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"Taylor, Holly A."
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Stress Effects on Mood, HPA Axis, and Autonomic Response: Comparison of Three Psychosocial Stress Paradigms
Extensive experimental psychology research has attempted to parse the complex relationship between psychosocial stress, mood, cognitive performance, and physiological changes. To do so, it is necessary to have effective, validated methods to experimentally induce psychosocial stress. The Trier Social Stress Test (TSST) is the most commonly used method of experimentally inducing psychosocial stress, but it is resource intensive. Less resource intense psychosocial stress tasks include the Socially Evaluative Cold Pressor Task (SECPT) and a computerized mental arithmetic task (MAT). These tasks effectively produce a physiological and psychological stress response and have the benefits of requiring fewer experimenters and affording data collection from multiple participants simultaneously. The objective of this study was to compare the magnitude and duration of these three experimental psychosocial stress induction paradigms. On each of four separate days, participants completed either a control non-stressful task or one of the three experimental stressors: the TSST, SECPT, or MAT. We measured mood, working memory performance, salivary cortisol and alpha-amylase (AA), and heart rate. The TSST and SECPT exerted the most robust effects on mood and physiological measures. TSST effects were generally evident immediately post-stress as well as 10- and 20-minutes after stress cessation, whereas SECPT effects were generally limited to the duration of the stressor. The stress duration is a key determinant when planning a study that utilizes an experimental stressor, as researchers may be interested in collecting dependent measures prior to stress cessation. In this way, the TSST would allow the investigator a longer window to administer tasks of interest.
Journal Article
How much time to figure out how to get where? Route planning and subjective stress under time pressure
From a daily commute to military operations in hostile territory and natural disaster responses, people frequently move from place to place. Cognition (e.g., wayfinding) occurs in conjunction with behavior (e.g., locomotion) to facilitate spatial navigation–intentional movement through space. People often use maps to plan routes, which is part of wayfinding. Time pressure is common during navigation, even during route planning, for example from time constraints (e.g., a deadline), waiting periods (e.g., technological problems), or imposed urgency (e.g., someone tells you to hurry up). Route planning requires knowing where to go, determining how to get there, and managing transient stressors that can influence performance. Across cognitive and behavioral domains, time pressure is often conceptualized as a stressor and examined with a single operationalization. As a result, we do not know to what extent time constraints, waiting periods, and imposed urgency independently or interactively a) contribute to the sense of subjective stress, and b) impact spatial performance. Our work addressed these knowledge gaps using a computerized spatial task that centrally involved planning and tracing routes on maps. We describe this new methodology for studying route planning and demonstrate experimental effects of urgency messaging on increased subjective stress and decreased time between map presentation and first click (planning time). When participants took longer to plan or drew longer routes, they reported greater subjective stress. Results carry implications for the design and implementation of time pressure manipulations, route planning in stressful conditions, and mitigating or optimizing stress effects on performance.
Journal Article
Uncertainty promotes information-seeking actions, but what information?
Navigating an unfamiliar city almost certainly brings out uncertainty about getting from place to place. This uncertainty, in turn, triggers information gathering. While navigational uncertainty is common, little is known about what type of information people seek when they are uncertain. The primary choices for information types with environments include landmarks (distal or local), landmark configurations (relation between two or more landmarks), and a distinct geometry, at least for some environments. Uncertainty could lead individuals to more likely seek one of these information types. Extant research informs both predictions about and empirical work exploring this question. This review covers relevant cognitive literature and then suggests empirical approaches to better understand information-seeking actions triggered by uncertainty. Notably, we propose that examining continuous navigation data can provide important insights into information seeking. Benefits of continuous data will be elaborated through one paradigm, spatial reorientation, which intentionally induces uncertainty through disorientation and cue conflict. While this and other methods have been used previously, data have primarily reflected only the final choice. Continuous behavior during a task can better reveal the cognition-action loop contributing to spatial learning and decision making.
Journal Article
Framing the figure: Mental rotation revisited in light of cognitive strategies
The mental rotation literature commonly reports a sex difference, almost always favoring men. Two strategies have been proposed in the literature to account for this difference: holistic and piecemeal. However, there is great variability in rotation performance suggesting other possible contributing factors. This study investigated the effects of stimuli characteristics and habitual spatial thinking on mental rotation performance. In three experiments, participants completed a mental rotation task with two modifications: (1) 3-D figures were presented with their cut versions to promote piecemeal strategy, and (2) block figures were either presented within a frame or none, in light of reference framework model or perceptual grouping model. Overall, whole figures generated faster responses than cut figures and this was more pronounced with greater angular disparity. Shape or the presence of a frame affected rotation performance. Having a frame seemed to impede overall rotation, especially for cut figures, supporting an object-based reference frame. However, a 3-D frame did not have the same effect, possibly suggesting the unitary configuration idea. Men rotated more accurately than women, but still sex was not as robust as it was suggested in the literature. Interestingly, there were similarities between possible strategy use and habitual spatial thinking. People who were categorized as having landmark-centered representations and who preferred verbal directions showed a pattern suggesting the use of a piecemeal strategy, and survey-centered representations and map preference seemed to reflect a holistic strategy.
Journal Article
On the proposed role of metacognition in environment learning: recommendations for research
Metacognition plays a role in environment learning (EL). When navigating, we monitor environment information to judge our likelihood to remember our way, and we engage in control by using tools to prevent getting lost. Yet, the relationship between metacognition and EL is understudied. In this paper, we examine the possibility of leveraging metacognition to support EL. However, traditional metacognitive theories and methodologies were not developed with EL in mind. Here, we use traditional metacognitive theories and approaches as a foundation for a new examination of metacognition in EL. We highlight three critical considerations about EL. Namely: (1) EL is a complex process that unfolds sequentially and is thereby enriched with multiple different types of cues, (2) EL is inherently driven by a series of ecologically relevant motivations and constraints, and (3) monitoring and control interact to support EL. In doing so, we describe how task demands and learning motivations inherent to EL should shape how metacognition is explored. With these considerations, we provide three methodological recommendations for investigating metacognition during EL. Specifically, researchers should: (1) instantiate EL goals to impact learning, metacognition, and retrieval processes, (2) prompt learners to make frequent metacognitive judgments and consider metacognitive accuracy as a primary performance metric, and (3) incorporate insights from both transfer appropriate processing and monitoring hypotheses when designing EL assessments. In summary, to effectively investigate how metacognition impacts EL, both ecological and methodological considerations need to be weighed.
Journal Article
The Map in Our Head Is Not Oriented North: Evidence from a Real-World Environment
Like most physical maps, recent research has suggested that cognitive maps of familiar environments may have a north-up orientation. We demonstrate that north orientation is not a necessary feature of cognitive maps and instead may arise due to coincidental alignment between cardinal directions and the built and natural environment. Experiment 1 demonstrated that pedestrians have difficulty pointing north while navigating a familiar real-world environment with roads, buildings, and green spaces oriented oblique to cardinal axes. Instead, north estimates tended to be parallel or perpendicular to roads. In Experiment 2, participants did not demonstrate privileged memory access when oriented toward north while making relative direction judgments. Instead, retrieval was fastest and most accurate when orientations were aligned with roads. In sum, cognitive maps are not always oriented north. Rather, in some real-world environments they can be oriented with respect to environment-specific features, serving as convenient reference systems for organizing and using spatial memory.
Journal Article
Something’s different: elaboration’s transferrable role for false alarm reduction
False alarming, or detecting an error when there is not one, is a pervasive problem across numerous industries. The present study investigated the role of elaboration, or additional information about non-error differences in complex visual displays, for mitigating false error responding. In Experiment 1, learners studied errors and non-error differences about a virtual LEGO® model. Half of the participants received information about the error (location, omission, orientation) and difference (color, addition) categorization and identification (i.e., what constituted the error or difference). The other half of participants received the same information plus further elaboration about (1) the potential consequences of errors and (2) why differences would not pose potential problems. Receiving additional elaboration about errors and differences aided learners’ ability to accurately reject non-error differences at test. Experiment 2 replicated these results with a new stimulus model and extended findings by testing whether receiving elaboration on the first model transferred to support learning in a second, similar model that did not provide elaborations. Our results replicated and extended findings from Experiment 1, such that learners who received elaboration while learning the first model also performed better at correctly rejecting non-error differences at test on the second model. Taken together, our findings provide insight on the transferrable role of feature elaboration to reduce false alarm rates during complex visual display assessments.
Journal Article
“Who are you going to call?:” Research ethics consultation directors’ perspectives on barriers and facilitators
Research ethics consultation services (RECS) provide important ethical guidance to various entities, including investigators and Institutional Review Boards. Established in the late 1980s and influenced by funding requirements from the National Center for Advancing Translational Science, RECS have evolved to address ethical challenges in research. This study aimed to identify key barriers and facilitators affecting the success of RECS, particularly in light of changes in funding and institutional support.
From a comprehensive list of 55 Clinical and Translational Science Award programs, 20 RECS were purposively sampled for in-depth interviews. Interviews focused on primary functions, accomplishments, barriers, and facilitators of the service. We performed an abductive analysis on transcribed data.
Twenty-two research ethics consultants from 20 institutions participated. Respondents emphasized their services' goal of facilitating ethical research, though many faced barriers such as underutilization and lack of awareness among researchers. Facilitators included institutional support and funding. Support often was contingent on institutional leadership facilitating the service into the university's research enterprise. Participants reported accomplishments, including successful consultations and contributions to institutional policies.
Our findings indicate that RECS play a crucial role in supporting ethical research practices, though their effectiveness is often contingent on institutional relationships and funding. Key recommendations include tracking consults, defining consultation outcomes, and fostering the development of new consultants to sustain the field of research ethics.
Journal Article
Length and Complexity of US and International HIV Consent Forms from Federal HIV Network Trials
BACKGROUND
Informed consent is required in most clinical research with humans. While federal regulations state consent information should be understandable to participants, concerns have been raised that consent forms are overly long and complex.
DESIGN
Consent forms from 2006 HIV network trials sponsored by the National Institutes of Health (NIH), Division of AIDS (DAIDS), were analyzed for complexity and length. Comparisons were made between US and international sites, template and site forms, adult and pediatric trials, and trial type. How randomization and placebos were explained was examined as these are frequently misunderstood.
RESULTS
One hundred twenty-four consent forms (21 template and 103 site forms) were reviewed. Median readability was 9.2 grade level, although confidentiality sections were 12.35 median grade level. International sites’ forms had lower readability than US forms (p = 0.025), template forms had lower readability than site forms (p = 0.046), and adult forms were less complex than pediatric (parent) forms (p < 0.0001). Median length of all forms was 22.4 pages; the 85 forms from adult studies had a median length of 27.4 pages. Sections describing randomization were a median length of 53 words.
CONCLUSIONS
Consent forms are extremely long, exceeding recommendations for how much information readily can be processed. Networks should consider providing shorter consent templates, consistent with federal recommendations, given that sites’ forms are based on these models. Further research should examine whether forms emphasizing key information (rather than providing details about all aspects of the research) improve understanding of research.
Journal Article