S1 (FriAM 1-65) - The Psychonomic Society

Saturday Noon Posters 4021–4027
(4021)
Neighbor Frequency Effects in English: Parallels With Lexical
Ambiguity Resolution? TIMOTHY J. SLATTERY, KEITH RAYNER,
& ALEXANDER POLLATSEK, University of Massachusetts,
Amherst—Two eye movement experiments were conducted to investigate
whether the processing of a word can be affected by the word’s
higher frequency neighbor. In Experiment 1, target words with (birch)
or without (spruce) higher frequency neighbors were embedded into
two types of sentence frames: one in which the higher frequency
neighbor (birth) could fit given the prior sentence context and one in
which it could not. Experiment 2 used the same design with target
words that were both neighbors and homonyms (beech, beach) to investigate
the role of phonology. The results suggest that sentence context
can affect the processing of word neighbors in much the same way
it affects lexical ambiguity resolution. The separate meanings of a lexically
ambiguous word, then, may be thought of as extreme forms of
word neighbors (word roommates). Implications for models of word
recognition and lexical ambiguity resolution will be discussed.
• COGNITIVE CONTROL •
(4022)
Error Repetitions and Attention: Examination Within the Older
Adults Group. ETSUKO T. HARADA, Hosei University, & SATORU
SUTO, Chuo University—The phenomenon of error repetition—that
elder users of IT-based equipment often show continual repetitions of
the same erroneous operations in daily lives and the usability testing
labs—was investigated with a simple kanji selection task, and we
found that it was related to attention, especially the function of maintaining
multiple goals in both age groups, younger and older adults
(Harada & Suto, 2006). In this study, we examined this hypothesis further
within the older adults group, by adding another simple taskswitching
task, the figure selection task. Both of the following results
supported the hypothesis: (1) reexamination of preceding experimental
results about the relation between the kanji selection task and the
figure selection task, and (2) the experiment in which good and poor
older groups divided with the figure selection task were compared directly
in terms of error repetition frequency. The implication of this
hypothesis to human-error research will be also discussed.
(4023)
The Source of Enhanced Cognitive Control in Bilinguals: Evidence
From Bimodal-Bilinguals. GIGI LUK, York University, JENNIE E.
PYERS, Wellesley College, KAREN EMMOREY, San Diego State University,
& ELLEN BIALYSTOK, York University—Bilinguals often
outperform monolinguals on nonverbal tasks that require resolving
conflict from competing alternatives. The regular need to select a target
language is argued to enhance cognitive control. To investigate
whether this enhancement stems from a general effect of bilingualism
(the representation of two languages) or from an articulatory constraint
that forces language selection, we compared the performance
of 12 bimodal-bilinguals (fluent in a signed and spoken language, and
hence free from articulatory conflict) with that of 15 monolinguals
and 15 unimodal-bilinguals on a computerized cognitive control task
(a flanker paradigm). There was no difference between the groups in
accuracy, but unimodal-bilinguals were faster in response time than
the other groups; bimodal-bilinguals did not differ from monolinguals.
These results trace the bilingual advantage in cognitive control
to the unimodal-bilingual experience where the production demand on
a single output system creates an ongoing conflict that must be resolved
through attention and selection.
(4024)
Effects of Bilingualism and Aging in Multitasking. MYTHILI
VISWANATHAN & ELLEN BIALYSTOK, York University—Previous
research has shown that bilingualism offsets age-related losses in executive
processes (Bialystok et al., 2004). The present study investigated
the role of bilingualism and aging in a dual-task classification para-
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digm. Younger (30–40) and older (60–80) monolinguals and bilinguals
performed a visual classification task in which they designated pictures
to one of two categories by a manual response at the same time
as performing an auditory classification task with a verbal response.
Younger adults and bilinguals (in both age groups) were faster in responding
to both tasks, but older monolinguals often stopped performing
the auditory task because of processing overload. The RT difference
between responding to each task was calculated to determine
how responses were executed. Bilinguals were more likely to respond
to both tasks simultaneously, whereas monolinguals were more likely
to switch back and forth. These data point to differences in executive
control in a multitasking context for bilinguals.
(4025)
Does Musical Expertise Enhance Executive Functioning? ANNE-
MARIE DEPAPE & ELLEN BIALYSTOK, York University, &
TAKAKO FUJIOKA & FERGUS I. M. CRAIK, Rotman Research Institute
(sponsored by Ellen Bialystok)—Following evidence for bilingual
advantages in cognitive control tasks, the purpose of this study
was to determine whether musical expertise provided parallel benefits
in executive functioning. The sample included 95 young adults
(24 years) who were identified by self-report as being monolingual
speakers, bilingual speakers, monolingual instrumentalists, or monolingual
singers. Participants completed two executive control tasks in
which they resolved visual (Simon arrows task) or auditory (auditory
Stroop task) conflict. In the Simon arrows task, the bilinguals and both
musician groups outperformed the monolinguals, with no differences
between the first three groups. In the auditory Stroop task, both musician
groups outperformed the monolinguals and bilinguals in the
pitch condition, whereas no differences were found between these
groups in the word condition. The findings indicate that extensive musical
training can promote enhanced executive functioning, both for
domain general (visual Simon task) and domain specific (auditory
Stroop task) performance.
(4026)
Cross-Task Correspondence Effects in Driving. JOCHEN MÜS-
SELER, RWTH Aachen University, & GISA ASCHERSLEBEN &
KATRIN ARNING, University of the Saarland—In a previous study,
we demonstrated cross-task correspondence effects between response
location in a primary task and the location at which stimuli are presented
in a secondary task. In the present experiments, this cross-task
effect is examined in a critical driving situation: The secondary task
required listening to the spoken message of the navigation system
(“turn left [right]”), whereas the primary task required reacting with
a left or right steering wheel response to a pedestrian suddenly entering
the street. Findings denoted that when the pedestrian enters from
the right (left) side, a right (left) message from the navigation system
impairs performance as it conflicts with the left (right) steering wheel
response to avoid hitting the pedestrian. In other words, superior performance
is observed when spoken message and direction of the steering
wheel response correspond than when they do not.
(4027)
Influence of Age and Expertise on Cross-Task Compatibility in
Driving. KATRIN ARNING & GISA ASCHERSLEBEN, University
of the Saarland, & JOCHEN MÜSSELER, RWTH Aachen University
(sponsored by Jochen Müsseler)—Dual-task conditions impose high
demands on older drivers, especially in critical traffic situations. Factors
influencing driving performance such as dual-task demands, crosstask
compatibility, age, and driving expertise (nonprofessional vs. professional
drivers) were analyzed. Participants performed a driving task
(primary task), in which a collision with a pedestrian suddenly entering
the street from the side (from the left/right) had to be avoided with a
steering wheel response (to the left/right). The secondary task was to
listen to the spoken message (“turn left [right]”) of a navigation system.
The results showed superior driving performance in nonprofessional
drivers when the directions of the steering wheel response and the spo-