Finding thoughts in speech

For the first time, neuroscientists were able to find out how different thoughts are reflected in neuronal activity during natural conversations. Johanna Derix, Olga Iljina and the interdisciplinary team of Dr. Tonio Ball from the Cluster of Excellence BrainLinks-BrainTools at the University of Freiburg and the Epilepsy Center of the University Medical Center Freiburg (Freiburg, Germany) report on the link between speech, thoughts and brain responses in a special issue of Frontiers in Human Neuroscience.

"Thoughts are difficult to investigate, as one cannot observe in a direct manner what the person is thinking about. Language, however, reflects the underlying mental processes, so we can perform linguistic analyses of the subjects’ speech and use such information as a "bridge" between the neuronal processes and the subject’s thoughts," explains neuroscientist Johanna Derix.

The novelty of the authors’ approach is that the participants were not instructed to think and talk about a given topic in an experimental setting. Instead, the researchers analysed everyday conversations and the underlying brain activity, which was recorded directly from the cortical surface. This study was possible owing to the help of epilepsy patients in whom recordings of neural activity had to be obtained over several days for the purpose of pre-neurosurgical diagnostics.

For a start, borders between individual thoughts in continuous conversations had to be identified. Earlier psycholinguistic research indicates that a simple sentence is a suitable unit to contain a single thought, so the researchers opted for linguistic segmentation into simple sentences. The resulting “idea” units were classified into different categories. These included, for example, whether or not a sentence expressed memory- or self-related content. Then, the researchers analysed content-specific neural responses and observed clearly visible patterns of brain activity.

Thus, the neuroscientists from Freiburg have demonstrated the feasibility of their innovative approach to investigate, via speech, how the human brain processes thoughts during real-life conditions.

Dealing with negative thinking

Is it ‘normal’ to think about pushing someone in front of a train or to fantasise about driving your car into oncoming traffic?

The answer is yes says Victoria University of Wellington researcher Dr Kirsty Fraser who graduated with a PhD in Psychology last week.

“It’s common for people to occasionally have those kind of negative thoughts, but then most of us realise it’s a bit ridiculous and move on,” says Dr Fraser.

For some people, however, those negative thoughts may persist, leading to anxiety and depression.

“It’s how we react to, and process, those negative intrusions that can make the difference between brushing them off and developing obsessive compulsive symptoms, such as severe anxiety and depression.

“For example, some people could be so anxious about those kind of thoughts that they go out of their way to avoid catching a train or driving.”

Dr Fraser’s thesis focused on two ways of processing negative thoughts—inflated responsibility (IR) and thought action fusion (TAF), and the way each relates to mental disorders.

“TAF is when you believe that thinking about an action is equivalent to actually carrying out that action, while IR is one of the driving forces behind obsessive compulsive disorder (OCD), where you believe you can prevent something happening by what you do or don’t do.

“My research demonstrates that both types of beliefs play important roles in the development and maintenance of psychological symptoms related to anxiety, depression and OCD.”

Dr Fraser’s research also looked at how childhood experiences, critical events in one’s life and religious beliefs could impact upon thoughts.

She surveyed more than 1,000 people and divided them into four groups: undergraduate students, so called ‘normal’ citizens, patients from an anxiety clinic and those with religious and atheist beliefs.

“Overall,” she says, “my research provided strong support for existing theories about the role of cognitive processes in the maintenance of symptoms and distress.”

When Kirsty arrived at Victoria in 2002, she began studying human resources. She took a psychology paper out of interest and “never left”.

“The lecturer was John McDowall, who introduced me to how interesting the subject is. He ended up being my supervisor for my PhD.”

For the past three years, Kirsty has combined doctoral study with teaching a second year psychology paper at Victoria, marking for another tertiary institution and being a full-time mother.

“Now I’m starting to think about other challenges, including possible research positions. I’d like to publish my PhD research and continue lecturing.”

Running, Cardio Activities in Young Adulthood May Preserve Thinking Skills in Middle Age

Young adults who run or participate in other cardio fitness activities may preserve their memory and thinking skills in middle age, according to a new study published in the April 2, 2014, online issue of Neurology®, the medical journal of the American Academy of Neurology. Middle age was defined as ages 43 to 55.

“Many studies show the benefits to the brain of good heart health,” said study author David R. Jacobs, Jr, PhD, with the University of Minnesota in Minneapolis. “This is one more important study that should remind young adults of the brain health benefits of cardio fitness activities such as running, swimming, biking or cardio fitness classes.”

Cardiorespiratory fitness is a measure of how well your body transports oxygen to your muscles, and how well your muscles are able to absorb the oxygen during exercise.

For the study, 2,747 healthy people with an average age of 25 underwent treadmill tests the first year of the study and then again 20 years later. Cognitive tests taken 25 years after the start of the study measured verbal memory, psychomotor speed (the relationship between thinking skills and physical movement) and executive function.

For the treadmill test, which was similar to a cardiovascular stress test, participants walked or ran as the speed and incline increased until they could not continue or had symptoms such as shortness of breath. At the first test, participants lasted an average of 10 minutes on the treadmill. Twenty years later, that number decreased by an average of 2.9 minutes. For every additional minute people completed on the treadmill at the first test, they recalled 0.12 more words correctly on the memory test of 15 words and correctly replaced 0.92 more numbers with meaningless symbols in the test of psychomotor speed 25 years later, even after adjusting for other factors such as smoking, diabetes and high cholesterol.

People who had smaller decreases in their time completed on the treadmill test 20 years later were more likely to perform better on the executive function test than those who had bigger decreases. Specifically, they were better able to correctly state ink color (for example, for the word “yellow” written in green ink, the correct answer was “green”).

“These changes were significant, and while they may be modest, they were larger than the effect from one year of aging,” Jacobs said. “Other studies in older individuals have shown that these tests are among the strongest predictors of developing dementia in the future. One study showed that every additional word remembered on the memory test was associated with an 18-percent decrease in the risk of developing dementia after 10 years.”

“These findings are likely to help us earlier identify and consequently prevent or treat those at high risk of developing dementia,” Jacobs said.

Ability To ‘Think About Thinking’ Not Limited Only To Humans According to New Research

Humans’ closest animal relatives, chimpanzees, have the ability to “think about thinking” – what is called “metacognition,” according to new research by scientists at Georgia State University and the University at Buffalo.

Michael J. Beran and Bonnie M. Perdue of the Georgia State Language Research Center (LRC) and J. David Smith of the University at Buffalo conducted the research, published in the journal Psychological Science of the Association for Psychological Science.

“The demonstration of metacognition in nonhuman primates has important implications regarding the emergence of self-reflective mind during humans’ cognitive evolution,” the research team noted.

Metacognition is the ability to recognize one’s own cognitive states. For example, a game show contestant must make the decision to “phone a friend” or risk it all, dependent on how confident he or she is in knowing the answer.

“There has been an intense debate in the scientific literature in recent years over whether metacognition is unique to humans,” Beran said.

Chimpanzees at Georgia State’s LRC have been trained to use a language-like system of symbols to name things, giving researchers a unique way to query animals about their states of knowing or not knowing.

In the experiment, researchers tested the chimpanzees on a task that required them to use symbols to name what food was hidden in a location. If a piece of banana was hidden, the chimpanzees would report that fact and gain the food by touching the symbol for banana on their symbol keyboards.

But then, the researchers provided chimpanzees either with complete or incomplete information about the identity of the food rewards.

In some cases, the chimpanzees had already seen what item was available in the hidden location and could immediately name it by touching the correct symbol without going to look at the item in the hidden location to see what it was.

In other cases, the chimpanzees could not know what food item was in the hidden location, because either they had not seen any food yet on that trial, or because even if they had seen a food item, it may not have been the one moved to the hidden location.

In those cases, they should have first gone to look in the hidden location before trying to name any food.

In the end, chimpanzees named items immediately and directly when they knew what was there, but they sought out more information before naming when they did not already know.

The research team said, “This pattern of behavior reflects a controlled information-seeking capacity that serves to support intelligent responding, and it strongly suggests that our closest living relative has metacognitive abilities closely related to those of humans.”

We know when we’re being lazy thinkers

New study shows that human thinkers are conscious cognitive misers

Are we intellectually lazy? Yes we are, but we do know when we take the easy way out, according to a new study by Wim De Neys and colleagues, from the CNRS in France. Contrary to what psychologists believe, we are aware that we occasionally answer easier questions rather than the more complex ones we were asked, and we are also less confident about our answers when we do. The work is published online in Springer’s journal Psychonomic Bulletin & Review.

Research to date on human thinking suggests that our judgment is often biased because we are intellectually lazy, or so-called cognitive misers. We intuitively substitute hard questions for easier ones. What is less clear is whether or not we realize that we are doing this and notice our mistake.

Using an adaptation of the standard ‘bat-and-ball’ problem, the researchers explored this phenomenon. The typical ‘bat-and-ball’ problem is as follows: a bat and ball together cost $1.10. The bat costs $1 more than the ball. How much does the ball cost? The intuitive answer that immediately springs to mind is 10 cents. However, the correct response is 5 cents.

The authors developed a control version of this problem, without the relative statement that triggers the substitution of a hard question for an easier one: A magazine and a banana together cost $2.90. The magazine costs $2. How much does the banana cost?A total of 248 French university students were asked to solve each version of the problem. Once they had written down their answers, they were asked to indicate how confident they were that their answer was correct.

Only 21 percent of the participants managed to solve the standard problem (bat/ball) correctly. In contrast, the control version (magazine/banana) was solved correctly by 98 percent of the participants. In addition, those who gave the wrong answer to the standard problem were much less confident of their answer to the standard problem than they were of their answer to the control version. In other words, they were not completely oblivious to the questionable nature of their wrong answer. The key reason seems to be that reasoners tend to minimize cognitive effort and stick to intuitive processing.

The authors comment: “Although we might be cognitive misers, we are not happy fools who blindly answer erroneous questions without realizing it.”

Indeed, although people appear to unconsciously substitute hard questions for easier ones, in reality, they are less foolish than psychologists might believe because they do know they are doing it.

Children’s complex thinking skills begin forming before they go to school

New research at the University of Chicago and the University of North Carolina at Chapel Hill shows that children begin to show signs of higher-level thinking skills as young as age 4 ½. Researchers have previously attributed higher-order thinking development to knowledge acquisition and better schooling, but the new longitudinal study shows that other skills, not always connected with knowledge, play a role in the ability of children to reason analytically. 

The findings, reported in January in the journal Psychological Science, show for the first time that children’s executive function has a role in the development of complicated analytical thinking. Executive function includes such complex skills as planning, monitoring, task switching, and controlling attention. High early executive function skills at school entry are related to higher than average reasoning skills in adolescence. 

Growing research suggests that executive function may be trainable through pathways, including preschool curriculum, exercise and impulse control training. Parents and teachers may be able to help encourage development of executive function by having youngsters help plan activities, learn to stop, think, and then take action, or engage in pretend play, said lead author of the study, Lindsey Richland, assistant professor of comparative human development at the University of Chicago.

Although important to a child’s education, “little is known about the cognitive mechanisms underlying children’s development of the capacity to engage in complex forms of reasoning,” Richland said.

The new research is reported in the paper “Early Executive Function Predicts Reasoning Development” and follows the development of complex reasoning in children from before the time they go to school until they are 15. Richland’s co-author is Margaret Burchinal, senior scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill.

(Image: Shutterstock)

Preschoolers at play show science skills

When kids incessantly ask “Why?,” mess around in the dirt and run their hands over everything within reach, they’re not just being kids. It turns out they’re also being scientists.

Until recently, preschoolers were widely believed to be irrational thinkers. For most of the 20th century, the prevailing theory pioneered by cognitive development expert Jean Piaget held that children roughly ages 2 through 7 cannot understand concrete logic or other people’s perspectives.

Although young children are the only ones who truly know what they ponder, research conducted over the past decade has led many psychologists to see infants and toddlers as, in fact, capable of thinking logically and abstractly.

"The main thing is that they’re drawing conclusions from data and evidence and experiences the same way scientists are - by making hypotheses, testing them, analyzing statistics and even doing experiments, even though when they do experiments, it’s called ‘getting into everything,’ " said Alison Gopnik, a UC Berkeley psychology professor and one of the field’s leading experts.

Better understanding of how children learn about the world could have important implications for their formal schooling, Gopnik argued in a recent paper published in the journal Science, which summarized studies by her and other researchers.