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In Simon-type interference tasks, participants are asked to perform a 2-choice reaction on a stimulus dimension while ignoring the stimulus position. Commonly, robust congruency effects are found; that is, reactions are faster when the relevant stimulus attribute and the assigned response match the location of the stimulus. Simon congruency effects are regularly attributed to a fast, nonverbal processing route. In 3 experiments, we tested the importance of verbal representations in the Simon effect by manipulating the format of representations (verbal vs. nonverbal) with stimulus material (i.e., words vs. gratings) and stimulus arrangement (i.e., horizontally vs. vertically). Results of the first experiment point to a modulation of the Simon effects by both factors when they were manipulated between subjects, up to an inversion of the Simon effect for words presented in vertical arrangement. We replicated the inverse congruency effect for verbal material in vertical arrangement when a within-participant design was used (Experiment 2) and when the impact of reading processes was ruled out (Experiment 3). One cause for this inversion might be the construction of language-based representations that counteract automatic processing given the stimulus arrangement. To investigate this, we assessed individual differences in the use of inner speech for self-instruction. Using hierarchical linear modeling analysis, we found that self-rated evaluative and motivational inner speech processes accounted for a significant portion of the Simon effect. This supports claims that individual differences predict performance even in simple cognitive tasks such as the Simon task and highlights the flexibility of basic cognitive processes.

Inhibition is often conceptualized as a unitary construct reflecting the ability to ignore and suppress irrelevant information. At the same time, it has been subdivided into inhibition of prepotent responses (i.e., the ability to stop dominant responses) and resistance to distracter interference (i.e., the ability to ignore distracting information). The present study investigated the unity and diversity of inhibition as a psychometric construct, and tested the hypothesis of an inhibition deficit in older age. We measured inhibition in young and old adults with 11 established laboratory tasks: antisaccade, stop-signal, color Stroop, number Stroop, arrow flanker, letter flanker, Simon, global-local, positive and negative compatibility tasks, and n-2 repetition costs in task switching. In both age groups, the inhibition measures from individual tasks had good reliabilities, but correlated only weakly among each other. Structural equation modeling identified a 2-factor model with factors for inhibition of prepotent responses and resistance to distracter interference. Older adults scored worse in the inhibition of prepotent response, but better in the resistance to distracter interference. However, the model had low explanatory power. Together, these findings call into question inhibition as a psychometric construct and the hypothesis of an inhibition deficit in older age.

Conflicts in working memory (WM) can occur when retrieval cues activate competing items, which impairs the efficiency of retrieval. It has recently been shown that WM retrieval adapts similarly to these conflicts as predicted by conflict monitoring theory for selective attention tasks. Here, we utilized event‐related potentials (ERPs) to investigate whether conflict and adaptive control in WM are reflected by the same neural markers that have previously been described for selective attention tasks. In our task, participants encoded two differently colored memory lists that contained four digits each (i.e., 2 5 7 1 and 4 5 9 1), and had to recognize whether a probe item from a specific list and position was correct or incorrect. Conflict during retrieval emerged when digits at corresponding positions (e.g., 2 and 5 at the first position) were different (incongruent), but not when these digits were the same (congruent). In behavioral data, we found a congruency sequence effect, that is, responses to incongruent probe items were slower, and this effect was reduced following trials with incongruent probe items. In ERPs, this behavioral marker of adaptive control was accompanied by two effects. First, congruency affected the amplitude of an N450, and this conflict effect was reduced after incongruent trials. Second, the posterior P3 amplitude varied with the congruency of the current and the previous trial. Both results resemble those found for the Stroop task and thus highlight the similarity between conflict and adaptive control in WM and selective attention tasks. Our study links theoretical ideas from two research fields—working memory (WM) and adaptive cognitive control. Utilizing event‐related potentials, our findings show that adaptive cognitive control in WM is reflected by the same neural markers as adaptive cognitive control of selective attention. Furthermore, our results suggest that adaptive cognitive control plays a critical role in optimizing the use of limited WM storage. [ABSTRACT FROM AUTHOR]

Bilingualism has been proposed to affect cognitive flexibility, but findings in the literature are mixed. One reason for this might be the different trajectories of how participants acquired the second language, either through immersion or formal education. The present study investigates differences and commonalities of becoming bilingual depending on trajectory.To assess cognitive flexibility, participants completed a task-switching and a language-switching paradigm, which were well-matched to each other. Language capabilities were assessed by self-report, objective fluency measures, and balance quotients. We assessed participants of five bilingual populations who together spoke five different languages.We analyzed global mixing costs, reflecting proactive language and task control, as well as local switch costs, reflecting reactive language and task control processes. The impact of language capabilities on mixing costs was assessed using linear mixed models. We also report correlations among language capability measures, sociodemographic variables, and working memory.We observed reliable mixing costs but no switch costs. Task and language mixing costs were smaller in participants who had a later age of L2 onset and higher L2 phonemic fluency, namely those who followed the formal education path to bilingualism. L2 phonemic fluency was the most consistent predictor for overall performance speed and reduced mixing costs.Using three different study sites and participants differing in their trajectory of becoming bilingual, this study provides a more diverse picture than many previous studies. Furthermore, using small language populations, the study shows the benefits of language fluency measures that are widely available.The present study bolsters the conceptualization of bilingualism as a multifaceted experience. Nonetheless, in the current study, bilingualism led to comparable outcomes in cognitive flexibility. Finally, measuring language capabilities should carefully consider cognitive processes not related to language that could explain variability in performance. [ABSTRACT FROM AUTHOR]

Working memory, the ability to store and manipulate information is of great importance for scholastic achievement in children. In this study, we report four studies in which preschoolers were trained on a visual-spatial working memory span task, namely the Corsi Block Task. Across all four studies, we found significant training effects for the intervention groups compared to active control groups. Confirming recent research, no transfer effects to other working memory tasks were found. Most importantly, our training effects were mainly brought about by children performing below the median in the pretest and those showing median performance, thereby closing the gap to children performing above the median (compensation effect). We consider this finding of great interest to ensure comparable starting conditions when entering school with a relatively short intervention. [ABSTRACT FROM AUTHOR]

Many studies have suggested that the concept of "number" is relatively independent from linguistic skills, although an increasing number of studies suggest that language abilities may play a pivotal role in the development of arithmetic skills. The condition of bilingualism can offer a unique perspective into the role of linguistic competence in numerical development. The present study was aimed at evaluating the relationship between language skills and early numeracy through a multilevel investigation in monolingual and bilingual minority children attending preschool. The sample included 156 preschool children. Of these, 77 were bilingual minority children (mean age D 58.27 ± 5.90), and 79 were monolinguals (mean age D 58.45 ± 6.03). The study focused on three levels of analysis: group differences in language and number skills, concurrent linguistic predictors of early numeracy and, finally, profile analysis of linguistic skills in children with impaired vs. adequate numeracy skills. The results showed that, apart from the expected differences in linguistic measures, bilinguals differed from monolinguals in numerical skills with a verbal component, such as semantic knowledge of digits, but they did not differ in a pure non-verbal component such as quantity comparison. The multigroup structural equation model indicated that letter knowledge was a significant predictor of the verbal component of numeracy for both groups. Phonological awareness was a significant predictor of numeracy skills only in the monolingual group. Profile analysis showed that children with a selective weakness in the non-verbal component of numeracy had fully adequate verbal skills. Results from the present study suggest that only some specific components of language competence predict numerical processing, although linguistic proficiency may not be a prerequisite for developing adequate early numeracy skills. [ABSTRACT FROM AUTHOR]

The present study investigates the representations(s) underlying positional priming of visual 'pop-out' search (Maljkovic and Nakayama, 1996). Three search items (one target and two distractors) were presented at different locations, in invariant (Experiment 1) or random (Experiment 2) cross-trial sequences. By these manipulations it was possible to disentangle retinotopic, spatiotopic, and object-centered priming representations. Two forms of priming were tested: target location facilitation (i.e., faster reaction times - RTs- when the trial n target is presented at a trial n-1 target relative to n-1 blank location) and distractor location inhibition (i.e., slower RTs for n targets presented at n-1 distractor compared to n-1 blank locations). It was found that target locations were coded in positional short-term memory with reference to both spatiotopic and object-centered representations (Experiment 1 vs. 2). In contrast, distractor locations were maintained in an object-centered reference frame (Experiments 1 and 2). We put forward the idea that the uncertainty induced by the experiment manipulation (predictable versus random cross-trial item displacements) modulates the transition from object- to space-based representations in cross-trial memory for target positions. [ABSTRACT FROM AUTHOR]