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Gilles Pourtois - One of the best experts on this subject based on the ideXlab platform.
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Goal impact influences the Evaluative Component of performance monitoring: Evidence from ERPs
Biological psychology, 2017Co-Authors: Mario Carlo Severo, Wioleta Walentowska, Agnes Moors, Gilles PourtoisAbstract:Abstract Successful performance monitoring (PM) requires continuous assessment of context and action outcomes. Electrophysiological studies have reliably identified event-related potential (ERP) markers for Evaluative feedback processing during PM: the Feedback-Related Negativity (FRN) and P3 Components. The functional significance of FRN remains debated in the literature, with recent research suggesting that feedback’s goal relevance can account for FRN (amplitude) modulation, apart from its valence or expectedness alone. Extending this account, the present study assessed whether graded differentiations in feedback’s relevance or importance to one’s goal (referred to as goal impact) would influence PM at the FRN (and P3) level. To this end, we ran a within-subject crossover design experiment in which 40 participants completed two standard cognitive control tasks (Go/No Go and Simon), while 64-channel electroencephalography was recorded. Critically, both tasks entailed similar reward processing but systematically varied in goal impact assignment (high vs. low), manipulated through their supposed diagnosticity for daily life functioning and activation of social comparison. ERP results showed that goal impact reliably modulated FRN in a general manner. Irrespective of feedback valence, it was overall less negative in the high compared to the low impact condition, suggesting a general decrease in feedback monitoring in the former compared to the latter condition. These findings lend support to the idea that PM is best conceived operating not solely based on motor cues, but is shaped by motivational demands.
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anxiety disrupts the Evaluative Component of performance monitoring an erp study
Neuropsychologia, 2012Co-Authors: Kristien Aarts, Gilles PourtoisAbstract:Abstract Thirty low and 30 high anxious participants performed a speeded Go/noGo task during which they had to rely on Evaluative feedback to infer whether their actions were timely (correct) or not. We focused on FRN, an ERP Component that is sensitive to the valence of feedback. Depending on the context, neutral faces served either as positive or negative feedback. Whereas the FRN of low anxious individuals did discriminate between neutral faces when used either as positive or negative feedback, the FRN of high anxious individuals did not. However, before the FRN, we also found evidence for a differential perceptual effect at the level of the N170 face-specific Component between the two feedback conditions, equally so in low and high anxious individuals. These results suggest that anxiety disrupts selectively the Evaluative Component of performance monitoring, which presumably allows to ascribe a given value (either positive or negative) to actions.
Kristien Aarts - One of the best experts on this subject based on the ideXlab platform.
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anxiety disrupts the Evaluative Component of performance monitoring an erp study
Neuropsychologia, 2012Co-Authors: Kristien Aarts, Gilles PourtoisAbstract:Abstract Thirty low and 30 high anxious participants performed a speeded Go/noGo task during which they had to rely on Evaluative feedback to infer whether their actions were timely (correct) or not. We focused on FRN, an ERP Component that is sensitive to the valence of feedback. Depending on the context, neutral faces served either as positive or negative feedback. Whereas the FRN of low anxious individuals did discriminate between neutral faces when used either as positive or negative feedback, the FRN of high anxious individuals did not. However, before the FRN, we also found evidence for a differential perceptual effect at the level of the N170 face-specific Component between the two feedback conditions, equally so in low and high anxious individuals. These results suggest that anxiety disrupts selectively the Evaluative Component of performance monitoring, which presumably allows to ascribe a given value (either positive or negative) to actions.
Mario Carlo Severo - One of the best experts on this subject based on the ideXlab platform.
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Goal impact influences the Evaluative Component of performance monitoring: Evidence from ERPs
Biological psychology, 2017Co-Authors: Mario Carlo Severo, Wioleta Walentowska, Agnes Moors, Gilles PourtoisAbstract:Abstract Successful performance monitoring (PM) requires continuous assessment of context and action outcomes. Electrophysiological studies have reliably identified event-related potential (ERP) markers for Evaluative feedback processing during PM: the Feedback-Related Negativity (FRN) and P3 Components. The functional significance of FRN remains debated in the literature, with recent research suggesting that feedback’s goal relevance can account for FRN (amplitude) modulation, apart from its valence or expectedness alone. Extending this account, the present study assessed whether graded differentiations in feedback’s relevance or importance to one’s goal (referred to as goal impact) would influence PM at the FRN (and P3) level. To this end, we ran a within-subject crossover design experiment in which 40 participants completed two standard cognitive control tasks (Go/No Go and Simon), while 64-channel electroencephalography was recorded. Critically, both tasks entailed similar reward processing but systematically varied in goal impact assignment (high vs. low), manipulated through their supposed diagnosticity for daily life functioning and activation of social comparison. ERP results showed that goal impact reliably modulated FRN in a general manner. Irrespective of feedback valence, it was overall less negative in the high compared to the low impact condition, suggesting a general decrease in feedback monitoring in the former compared to the latter condition. These findings lend support to the idea that PM is best conceived operating not solely based on motor cues, but is shaped by motivational demands.
Edy Veneziano - One of the best experts on this subject based on the ideXlab platform.
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the Evaluative Component in children s narratives comparison of two intervention procedures
2015Co-Authors: Elena Bartoli, Edy Veneziano, Andrea SmortiAbstract:Les etudes sur le developpement des competences narratives utilisant une interaction focalisee sur les causes des evenements ont montre des effets positifs sur le developpement cognitif et linguistique des enfants, notamment pour ce qui concerne le discours de type ‘evaluatif’ (expression d’explications et des etats mentaux des personnages d’une historie) . En partant de l’idee que l’interaction entre pairs et la motivation d’expliciter l’histoire a un interlocuteur plus jeune pourraient aider davantage l’enfant (Vygotskij, 1934), ce travail se propose de comparer la conversation sur les causes (CosCau) a l’interaction entre pairs (INTP) - chez des enfants de 6 a 8 ans. Pour ce faire, on a compare les recits de l’histoire de la pierre sur le chemin (Veneziano et Hudelot, 2005) de deux groupes d’enfants exposes soit a procedure CosCau soit a la procedure INTP, ou l’enfant interagit avec une marionnette representant un enfant qui ne connait pas l’histoire. Les recits ont ete recoltes avant et apres l’intervention, ainsi qu’une semaine apres afin de verifier la stabilite et la generalisation des eventuels effets de l’intervention. Les resultats confirment l’efficacite de la procedure CosCau : les enfants progressent significativement apres l’intervention, les progres etant stables et generalisables une semaine apres. Les enfants de la condition INTP presentent par contre une coherence narrative moindre immediatement apres (peut-etre due a un effet de ‘modeling’), qui s’ameliore toutefois une semaine apres. Ces resultats soulignent la necessite d’approfondir la reflexion sur les effets seulement retardes de l’interaction mise en place ici entre enfants avec differents etats de connaissance.
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The comparative effect of two intervention procedures on the Evaluative Component of narratives in SLI French children.
2011Co-Authors: Marie-thérèse Le Normand, Edy Veneziano, Audrey Scripzac, Fanny TestagrossaAbstract:The production of coherent and causally-motivated narrative plots invoking internal states of the characters, in particular epistemic ones, to account for the characters' behavior, appears around 6-7 years in typically developing children, but it is not until 9 years that most children produce Evaluative, mind-oriented narratives. Previous studies have shown that, children aged 6-7 years produce more coherently structured narratives after intervention procedures consisting in a conversation on the causes of the story events or in the narration of the story by the experimenter. The present study aims at applying these same two intervention procedures to 20 SLI children aged between 9 and 10; 6 years. All children were first requested to tell the experimenter the story they understood after seeing the set of five pictures presented sequentially ("the stone story" based on a misunderstanding), and again after one of two intervention procedures. One group participated in a conversation soliciting the reasons of the events of the story; a second group heard the experimenter narrate the story and a third group played a "Memory" game with the pictures of the story and some similar ones (a control group). Results show improvement in coherence and in Evaluative Components after the two intervention procedures. Contrary to studies of typical children, the improvement is more marked after the narration of the model story. In both cases, the immediate effects are maintained one week later. These results show the importance of intervention procedures and the necessity of using various ways to evaluate SLI children's competences.
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Explaining events in narratives: the impact of scaffolding in 4 to 12 old-year children
Psychology of Language and Communication, 2009Co-Authors: Edy Veneziano, Christian HudelotAbstract:The focus of this article is the manner in which 4 to 12 year old children deal with the "Evaluative" Component of narratives (Labov & Waletsky, 1967). After spontaneously telling their first version of a story of a misunderstanding between two characters, constructed on the basis of a sequence of five images, children participated in a scaffolding procedure during which they were questioned about the reasons for the events. After this non-intrusive, Piagetian-styled clinical interview, children were asked to recount the story a second time. For children's first narratives, our study confirms earlier results by showing that, before 8-9 years, children rarely mention the epistemic states of the characters. The false belief of one of the characters and its rectification are rarely mentioned before10-11 years and even at that age by few children. Presenting a story based on a misunderstanding does not facilitate this kind of narration. However, in the narrative produced after scaffolding, 6-7 year old children increase considerably their references to the characters' internal states, and from 8-9 years, the expression of false belief and of its rectification. These results call for multiple evaluations in order to best grasp children's narrative competence.
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The development of children's adjustment to the interlocutor's knowledge: the expression of causal relations in narratives.
2007Co-Authors: Edy Veneziano, Christian HudelotAbstract:Acquiring narrative skills is a developmental process that takes many years and is even not totally accomplished at the end of schooling. From previous studies we know that children as young as 4-5 years can produce descriptive narratives but have difficulties with providing explanatory relations, particularly when they involve the internal states of the characters. We also know that young children can, for example, mark referents' introductions in a way that takes into account the knowledge they share with their interlocutors. Do children adjust in a similar way the degree of causal interconnectedness among events, as well as the explicitness by which these relations are marked, thus providing greater coherence and cohesion to their stories? To answer these questions we compared how 80 French-speaking children aged 4 to 11 years narrate a story on the basis of a sequence of five wordless pictures (the “stone story”), in one of two different situations. (a) 40 children participated in a situation characterised by mutual knowledge and told the story to an “informed” listener ; and (b) 40 children participated in a situation characterised by the absence of mutual knowledge and told the story to an “uninformed” listener. Since explanatory relations are scarce in children's narratives until 9-10 years of age, in order to increase the expression of this Evaluative Component, we introduced a scaffolding procedure (e.g., Veneziano & Hudelot, 2005). characterised either by mutual knowledge (telling the story to an informed interlocutor) or by the absence of mutual knowledge (telling the story to a “uninformed” listener). However, since explanatory relations are scarce in children's narratives until 9-10 years of age, we introduced a scaffolding procedure that increases children's expression of this Evaluative Component. More specifically, children were first requested to tell an experimenter the story they understood after having looked at the set of five pictures presented sequentially on a computer's screen when the pictures had faded out (first narrative). Then, in the scaffolding phase, the experimenter asked questions soliciting the reasons of the main events. Finally, children were asked to recount once again the story (second narrative): half of the children told the story to the same experimenter (the “informed” interlocutor), while the other half told it to another experimenter supposed to be uniformed about the story (the “uniformed” interlocutor). The interviews were audio-recorded and transcribed verbatim. Results bear on the comparison between the first and the second narratives within and across the two interlocutory contexts. In particular we consider the events that are explained, those explained by the characters' mental states, as well as the way these causal relations are formulated (i.e., the presence or absence of linguistic markers). The discussion focuses on the significance of the adjustments to the state of knowledge of the child's interlocutor for an understanding of the development of theories of mind.
Rafael De Clercq - One of the best experts on this subject based on the ideXlab platform.
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The Structure of Aesthetic Properties
Philosophy Compass, 2008Co-Authors: Rafael De ClercqAbstract:Aesthetic properties are often thought to have either no Evaluative Component or an Evaluative Component that can be isolated from their descriptive Component. The present article argues that this popular view is without adequate support. First, doubt is cast on the idea that some paradigmatic aesthetic properties are purely descriptive. Second, the idea that the Evaluative Component of an aesthetic property can always be neatly separated from its descriptive Component is called into question. Meanwhile, a speculative hypothesis is launched regarding the structure of being garish and being cacophonous. Finally, an explanation is given of how the issue of the structure of aesthetic properties bears on their reality and (presumed) response-dependence.
