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Emotion can have a profound effect on language processing, and taboo words have been increasingly used in research as highly emotional, negatively valenced stimuli. However, because taboo words as a lexical category are socially constructed and semantically idiosyncratic, they may also have complex emotional characteristics. This complexity may not be fully considered by researchers using taboo words as research stimuli. This study gathered tabooness, humor, and arousal ratings to provide a resource for researchers to better understand the sources and characteristics of the strong emotions generated by taboo words. A total of 411 participants aged 18–83 were recruited via online platforms, and all participants rated the same 264 words on tabooness, humor, and arousal. Analyses indicated that tabooness and humor ratings were positively related to each other, and both were predicted by arousal ratings. The set of ratings included here provides a tool for researchers using taboo stimuli, and our findings highlight methodological considerations while broadening our understanding of the cognitive and linguistic nature of highly emotional language. [ABSTRACT FROM AUTHOR]

We tested the frequent assumption that the difficulty of word retrieval increases when a speaker is being observed and evaluated. We modified the Trier Social Stress Test (TSST) so that participants believed that its evaluative observation components continued throughout the duration of a subsequent word retrieval task, and measured participants' reported tip of the tongue (TOT) states. Participants in this TSST condition experienced more TOTs than participants in a comparable, placebo TSST condition in which there was no suggestion of evaluative observation. This experiment provides initial evidence confirming the assumption that evaluative observation by a third party can be disruptive to word retrieval. We interpret our findings by proposing an extension to a well-supported theoretical model of TOTs.

Three studies examined amnesic H.M.'s use of words, phrases, and propositions on the Test of Language Competence (TLC). In Study 1, H.M. used 19 lexical categories (e.g., common nouns, verbs) and one syntactic category (noun phrases) with the same relative frequency as memory-normal controls, he used no lexical or syntactic category with less-than-normal frequency, and he used proper names (e.g., Melanie) and coordinative conjunctions (e.g., and) with reliably greater-than-normal frequency. In Study 2, H.M. overused proper names relative to controls when answering episodic memory questions about childhood experiences in speech and writing, replicating and extending Study 1 results for proper names. Based on detailed analyses of the use (and misuse) of coordinating conjunctions on the TLC, Study 3 developed a syntax-level "compensation hypothesis" for explaining why H.M. overused coordinating conjunctions relative to controls in Study 1. Present results suggested that (a) frontal mechanisms for retrieving word-, phrase-, and propositional-categories are intact in H.M., unlike in category-specific aphasia, (b) using his intact retrieval mechanisms, H.M. has developed a never-previously-observed proposition-level free association strategy to compensate for the hippocampal region damage that has impaired his mechanisms for encoding novel linguistic structures, and (c) H.M.'s overuse of proper names warrants further research.

This study examines sentence-level language abilities of amnesic H.M. to test competing theoretical conceptions of relations between language and memory. We present 11 new sources of experimental evidence indicating deficits in H.M's comprehension and production of non-cliche sentences. Contrary to recent claims that H.M.'s comprehension is unimpaired at grammatical levels, H.M. performed 2-6 standard deviations worse than controls matched for age, IQ and education in seven tasks: detecting grammatical errors, repairing sentences identified as containing an error, answering questions about who did what to whom in sentences, multiple-choice recognition of possible versus impossible interpretations of sentences containing ambiguities and figurative speech, discrimination between grammatical versus ungrammatical sentences, and describing the meanings of ambiguous sentences, phrases, and words. However, H.M.'s deficits were selective, e.g., sparing comprehension of familiar but not unfamiliar phrases. Parallels between H.M.'s selective deficits in language, memory and other aspects of cognition, e.g., reading and visual cognition are discussed. These parallels were predicted under binding theory but did not have a parsimonious explanation in systems theories that postulate non-overlapping units and processes for language versus memory. (Contains 2 figures, 7 tables and 6 footnotes.)

A "hippocampal amnesiac" (H.M.) and memory-normal controls of similar age, background, intelligence, and education read novel sentences aloud in tasks where fast and accurate reading was or was not the primary goal. H.M produced more misreadings than normal and cerebellar controls, usually without self-correction. Results support a theoretical syndrome approach under which all of H.M.'s deficits form part of a general, theoretically coherent syndrome that generalizes to other patients. (Author/VWL)

It is harder to learn a proper name than a common noun in association with a new face, and low-frequency (LF) or rare surnames are harder to learn than high-frequency (HF) or common surnames. A separate body of research has shown that words containing HF phonological components can be easier to retrieve and produce than words with LF phonological components. This study tested for a "downstream" benefit of increased syllable frequency (independent of name frequency) on name–face association learning: surnames with HF first syllables were predicted to be learned more easily than those with LF first syllables. Participants were tasked with learning 5 names with HF first syllables and 5 names with LF first syllables in association with 10 unfamiliar faces over repeated testing rounds with feedback. People learned more names containing HF than LF first syllables, demonstrating a benefit of increased phonological frequency to name learning. Findings support an interactive activation model that accounts for name–face association learning as well as phonological frequency effects on production, along with many other aspects of memory and language. [ABSTRACT FROM AUTHOR]

The nondescriptive nature of proper names has been suggested as one reason that people experience particular difficulty learning and recalling names. This experiment tested whether the exacerbated difficulty experienced by older adults in retrieving proper names is partly due to names' nondescriptive quality. Young and older participants named pictures of well-known cartoon characters that have either descriptive names (e.g., Snow White, Big Bird) or nondescriptive names (e.g., Charlie Brown, Garfield). Older adults were particularly impaired at retrieving nondescriptive names. Results indicate that theories of name memory must represent the nondescriptive nature of names and account for the decreased retrieval difficulty for descriptive compared with nondescriptive names in aging.

Three age-linked asymmetries between identifying and retrieving phonological information are examined and analyzed. The predicted asymmetries contradict theories such as general slowing that cannot explain why aging affects some types of information processing more than others.

Existing research is equivocal as to whether aging negatively affects the retrieval of proper names more than uther types of words. To clarify previous results, this study had young and older participants name and provide specific biographical information in response to pictures of familiar celebrities; it used two different measures of recall errors. An analysis of tip-of-the-tongue (TOT) responses indicated specific age-related increases in TOTs for names compared with words representing biographical information. An analysis including all other (non-TOT) recall errors did not indicate age-related deficits in name retrieval. These findings highlight the importance of the measures adopted in forming conclusions about age effects on the retrieval of names.

This study develops a new theory of long-term retrograde amnesia that encompasses episodic and semantic memory, including word knowledge. Under the theory, retrograde amnesia in both normal individuals and hippocampal amnesics reflects transmission deficits caused by aging, nonrecent use of connections, and infrequent use of connections over the life span. However, transmission deficits cause severe and irreversible retrograde amnesia only in amnesics who (unlike normal persons) cannot readily form new connections to replace nonfunctioning ones. The results of this study are consistent with this theory: For low-frequency but not high-frequency words, a famous 'hippocampal amnesic' (H.M.) at age 71 performed worse than memory-normal control participants in a lexical decision experiment and a meaning-definition task (e.g., What does squander mean?). Also as predicted, H.M.'s lexical decision performance declined dramatically between ages 57 and 71 for low-frequency words, but was age-invariant for high-frequency words.

Research suggests that younger adults produce less off-topic speech (OTS) than older adults during narratives and it is hypothesized that older people are less able to inhibit irrelevant information. A new study shows that older adults produced more OTS speech than their younger cohorts in autobiographical interviews but not for picture topics. The survey supports the Pragmatic Change theory which suggests that older adults are more concerned with emphasizing the significance of their past life events than younger adults.

Watch a video of this article [ABSTRACT FROM AUTHOR]

Mindfulness can reduce anxiety and improve attentional control, so we tested for relationships between mindfulness and performance on word retrieval tasks. In Study 1, college students experienced a 10-min mindful breathing exercise or control condition, and participants in the mindful breathing condition correctly named more pictures than participants in the control condition. Participants also completed a self-report measure of dispositional mindfulness, but scores were unrelated to picture naming performance. In Study 2, online participants completed the mindfulness measure and attempted to produce target words that fit definitions and reported their tip-of-the-tongue (TOT) states. Neither TOT rate nor correct responding correlated with mindfulness scores, replicating Study 1 results with a larger, more varied sample. Results indicate that a mindful breathing exercise can facilitate word retrieval but that self-reported dispositional mindfulness does not positively affect word retrieval. [ABSTRACT FROM AUTHOR]

In previous research, young adults who were told they were being observed and evaluated reported more tip-of-the-tongue (TOT) instances than those who were not. We first tested whether the same effect is obtained for older adult participants, and then compared the effects of ostensible evaluative observation on word retrieval for adults across the lifespan. Participants in the observed condition were told they were being evaluated throughout the Trier Social Stress Test (TSST) procedure and a word retrieval task, whereas participants in the unobserved condition performed similar tasks with no mention of observation or evaluation. In Experiment 1, older adult participants in the observed condition experienced more TOTs than those in the unobserved condition. In Experiment 2, observation increased TOTs to a similar extent for adults ages 18-80, replicating earlier findings with young adults and Experiment 1. Observation can impair cognitive performance similarly for adults of a wide range of ages. [ABSTRACT FROM AUTHOR]

Tip-of-the-tongue states (TOTs) are known to increase in frequency across adulthood, but there is wide variability in older adults' TOT rates, suggesting that individual difference factors contribute to TOT incidence. We investigated the role of affect by examining the relationship between self-reported anxiety and depression symptoms and the frequency of TOTs during a laboratory task. Participants were young, middle-aged and older adults in a population-based sample of adults aged 18-87. Increased anxiety was associated with fewer TOTs for the middle-aged group but more TOTs for the older adult group. There was no relationship between anxiety and TOTs for younger adults and no relationships between depression symptoms and TOT incidence for any age group. We discuss our results in terms of attentional control theory, which provides an explanation of how age may affect the relationship between anxiety and TOTs. [ABSTRACT FROM AUTHOR]

The notion that speech becomes less fluent during stressful speaking conditions has received little empirical test, and no research has tested this relationship in older adult participants. We analyzed speeches produced during the Trier Social Stress Test (TSST) or during a less stressful placebo (pTSST) version of the task. We measured young and older adults' speech fillers (e.g., um), unfilled pauses (at least 1 s in duration), and other disfluencies (e.g., repetitions, repairs). Neither young nor older adult participants rated themselves as having greater stress in the TSST than pTSST condition, but behavioral effects were obtained. Participants in the TSST condition produced more mid-phrase speech fillers and unfilled pauses than participants in the pTSST condition. Young adults produced more unfilled pauses than older adults overall, and older adults produced more mid-phrase fillers than young adults. Critically, age group interacted with experimental condition, such that older speakers produced disproportionately more mid-phrase fillers than young adults in the TSST compared to the pTSST condition. In sum, the negative effects of the TSST on fluency were generally similar across age, but this specific age-related increase in mid-phrase fillers indicates that older adults' word retrieval may have been particularly negatively affected. Findings are generally consistent with previous research and add to understanding of how factors internal to the speaker (i.e., demographic, personality, and cognitive variables) and factors external to the speaker (i.e., variables regarding the situation, context, or content of speech) combine to affect speech fluency. [ABSTRACT FROM AUTHOR]

We compared young and older adults' speech during an error detection task, with some pictures containing visual errors and anomalies and other pictures error-free. We analyzed three disfluency types: mid-phrase speech fillers (e.g., It's a little, um, girl), repetitions (e.g., He's trying to catch the- the birds), and repairs (e.g., She- you can see her legs). Older adults produced more mid-phrase fillers than young adults only when describing pictures containing errors. These often reflect word retrieval problems and represent clear disruptions to fluency, so this interaction indicates that the need to form and maintain representations of novel information can specifically compromise older adults' speech fluency. Overall, older adults produced more repetitions and repairs than young adults, regardless of picture type, indicating general age-related increases in these disfluencies. The obtained patterns are discussed in the context of the Transmission Deficit Hypothesis and other approaches to age-related changes in speech fluency. [ABSTRACT FROM AUTHOR]

Emotional properties of words can profoundly affect their processing, depending on both the valence (pleasantness) and the degree of arousal (excitation) that the word elicits. Words that are strongly emotionally arousing (such as taboo words) can interfere with subsequent language processing (White & Abrams, 2021). However, little is known about whether or how aging affects the processing of highly arousing language. The present study provides a characterization of how adults across the lifespan evaluate highly arousing language with a simple rating task that included taboo words, which have previously been used to examine lexical interference caused by arousal, and humorous words, which are also highly arousing without being negatively valenced. While arousal ratings were strongly positively correlated with both tabooness and humor ratings for young adults, these relationships weakened with age and overall arousal ratings were lower for middle-aged and older adults compared to young adults. Age effects cannot be readily accounted for by age-related differences in psychosocial variables such as self-reported profanity avoidance or religiosity. The effect of age on arousal should be considered in the design of studies examining age-related changes in emotional language processing. Furthermore, age differences in arousal should be considered as a potential mechanism in studies exploring emotional language processing across adulthood. Public Significance Statement: Encountering strongly emotional words like those that are taboo or humorous can increase emotional arousal and affect how we process incoming language. To examine age differences in how strongly emotional words are perceived, we asked young, middle-aged, and older adults to rate words for their tabooness, humor, and arousal. We found that young adults had overall higher arousal ratings and a stronger relationship between sources of emotional arousal (tabooness and humor). [ABSTRACT FROM AUTHOR]