological and experimental task performance. On the behavioral level, children with a history of concussion exhibited deficits in (f) intelligence, attention, working memory, interference/inhibitory control and the flexible control of behavior. Further, children with a history of concussion exhibited a multitude of neuroelectric alterations suggestive of multidimensional deficits in attentional processing, action /conflict monitoring and resolution and error awareness. Together the current results point to pervasive neurocognitive deficits stemming from pediatric concussion and suggest further comprehensive evaluations of pediatric concussion are warranted.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Hillman%2C%20Charles%20H.%22%29&pagesize-30">Hillman, Charles H. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Hillman%2C%20Charles%20H.%22%29&pagesize-30">Hillman, Charles H. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Broglio%2C%20Steven%20P.%22%29&pagesize-30">Broglio, Steven P. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Sosnoff%2C%20Jacob%20J.%22%29&pagesize-30">Sosnoff, Jacob J. (committee member).
Subjects/Keywords: Pediatric Concussion; Neurocognition; Event related potentials (ERPs)
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APA (6th Edition):
Moore, R. (2014). The influence of pediatric concussion on cognitive control and neuroelectric function. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49745
Chicago Manual of Style (16th Edition):
Moore, Robert. “The influence of pediatric concussion on cognitive control and neuroelectric function.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/49745.
MLA Handbook (7th Edition):
Moore, Robert. “The influence of pediatric concussion on cognitive control and neuroelectric function.” 2014. Web. 04 Mar 2021.
Vancouver:
Moore R. The influence of pediatric concussion on cognitive control and neuroelectric function. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/49745.
Council of Science Editors:
Moore R. The influence of pediatric concussion on cognitive control and neuroelectric function. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49745
University of Illinois – Urbana-Champaign
15.
Qi, Zhenghan.
Neurocognitive plasticity in verb bias learning in children and adults.
Degree: PhD, 0323, 2012, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/31097
► Verb-specific preference for syntactic structure (verb bias) is considered as a critical parsing constraint that guides online sentence comprehension. Both adults and preschoolers show great…
(more)
▼ Verb-specific preference for syntactic structure (verb bias) is considered as a critical parsing constraint that guides online sentence comprehension. Both adults and preschoolers show great sensitivity to verb bias in their temporary parsing commitment as sentences unfold in time. How do people learn verb bias in the first place? In natural language, frequency-sensitive verb argument structure is closely intertwined with the event information delivered by the verb and its argument, which raises complexity in teasing apart the information from linguistic co-occurrence frequency and the information from the event semantics.
In this dissertation I began by examining the independent roles of each information source during the process of updating familiar verb bias. The rest of the study focused on the verb bias learning without event cues from verb semantics. Two parallel approaches were applied to explore the details of the learning mechanisms. One set of studies used eye tracking to monitor the time course of online usage of newly learned verb bias during sentence ambiguity resolution across different age ranges. The other set of studies examined the neural stages of verb bias learning as well as the individual differences of verb bias retrieval during online sentence reading with event-related brain potential (ERP) techniques.
I demonstrated with very brief training paradigm in both listening and reading modality that children and adults were capable of quickly adapting to new information about verb-specific structural preference from the dynamic language input. The results provided evidence for a central role of linguistic distributional information in verb bias learning. Newly learned verb bias plays a similar role as the existing verb bias knowledge in affecting language users’ parsing commitment and online ambiguity resolution. In addition ERP results revealed separate neural stages that transits from semantic prediction to syntactic rule-based processing as learners continuously collected distributional information of verb-specific structural preference. Individuals who were highly sensitive to familiar verb bias also showed greater use of newly learned verb bias during conflict detection, further indicating the same mechanism underlying natural verb bias acquisition.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Garnsey%2C%20Susan%20M.%22%29&pagesize-30">Garnsey, Susan M. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Garnsey%2C%20Susan%20M.%22%29&pagesize-30">Garnsey, Susan M. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Fisher%2C%20Cynthia%20L.%22%29&pagesize-30">Fisher, Cynthia L. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Grindrod%2C%20Christopher%20M.%22%29&pagesize-30">Grindrod, Christopher M. (committee member).
Subjects/Keywords: Language Comprehension; Language acquisition; Statistical Learning; Verb Bias; electroencephalogram (EEG); event-related brain potential (ERP); Eye-movement
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APA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Qi, Z. (2012). Neurocognitive plasticity in verb bias learning in children and adults. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31097
Chicago Manual of Style (16th Edition):
Qi, Zhenghan. “Neurocognitive plasticity in verb bias learning in children and adults.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/31097.
MLA Handbook (7th Edition):
Qi, Zhenghan. “Neurocognitive plasticity in verb bias learning in children and adults.” 2012. Web. 04 Mar 2021.
Vancouver:
Qi Z. Neurocognitive plasticity in verb bias learning in children and adults. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/31097.
Council of Science Editors:
Qi Z. Neurocognitive plasticity in verb bias learning in children and adults. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31097
University of Illinois – Urbana-Champaign
16.
Coronel, Jason.
Memory and voting: neuropsychological and electrophysiological investigations of voters remembering political events.
Degree: PhD, 0343, 2012, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/34475
► The studies in this dissertation address two fundamental questions in public opinion research: what kinds of campaign information do voters retrieve from memory and how…
(more)
▼ The studies in this dissertation address two fundamental questions in public opinion research: what kinds of campaign information do voters retrieve from memory and how do they use this information to make political choices?
The first study examines a prominent claim in public opinion that states that citizens can vote for candidates whose issue positions best reflect their own beliefs even when they cannot remember previously learned stances associated with the candidates. I use a unique and powerful methodology to examine this claim by determining whether individuals with profound amnesia, whose severe memory impairments prevent them from remembering specific issue information associated with any particular candidate, can vote for candidates whose issue positions come closest to their own political views. The results suggest that amnesic patients, despite not being able to remember any issue information, consistently voted for candidates with favored political positions. Thus, sound voting decisions do not require recall or recognition of previously learned associations between candidates and their issue positions.
In the second study, I examine a well-documented phenomenon wherein voters misattribute issue positions to candidates, which are consistent with the candidate’s partisan affiliation, even though such candidates have never explicitly stated such positions. The dominant explanation in political science is that voters misattribute candidates’ issue positions because they use their political knowledge to make educated but incorrect guesses. I challenge this view and suggest that voter errors can stem from a very different source: false memories. The study examines event-related potential (ERP) responses to both misattributed and accurately remembered candidate issue information. The results suggest that ERP responses to misattributed information elicited memory signals similar to that of correctly remembered old information, a pattern which favors a false memory rather than educated guessing interpretation of these misattributions. Thus, voter misinformation about candidates may be harder to correct than previously thought.
The studies I present here provide part of an initial foundation for understanding the role of memory and its interaction with the informational environment during political decision making. They also show the promise of using conceptual and methodological tools from cognitive neuroscience to answer fundamental questions about the nature of citizen decision making in democratic governance.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Kuklinski%2C%20James%20H.%22%29&pagesize-30">Kuklinski, James H. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Kuklinski%2C%20James%20H.%22%29&pagesize-30">Kuklinski, James H. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Cohen%2C%20Neal%20J.%22%29&pagesize-30">Cohen, Neal J. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Gonsalves%2C%20Brian%20D.%22%29&pagesize-30">Gonsalves, Brian D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Gaines%2C%20Brian%20J.%22%29&pagesize-30">Gaines, Brian J. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Rudolph%2C%20Thomas%20R.%22%29&pagesize-30">Rudolph, Thomas R. (committee member).
Subjects/Keywords: memory; voting; political behavior; cognitive neuroscience
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APA ·
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MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Coronel, J. (2012). Memory and voting: neuropsychological and electrophysiological investigations of voters remembering political events. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34475
Chicago Manual of Style (16th Edition):
Coronel, Jason. “Memory and voting: neuropsychological and electrophysiological investigations of voters remembering political events.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/34475.
MLA Handbook (7th Edition):
Coronel, Jason. “Memory and voting: neuropsychological and electrophysiological investigations of voters remembering political events.” 2012. Web. 04 Mar 2021.
Vancouver:
Coronel J. Memory and voting: neuropsychological and electrophysiological investigations of voters remembering political events. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/34475.
Council of Science Editors:
Coronel J. Memory and voting: neuropsychological and electrophysiological investigations of voters remembering political events. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34475
University of Illinois – Urbana-Champaign
17.
Fraundorf, Scott.
What happened (and what didn't): prominence promotes representation of salient alternatives in discourse.
Degree: PhD, 0338, 2012, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/34484
► In five experiments, I investigated how readers and listeners generate relevant contrasts in comprehending and remembering discourse. Past work has suggested that prominent words promote…
(more)
▼ In five experiments, I investigated how readers and listeners generate relevant contrasts in comprehending and remembering discourse. Past work has suggested that prominent words promote encoding of salient alternatives and that this benefits later memory, but it is unclear exactly which alternatives are considered or how consistent these benefits are across modalities and across individuals. Participants read or listened to discourses containing salient alternatives (e.g., Malaysia when the discourse also mentioned Indonesia). In Experiments 1 and 2, font emphasis in the initial presentation facilitated participants’ ability to later reject the salient alternatives but not unmentioned items (e.g., Portuguese scientists), generalizing past effects of contrastive pitch accents. In Experiment 3, font emphasis facilitated rejections of salient alternatives but not less plausible alternatives that were nevertheless mentioned in the discourse. Online reading time measures in Experiment 2 indicated that emphasized words did not improve performance on all trials and only benefited memory to the extent that participants devoted extra time to them, although no such relation was observed in Experiment 3. The relationship of online reading time to later memory is consistent with views of language processing in which some aspects of linguistic representations may be left underspecified because they are time- or resource-consuming to generate. Further, the effortful processing of an alternative impaired memory for the rest of the discourse in populations with more restricted online processing abilities: older adults (Experiment 4) and younger adults who have lower scores on complex span scores (Experiment 5).
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Watson%2C%20Duane%20G.%22%29&pagesize-30">Watson, Duane G. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Watson%2C%20Duane%20G.%22%29&pagesize-30">Watson, Duane G. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Benjamin%2C%20Aaron%20S.%22%29&pagesize-30">Benjamin, Aaron S. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Dell%2C%20Gary%20S.%22%29&pagesize-30">Dell, Gary S. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Stine-Morrow%2C%20Elizabeth%20A.L.%22%29&pagesize-30">Stine-Morrow, Elizabeth A.L. (committee member).
Subjects/Keywords: pitch accenting; language comprehension; discourse; cognitive aging; recognition memory; reading; contrast
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APA ·
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MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Fraundorf, S. (2012). What happened (and what didn't): prominence promotes representation of salient alternatives in discourse. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34484
Chicago Manual of Style (16th Edition):
Fraundorf, Scott. “What happened (and what didn't): prominence promotes representation of salient alternatives in discourse.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/34484.
MLA Handbook (7th Edition):
Fraundorf, Scott. “What happened (and what didn't): prominence promotes representation of salient alternatives in discourse.” 2012. Web. 04 Mar 2021.
Vancouver:
Fraundorf S. What happened (and what didn't): prominence promotes representation of salient alternatives in discourse. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/34484.
Council of Science Editors:
Fraundorf S. What happened (and what didn't): prominence promotes representation of salient alternatives in discourse. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34484
18.
Hubbard, Ryan James.
Precursors and downstream consequences of prediction in language comprehension.
Degree: PhD, Psychology, 2017, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/99396
► During language comprehension, the brain rapidly integrates incoming linguistic stimuli to not only incrementally build a contextual representation, but also predict upcoming information. This predictive…
(more)
▼ During language comprehension, the brain rapidly integrates incoming linguistic stimuli to not only incrementally build a contextual representation, but also predict upcoming information. This predictive mechanism leads to behavioral facilitation of processing of expected words, as well as a reduction in amplitude of the N400, a neural response reflecting access of semantic memory. However, little research has identified a behavioral or neurophysiological cost of errors in prediction. Additionally, only recent work has begun to investigate neural activity related to prediction prior to encountering a predicted stimulus. Most work has focused on what happens immediately after a predicted or unpredicted stimulus is encountered. Here, I explore new avenues of research by examining downstream consequences of prediction during language comprehension on future recognition memory. Additionally, I test whether these consequences occur following any violation of predictions, or whether the semantic fit of the violation to the established context plays a role. Finally, I adapt a classic paradigm, word stem completion, to investigate electrophysiological activity following a cue that is modulated by how predictive the outcome is. With this work, I not only have discovered costs of failed and successful predictions and identified neural signals potentially related to generation of predictions, but also have researched prediction in novel ways that can continue to expand and further elucidate how this mechanism affects cognition and changes across populations.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D%22%29&pagesize-30">
Federmeier,
Kara D (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D%22%29&pagesize-30">Federmeier, Kara D (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Cohen%2C%20Neal%20J%22%29&pagesize-30">Cohen, Neal J (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Dell%2C%20Gary%20S%22%29&pagesize-30">Dell, Gary S (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Sahakyan%2C%20Lili%22%29&pagesize-30">Sahakyan, Lili (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Tanner%2C%20Darren%22%29&pagesize-30">Tanner, Darren (committee member).
Subjects/Keywords: Language; memory; prediction; ERP
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APA ·
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MLA ·
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CSE |
Export
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Manager
APA (6th Edition):
Hubbard, R. J. (2017). Precursors and downstream consequences of prediction in language comprehension. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99396
Chicago Manual of Style (16th Edition):
Hubbard, Ryan James. “Precursors and downstream consequences of prediction in language comprehension.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/99396.
MLA Handbook (7th Edition):
Hubbard, Ryan James. “Precursors and downstream consequences of prediction in language comprehension.” 2017. Web. 04 Mar 2021.
Vancouver:
Hubbard RJ. Precursors and downstream consequences of prediction in language comprehension. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/99396.
Council of Science Editors:
Hubbard RJ. Precursors and downstream consequences of prediction in language comprehension. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99396
19.
Smith, Cybelle M.
What does "it" mean anyway? Examining the time course of semantic activation in reference resolution.
Degree: MA, Psychology, 2016, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/95428
► Pronouns (e.g. ‘it’) are commonly studied in research on anaphoric reference, because they appear to carry out the linguistic function of referring back to an…
(more)
▼ Pronouns (e.g. ‘it’) are commonly studied in research on anaphoric reference, because they appear to carry out the linguistic function of referring back to an entity, while providing little or no new information about the referent. However, differing viewpoints have emerged in the psycholinguistic literature on what cognitive processes are engaged when reading or hearing a pronoun. One view is that encountering a pronoun leads the comprehender to reactivate the semantics of its antecedent. We examined this hypothesis by manipulating the concreteness of a noun antecedent and assessing whether an Event Related Potential (ERP) concreteness effect was elicited at a downstream pronoun. We observed a robust concreteness effect at the noun, but no evidence of a concreteness effect at the pronoun. In a secondary analysis, we examined whether N400 semantic priming from the antecedent would increase on content words shortly following the pronoun, relative to those preceding it. Again, although we observed robust semantic priming from the noun antecedent at positions following it, we did not observe an increase in the size of this effect following the pronoun. Taken together with the broader literature, our data suggest that pronouns do not induce the activation of (much) new semantic information in long-term memory, perhaps instead triggering an attentional shift towards their antecedents’ active semantic representations within working memory. This, in turn, suggests that the process of linking an anaphor to its antecedent is attentionally mediated and does not entail long-term memory access, in contrast with ACT-R inspired models (Lewis & Vasishth, 2005).
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D%22%29&pagesize-30">
Federmeier,
Kara D (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Fisher%2C%20Cynthia%20L%22%29&pagesize-30">Fisher, Cynthia L (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Dell%2C%20Gary%20S%22%29&pagesize-30">Dell, Gary S (committee member).
Subjects/Keywords: Reference; Pronoun; Concreteness; N400; Semantic Memory
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APA ·
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CSE |
Export
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Manager
APA (6th Edition):
Smith, C. M. (2016). What does "it" mean anyway? Examining the time course of semantic activation in reference resolution. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/95428
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Smith, Cybelle M. “What does "it" mean anyway? Examining the time course of semantic activation in reference resolution.” 2016. Thesis, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/95428.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Smith, Cybelle M. “What does "it" mean anyway? Examining the time course of semantic activation in reference resolution.” 2016. Web. 04 Mar 2021.
Vancouver:
Smith CM. What does "it" mean anyway? Examining the time course of semantic activation in reference resolution. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/95428.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Smith CM. What does "it" mean anyway? Examining the time course of semantic activation in reference resolution. [Thesis]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/95428
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
20.
Yao, Richard.
The flick of the wrist and the wave of the wand: low-level mechanisms for inducing change blindness.
Degree: PhD, 0338, 2013, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/45273
► This dissertation explores a new paradigm for inducing change blindness as an avenue for understanding the stimulus conditions that give rise to change blindness in…
(more)
▼ This dissertation explores a new paradigm for inducing change blindness as an avenue for understanding the stimulus conditions that give rise to change blindness in general. Participants are asked to detect an instantaneous change in orientation of a single item in an array of Gabor patches. While looking for the orientation change, the array moves across the display, abruptly changing its direction of motion at a single point of flexion. Observers show little trouble spotting the rotation if it occurs while the array is moving continuously along a straight path; however, detection is impaired when the rotation occurs simultaneous with an abrupt change in direction of at least 90˚. A potential neural mechanism is proposed involving the interference of excitatory signals to motion receptors in visual cortex, and that theory is extended to the creation of new paradigms for suppressing change detection. In one-shot and continuous change detection tasks, transient color-change signals conceal targets that change color and transient motion signals conceal targets that generate motion, but each one is relatively ineffective at hiding the other. Based on these data, this thesis proposes a theory of “change camouflage” as a means of explaining the variety of change blindness phenomena found here and the change blindness literature at large.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Simons%2C%20Daniel%20J.%22%29&pagesize-30">Simons, Daniel J. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Simons%2C%20Daniel%20J.%22%29&pagesize-30">Simons, Daniel J. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Kramer%2C%20Arthur%20F.%22%29&pagesize-30">Kramer, Arthur F. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Beck%2C%20Diane%20M.%22%29&pagesize-30">Beck, Diane M. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Lleras%2C%20Alejandro%22%29&pagesize-30">Lleras, Alejandro (committee member).
Subjects/Keywords: Change Blindness; Motion perception; Inattention; Visual Search; Camouflage; Color perception
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APA ·
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MLA ·
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CSE |
Export
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APA (6th Edition):
Yao, R. (2013). The flick of the wrist and the wave of the wand: low-level mechanisms for inducing change blindness. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/45273
Chicago Manual of Style (16th Edition):
Yao, Richard. “The flick of the wrist and the wave of the wand: low-level mechanisms for inducing change blindness.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/45273.
MLA Handbook (7th Edition):
Yao, Richard. “The flick of the wrist and the wave of the wand: low-level mechanisms for inducing change blindness.” 2013. Web. 04 Mar 2021.
Vancouver:
Yao R. The flick of the wrist and the wave of the wand: low-level mechanisms for inducing change blindness. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/45273.
Council of Science Editors:
Yao R. The flick of the wrist and the wave of the wand: low-level mechanisms for inducing change blindness. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/45273
21.
Street, Whitney N.
Reference frame definition, use, and interaction in spatial memory.
Degree: PhD, Psychology, 2017, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/97295
► In order to preform actions and reason about spatial relationships in the world, a mental representation of spatial locations is needed. The exact nature of…
(more)
▼ In order to preform actions and reason about spatial relationships in the world, a mental representation of spatial locations is needed. The exact nature of this representation has been debated among research groups with some concluding reference frames are self-based (egocentric), while others conclude spatial representations are independent from the self (allocentric or intrinsic). This research presents novel methods to assess spatial reference frame use in memory. Chapter 1 presents a framework for classifying reference frames. Specifically a distinction between reference direction and reference point is made. Chapter 2 details a novel attraction analysis paradigm to assess reference direction use. Chapter 3 details a bias distribution analysis, which can provide evidence for interacting reference directions. Chapter 4 presents a novel way to test reference point use in spatial memory. Chapter 5 combines these findings and concludes that an egocentric reference frame is encoded in memory and used during spatial tasks.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Wang%2C%20Raxiao%22%29&pagesize-30">Wang, Raxiao (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Wang%2C%20Raxiao%22%29&pagesize-30">Wang, Raxiao (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Simons%2C%20Daniel%20J%22%29&pagesize-30">Simons, Daniel J (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Beck%2C%20Diane%20M%22%29&pagesize-30">Beck, Diane M (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Hummel%2C%20John%20E%22%29&pagesize-30">Hummel, John E (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D%22%29&pagesize-30">Federmeier, Kara D (committee member).
Subjects/Keywords: Reference frames; Spatial memory; Judgment of relative direction (JRD)
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APA (6th Edition):
Street, W. N. (2017). Reference frame definition, use, and interaction in spatial memory. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97295
Chicago Manual of Style (16th Edition):
Street, Whitney N. “Reference frame definition, use, and interaction in spatial memory.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/97295.
MLA Handbook (7th Edition):
Street, Whitney N. “Reference frame definition, use, and interaction in spatial memory.” 2017. Web. 04 Mar 2021.
Vancouver:
Street WN. Reference frame definition, use, and interaction in spatial memory. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/97295.
Council of Science Editors:
Street WN. Reference frame definition, use, and interaction in spatial memory. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97295
22.
Higgins, Erin.
Comparing comparisons in category learning.
Degree: PhD, 0338, 2012, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/30966
► Comparisons are central to category learning; yet very little research has been done to understand how comparisons affect what people learn. Prior work has established…
(more)
▼ Comparisons are central to category learning; yet very little research has been done to understand how comparisons affect what people learn. Prior work has established that different ways of learning affect what information learners acquire, suggesting that different types of comparisons may also affect learning in different ways. An important comparison-type distinction in category learning is between-category versus within-category comparisons. This paper draws on research from other domains that have looked at the role of comparisons in cognitive processes; however, the results of these studies are mixed, so it remains unclear how each type of comparison affects learning. Here, the highlighter theory of comparison learning is proposed based on the idea that studies showing a benefit for one type of comparison or the other are similar and different in systematic ways. Specifically, between-category comparisons highlight distinguishing information between categories while within-category comparisons highlight commonalities and the relational structure of items. In five experiments, one type of comparison or the other is shown to lead to higher classification performance at test and the effects of each depend on the type of information that needs to be emphasized during learning.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Ross%2C%20Brian%20H.%22%29&pagesize-30">Ross, Brian H. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Ross%2C%20Brian%20H.%22%29&pagesize-30">Ross, Brian H. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Benjamin%2C%20Aaron%20S.%22%29&pagesize-30">Benjamin, Aaron S. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Cimpian%2C%20Andrei%22%29&pagesize-30">Cimpian, Andrei (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Hummel%2C%20John%20E.%22%29&pagesize-30">Hummel, John E. (committee member).
Subjects/Keywords: cognitive psychology; category learning and use; comparisons
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APA (6th Edition):
Higgins, E. (2012). Comparing comparisons in category learning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/30966
Chicago Manual of Style (16th Edition):
Higgins, Erin. “Comparing comparisons in category learning.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/30966.
MLA Handbook (7th Edition):
Higgins, Erin. “Comparing comparisons in category learning.” 2012. Web. 04 Mar 2021.
Vancouver:
Higgins E. Comparing comparisons in category learning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/30966.
Council of Science Editors:
Higgins E. Comparing comparisons in category learning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/30966
23.
Lam, Tuan.
The prominence of referring expressions: message and lexical level effects.
Degree: PhD, 0338, 2012, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/34366
► In conversation, speakers produce some words with greater intensity, longer duration, and higher fundamental frequency (F0) than other words. By making different words in a…
(more)
▼ In conversation, speakers produce some words with greater intensity, longer duration, and higher fundamental frequency (F0) than other words. By making different words in a sentence more prominent than other words, a speaker can change the meaning implied by a sentence. This thesis explores the relationship between processing in the language production system and the prominence of referring expressions. In particular, this thesis focuses on the effect of processing at the message and lexical levels of language production. Across seven experiments, I examine three factors that affect prominence: predictability, repetition, and partner identity. Based upon these the results, I argue that these factors can be separated into factors that operate at the level of the message and factors that operate at the level of lexical access. Furthermore, the results suggest that message level factors and lexical level factors affect prominence in different ways: lexical level factors lead to differences in spoken duration cross-linguistically whereas message level factors manifest differently across different languages.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Watson%2C%20Duane%20G.%22%29&pagesize-30">Watson, Duane G. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Watson%2C%20Duane%20G.%22%29&pagesize-30">Watson, Duane G. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Dell%2C%20Gary%20S.%22%29&pagesize-30">Dell, Gary S. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Fisher%2C%20Cynthia%20L.%22%29&pagesize-30">Fisher, Cynthia L. (committee member).
Subjects/Keywords: Psycholinguistics; Prosody; Prominence; language production; Reference; Korean; Lexical
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Export
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APA (6th Edition):
Lam, T. (2012). The prominence of referring expressions: message and lexical level effects. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34366
Chicago Manual of Style (16th Edition):
Lam, Tuan. “The prominence of referring expressions: message and lexical level effects.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/34366.
MLA Handbook (7th Edition):
Lam, Tuan. “The prominence of referring expressions: message and lexical level effects.” 2012. Web. 04 Mar 2021.
Vancouver:
Lam T. The prominence of referring expressions: message and lexical level effects. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/34366.
Council of Science Editors:
Lam T. The prominence of referring expressions: message and lexical level effects. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34366
24.
Kittredge, Audrey.
Immediate transfer of learning from speech perception to speech production.
Degree: PhD, 0338, 2013, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/42400
► Adults can rapidly learn new linguistic patterns in laboratory settings: phonotactic constraints acquired through listening experience affect later perception (Onishi et al., 2002), and speech…
(more)
▼ Adults can rapidly learn new linguistic patterns in laboratory settings: phonotactic
constraints acquired through listening experience affect later perception (Onishi et al., 2002), and speech production errors reflect constraints present in recently spoken syllables (Dell et al.,
2000). There is little evidence, however, that such phonotactic learning can transfer between
perception and production (Warker et al., 2009). In three experiments, we provide further evidence that phonotactic constraints experienced in perception can immediately influence speech production, and probe the mechanisms of this transfer of learning. Participants alternately heard and spoke sequences of syllables featuring novel phonotactic constraints (e.g. /f/ is always a syllable onset, /s/ is always a syllable coda). Listening trials involved checking a target sequence against a previously heard reference sequence and reporting any deviations. Speaking
trials required saying sequences in time to a metronome. Participants’ speech errors reflected weaker learning of constraints present in the spoken sequences (e.g. /f/ must be an onset) when they heard sequences with inverse constraints (e.g. /f/ must be a coda), suggesting that constraints experienced in perception were integrated with those experienced in production. There was also perception-production transfer of constraints when participants generated inner speech of the heard syllables. However, there was little or no transfer when participants
monitored heard sequences for the critical phonemes /f/ and /s/, suggesting that heightened attention during perception is not sufficient for transfer. More generally, these results support models of language processing with separate input and output phonologies (Dell et al., 2007), suggesting that only internal activation of the production system during perception promotes transfer of phonotactic constraints to production. Given the emphasis on prediction via internal production in current theories of language comprehension (e.g. Pickering & Garrod, in press; Federmerier, 2007), perception-production transfer may be a consequence of everyday language processing.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Dell%2C%20Gary%20S.%22%29&pagesize-30">Dell, Gary S. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Dell%2C%20Gary%20S.%22%29&pagesize-30">Dell, Gary S. (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Benjamin%2C%20Aaron%20S.%22%29&pagesize-30">Benjamin, Aaron S. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Fisher%2C%20Cynthia%20L.%22%29&pagesize-30">Fisher, Cynthia L. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Simons%2C%20Daniel%20J.%22%29&pagesize-30">Simons, Daniel J. (committee member).
Subjects/Keywords: transfer of learning; phonotactic learning; speech production; phonotactics; phoneme monitoring; speech errors; inner speech; language learning
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APA ·
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Export
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APA (6th Edition):
Kittredge, A. (2013). Immediate transfer of learning from speech perception to speech production. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42400
Chicago Manual of Style (16th Edition):
Kittredge, Audrey. “Immediate transfer of learning from speech perception to speech production.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/42400.
MLA Handbook (7th Edition):
Kittredge, Audrey. “Immediate transfer of learning from speech perception to speech production.” 2013. Web. 04 Mar 2021.
Vancouver:
Kittredge A. Immediate transfer of learning from speech perception to speech production. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/42400.
Council of Science Editors:
Kittredge A. Immediate transfer of learning from speech perception to speech production. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42400
25.
Trude, Alison.
Talker-specific adaptation: how listeners learn and use indexical information during speech processing.
Degree: PhD, 0338, 2014, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/46681
► Humans’ ability to understand speech is remarkable in that, despite large amounts of inter-talker variability due to factors such as pitch, speech rate, and accents,…
(more)
▼ Humans’ ability to understand speech is remarkable in that, despite large amounts of inter-talker variability due to factors such as pitch, speech rate, and accents, we are usually able to understand what is being said quickly and with little conscious effort. However, there is still much to be understood about the processes by which we learn about talker-specific information in the speech signal and the memory mechanisms that support this learning. In this dissertation, I present a series of seven experiments examining listeners’ on-line processing of a novel foreign accent and the contributions of the declarative memory system and sleep-dependent consolidation in learning talker-specific information. In the first series of experiments, participants’ eye movements were monitored as they listened to the speech of a native Québec French speaker who spoke with an accent that should have made it easier to disambiguate the names of the images in the display. Despite highly accurate performance at identifying the target words, listeners’ eye movements revealed difficulty when listening to the French talker. However, analyses examining learning across the course of each experiment showed that participants did improve as they gained more exposure to the accent. I conclude that talker adaptation does not always happen rapidly, and that experience with a particular accent is crucial. In the second set of experiments, I explored the memory mechanisms responsible for talker adaptation by testing amnesic patients with severe declarative memory impairments and by using manipulations of sleep in healthy undergraduate participants. Both studies used an eye-tracking paradigm in which participants heard a regional accent of American English. Amnesic participants performed much like healthy comparisons, using accent information to facilitate understanding. This finding suggests that episodic memory is not necessary for talker-specific learning. I also examined healthy, college-aged participants’ performance on this eye tracking task in two sessions, with a period of intervening sleep or wakefulness. Participants who slept performed better overall at Session 2, suggesting that sleep-dependent consolidation processes can aid in the process of spoken word recognition. Taken together, the results of these experiments extend our knowledge of the time course and memory mechanisms that support the learning of talker-specific information.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Brown-Schmidt%2C%20Sarah%22%29&pagesize-30">Brown-Schmidt, Sarah (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Brown-Schmidt%2C%20Sarah%22%29&pagesize-30">Brown-Schmidt, Sarah (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Cole%2C%20Jennifer%20S.%22%29&pagesize-30">Cole, Jennifer S. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Dell%2C%20Gary%20S.%22%29&pagesize-30">Dell, Gary S. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Watson%2C%20Duane%20G.%22%29&pagesize-30">Watson, Duane G. (committee member).
Subjects/Keywords: speech perception; talker adaptation; eye-tracking; episodic memory; amnesia; sleep consolidation; accents
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Trude, A. (2014). Talker-specific adaptation: how listeners learn and use indexical information during speech processing. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/46681
Chicago Manual of Style (16th Edition):
Trude, Alison. “Talker-specific adaptation: how listeners learn and use indexical information during speech processing.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/46681.
MLA Handbook (7th Edition):
Trude, Alison. “Talker-specific adaptation: how listeners learn and use indexical information during speech processing.” 2014. Web. 04 Mar 2021.
Vancouver:
Trude A. Talker-specific adaptation: how listeners learn and use indexical information during speech processing. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/46681.
Council of Science Editors:
Trude A. Talker-specific adaptation: how listeners learn and use indexical information during speech processing. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/46681
26.
Divis, Kristin M.
The influence of intervening tasks on memory.
Degree: PhD, Psychology, 2016, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/90881
► Learning new information is rarely done in isolation outside the laboratory. What one does between study sessions is important for later retrieval of the studied…
(more)
▼ Learning new information is rarely done in isolation outside the laboratory. What one does between study sessions is important for later retrieval of the studied material. Previous research has shown that interleaved semantic retrieval leads to enhanced memory for later-learned items but to reduced memory for earlier-learned items (Divis & Benjamin, 2014). Retrieval-induced distinction provides one account for the opposite effects of retrieval on memory for early versus later material. By that view, retrieval serves to "spread out" the memory representations, making them (1) more distinct and less likely to interfere with each other and (2) rendering earlier events mentally more distant and harder to access at the time of test. Here, I expand on prior work examining the influence of intervening tasks on memory. Experiment 1 examines the effect of interleaved periods of task switching on memory for materials learned prior to or following the task switching intervention. Switching tasks (50% retrieval and 50% control) between periods of learning leads to similar benefits as those provided by a retrieval intervention. Experiments 2A and 2B examine the effects of intervening task on interlist intrusions. List distinction is enhanced when lists are separated by retrieval tasks, as seen by a reduction in interlist intrusions. Experiment 3 integrates and extends many of the components of prior studies by examining the influence of intervening retrieval on memory for complex, narrative text materials that share repeated, conflicting, and unique information. It highlights important boundaries to the influence of retrieval-induced distinction and provides a launching point for future studies examining the application of these intervening tasks in more ecologically relevant settings.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Benjamin%2C%20Aaron%20S%22%29&pagesize-30">Benjamin, Aaron S (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Benjamin%2C%20Aaron%20S%22%29&pagesize-30">Benjamin, Aaron S (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D%22%29&pagesize-30">Federmeier, Kara D (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Ross%2C%20Brian%20H%22%29&pagesize-30">Ross, Brian H (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Stine-Morrow%2C%20Elizabeth%22%29&pagesize-30">Stine-Morrow, Elizabeth (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Simons%2C%20Daniel%20J%22%29&pagesize-30">Simons, Daniel J (committee member).
Subjects/Keywords: Memory; retrieval
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APA ·
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APA (6th Edition):
Divis, K. M. (2016). The influence of intervening tasks on memory. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90881
Chicago Manual of Style (16th Edition):
Divis, Kristin M. “The influence of intervening tasks on memory.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/90881.
MLA Handbook (7th Edition):
Divis, Kristin M. “The influence of intervening tasks on memory.” 2016. Web. 04 Mar 2021.
Vancouver:
Divis KM. The influence of intervening tasks on memory. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/90881.
Council of Science Editors:
Divis KM. The influence of intervening tasks on memory. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90881
University of Illinois – Urbana-Champaign
27.
Sass, Sarah.
The time course of attentional bias in anxiety.
Degree: PhD, 0338, 2010, University of Illinois – Urbana-Champaign
URL: http://hdl.handle.net/2142/17039
► Attentional bias to emotional stimuli (especially unpleasantly valenced or threatening) is a common finding in anxiety and less commonly found in depression. So-called neutral or…
(more)
▼ Attentional bias to emotional stimuli (especially unpleasantly valenced or threatening) is
a common finding in anxiety and less commonly found in depression. So-called neutral or “nonemotional”
stimuli varying in attentional processing demands have not been systematically
investigated or contrasted with emotional stimuli. In order to clarify the specificity of early
sensory attentional prioritization of emotionally arousing stimuli in anxiety, the present project
collected event-related potentials (ERPs) during the emotion- and color-word Stroop tasks in both anxious and depressed participants. Present data show that emotional information is not always preferentially processed in anxiety and depression and that preferential processing may
depend on the processing demands of neutral stimuli. Systematic examination of the role of
emotional valence, emotional arousal, and neutral and emotional stimulus processing demands is
crucial to understanding so-called “preferential” attention for emotional stimuli in anxiety,
depression, and comorbidity. Such work can yield insights into cognition-emotion interactions
in psychopathology that may improve understanding of the etiology and treatment of these
disorders.
Advisors/Committee Members: Champaign%22%20%2Bcontributor%3A%28%22Miller%2C%20Gregory%20A.%22%29&pagesize-30">Miller, Gregory A. (advisor),
Champaign%22%20%2Bcontributor%3A%28%22Heller%2C%20Wendy%22%29&pagesize-30">Heller, Wendy (Committee Chair),
Champaign%22%20%2Bcontributor%3A%28%22Miller%2C%20Gregory%20A.%22%29&pagesize-30">Miller, Gregory A. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Fabiani%2C%20Monica%22%29&pagesize-30">Fabiani, Monica (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Federmeier%2C%20Kara%20D.%22%29&pagesize-30">Federmeier, Kara D. (committee member),
Champaign%22%20%2Bcontributor%3A%28%22Verona%2C%20Edelyn%22%29&pagesize-30">Verona, Edelyn (committee member).
Subjects/Keywords: Anxiety; Emotion; Attentional bias; Event-Related Potentials
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APA ·
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MLA ·
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Export
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APA (6th Edition):
Sass, S. (2010). The time course of attentional bias in anxiety. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/17039
Chicago Manual of Style (16th Edition):
Sass, Sarah. “The time course of attentional bias in anxiety.” 2010. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed March 04, 2021.
http://hdl.handle.net/2142/17039.
MLA Handbook (7th Edition):
Sass, Sarah. “The time course of attentional bias in anxiety.” 2010. Web. 04 Mar 2021.
Vancouver:
Sass S. The time course of attentional bias in anxiety. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2010. [cited 2021 Mar 04].
Available from: http://hdl.handle.net/2142/17039.
Council of Science Editors:
Sass S. The time course of attentional bias in anxiety. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2010. Available from: http://hdl.handle.net/2142/17039
. 
Open Access Theses and Dissertations
