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A vast literature and our own common sense tell us that free recall (i.e., recalling information without hints) is harder and less successful than cued recall (i.e., recalling information with hints). In this dissertation, I argue that in past work free and cued recall has not been directly comparable because cued recall procedures encourage guessing and the nature of the cues promotes accurate guesses. These biases often inflate cued recall performance above free recall, creating the illusion that cued recall is superior to free recall. To control for these issues, I introduce the recognized recall procedure. Recognized recall requires subjects to produce a word on every test trial and subsequently to recognize those produced words as “old” or “new.” Across eight experiments with recognized recall, it is demonstrated that cueing does help subjects produce more studied words than in free recall, however, subjects are often unable to recognize those extra words produced. Worse yet, false memories are observed to rise in all cases of cueing. Three subsequent experiments demonstrate that cueing fails to improve recall consistently because cues do not always cue the same meaning of the word as was encoded at study. A final experiment demonstrates that free associates of studied words produced by subjects can be highly effective at improving memory if used as cues at test. It is concluded that cues can improve memory if they are specific to the study episode but can often lead to a rise in false memories. Thus, in terms of consistently optimizing accurate recall while minimizing false memories, free recall may actually be superior to cued recall.

Parkinsons sjukdom drabbar 15 av 10 000 personer. Sjukdomen kan påverka gången genom freezing, då individen stannar upp och är oförmögen att fortsätta att gå. Detta är ett mycket besvärande symtom som kan behandlas med olika cueingstrategier. Även gånghastighet kan förbättras med hjälp av cueingstrategier. I den senaste litteraturstudien var evidensen för cueing oenig. Syftet med litteraturöversikten var att undersöka om evidensen för auditiv och visuell cueings effekt på freezing och gånghastighet har stärkts sedan den senaste litteraturstudiens kartläggning. En deskriptiv design valdes för litteraturöversikten. Sju artiklar från databaserna PubMed, Amed, PEDro och Cinahl uppfyllde inklusionskrierierna och granskades enligt PEDro scale. Auditiva och visuella cueingstrategier minskade freezing och hade varierande effekt på gånghastighet. Flera studier kombinerade båda cueingstrategierna tillsammans eller med annan träning. Vidare studier där enbart en cueingstrategi används behöver göras för att fastställa vilken cueingstrategi som ger vilken effekt. / Parkinson’s disease affects 15 of 10 000 people. The disease can affect gait through freezing, which is when the individual stagnates, unable to continue walking. This disabling symptom can be managed with cueing strategies. Gait speed can also improve with cueing. The latest literature review that examined cueing showed disagreeing results. The aim of this literature review was to investigate if the evidence for the effect of auditory and visual cueing on freezing and gait speed has improved since the latest review. A descriptive design was chosen. Seven articles from the databases PubMed, Amed, PEDro and Cinahl met the inclusion criteria and were analyzed with PEDro scale. Auditory and visual cueing decreased freezing and showed varying results on gait speed. Several studies combined both cueing strategies with each other and other training. Future research that only uses one cueing strategy is needed to determine the effects of each strategy.

A vast literature and our own common sense tell us that free recall (i.e., recalling information without hints) is harder and less successful than cued recall (i.e., recalling information with hints). In this dissertation, I argue that in past work free and cued recall has not been directly comparable because cued recall procedures encourage guessing and the nature of the cues promotes accurate guesses. These biases often inflate cued recall performance above free recall, creating the illusion that cued recall is superior to free recall. To control for these issues, I introduce the recognized recall procedure. Recognized recall requires subjects to produce a word on every test trial and subsequently to recognize those produced words as “old” or “new.” Across eight experiments with recognized recall, it is demonstrated that cueing does help subjects produce more studied words than in free recall, however, subjects are often unable to recognize those extra words produced. Worse yet, false memories are observed to rise in all cases of cueing. Three subsequent experiments demonstrate that cueing fails to improve recall consistently because cues do not always cue the same meaning of the word as was encoded at study. A final experiment demonstrates that free associates of studied words produced by subjects can be highly effective at improving memory if used as cues at test. It is concluded that cues can improve memory if they are specific to the study episode but can often lead to a rise in false memories. Thus, in terms of consistently optimizing accurate recall while minimizing false memories, free recall may actually be superior to cued recall.

archives@tulane.edu / Making eye contact is one of the earliest, most important forms of communication. Newborns are sensitive to adults’ gaze direction (Farroni, Massaccesi, Pividori, & Johnson, 2004), and by 4 months infants learn more about an object that an adult has looked at (Reid & Striano, 2005). Emotional facial expressions influence infants’ scanning of adults’ eyes (Shepard & Spence, 2012), which may affect their sensitivity to eye gaze cues. In two experiments, we examined the effects of silent dynamic emotional messages on 6-month-old infants’ scanning of face features, as well as their sensitivity to and learning from eye gaze cues. In Experiment 1, infants completed a gaze cueing task in which speakers delivered silent approving, comforting, prohibition, and neutral messages and then shifted their eye gaze to a peripheral target. Although infants showed increased attention to the eyes during prohibition and comforting messages, all infants showed enhanced gaze cueing in the context of approving messages. Moreover, female infants showed trend-level gaze cueing following approving messages, whereas male infants showed trend-level gaze cueing following neutral messages. In Experiment 2, a separate group of infants completed a similar gaze cueing task that included a visual paired comparison test phase to examine learning of the gaze-cued and non-cued targets, based on the hypothesis that increased sensitivity to gaze cues would enhance learning of the cued targets. As in Experiment 1, infants showed increased attention to the eyes during comforting messages. However, we did not find any reliable gaze cueing effects. Infants spent more time looking at test targets following approving messages but did not show evidence of enhanced learning of cued targets. Overall, findings from both experiments suggest that 6-month-olds are more responsive to gaze cues in the context of approving messages, underscoring the significance of positive infant-directed interactions to the development of early joint attention. We conclude by discussing clinical implications, limitations (including a relevant error in Experiment 2), and future directions. / 1 / Claire Frances Noonan

Prior research indicates that cueing or priming an individual prior to exposing them to a basic stimulus, either visual or verbal, will direct their perception and attention toward specific aspects of that stimulus. Furthermore, it suggests that those aspects of the stimulus that are attended or perceived may be related by the extent to which they afford the resolution of a problem, need, or state invoked by the cued phenomenon. The purpose of this study was to determine whether similar results would be found using content of a greater scale. In other words, the purpose was to determine whether the same cueing and priming results found using words and phrases would apply using entire instructional modules. Specifically, this study attempted to determine whether cuing individuals to an expected outcome performance prior to instruction would cause them to focus on those parts of the instruction needed to succeed on the outcome performance. It was hypothesized that prior cuing would result in superior performance on a transfer problem. Similarly, it was also hypothesized that, since the learner's attention would be directed toward specific parts of the instruction to the neglect of others, overall memory retention would be diminished for learners that were cued. To test these hypotheses, an experimental design was used with two overall groups: one receiving prior exposure to a transfer problem and one not. In addition, in order to avoid the possibility that any results could be generalized only to the subject matter being taught, two different subject domains were used: statistics and biology. Therefore, 115 undergraduate students were randomly assigned to one of four groups: (a) a statistics group receiving prior exposure to a transfer problem; (c) a statistics group without prior exposure to a transfer problem; (b) a biology group receiving prior exposure to a transfer problem; (d) a biology group without prior exposure to a transfer problem. Following instruction, each group received the transfer problem and recall test appropriate for the subject area covered during their instruction (statistics or biology). The resulting data was analyzed using two ANOVAs, one for retention and one for transfer. Neither ANOVA yielded significant results. Hence, the results reported in this study do not support either hypothesis. / Ph. D.

The objective of this study is to evaluate the effectiveness of opened and closed loop cueing intervention on Parkinson disease patients gait function focusing on the temporal and spatial parameters of gait and to define the most effective cueing approach for different gait parameters and finally to examine the closed loop feedback system for regular usage in regular physiotherapy clinics or patients own homes. A 37 clinical trial including 1014 patients were investigated to reach an answer for this review questions. Results reveled that both open and closed cueing intervention has a positive effect on gait spatial, temporal gait parameters and capable to reduce the number of freezes in Parkinson diseases patients. Auditory cueing strategies had a superior effect on patient speed of gait with higher rhythm of cues and better overall gait function during dual tasking. Visual cues showed better effect on stride length and stride frequency. The close loop feedback system of cues still built on complex machinery segments which make it difficult to be used as regular intervention in physiotherapy clinics and patients own homes. As an overall cueing intervention found to be significantly effective as locomotive therapeutic approach on gait functionality, but each intervention procedure and methodology...

Le sujet de thèse concerne la réalisation et la caractérisation d’un simulateur dynamique de véhicule deux-roues. La thèse est organisée en plusieurs parties essentielles. D’abord, une étude bibliographique est menée pour cerner la problématique de la simulation de conduite d’une manière générale en se focalisant sur les simulateurs de point de vue conception. Dans cette partie, on a pris connaissance des différentes architectures mécaniques utilisées auparavant ainsi que les problèmes liés. Le choix de l'architecture du simulateur est guidé par les besoins nécessaires d'avoir une perception suffisante au cours de la simulation de conduite. Notre objectif est de reproduire les effets inertiels (accélération, effort,..) les plus pertinents perçus dans une conduite réelle. Le second chapitre aborde la dynamique des véhicules et compare celle des deux-roues contre les automobiles. Des adaptations pour des modèles dynamiques de moto ont été présentées pour répondre à nos besoins en termes de rendus privilégiés. Le troisième chapitre présente les aspects conception, réalisation, caractérisation et identification du simulateur de moto mis au point dans le cadre de cette thèse. Il constitue la principale contribution de ces travaux de recherche. Les deux derniers chapitres sont dédiés aux algorithmes de contrôle/commande ainsi qu’essais expérimentaux sur la plateforme. Ces tests ont été réalisés en vue de la caractérisation et la validation de performances de toute la chaîne de simulation. / This thesis deals with the design and realization of a dynamic mechanical platform intended to the motorcycle riding simulation. This dissertation is organized into several principal sections. First, a literature review is conducted to identify the driving simulation problematic in a general way by focusing on the simulator design. In this part, it was aware of the various mechanical architectures used previously as well as the related limitations. The choice of the simulator‘s mechanical architecture of is driven by the needs to have an sufficient perception during simulated driving situation. Our goal is to reproduce the most relevant inertial effects (acceleration, torque, ..) perceived in a real world driving. The second chapter discusses an exhaustive comparison between automotive vehicles dynamics against the two-wheeled vehicles against. Existing motorcycles dynamic models are adjusted and of have been adapted to meet our needs in terms of privileged inertial cues. The third chapter presents the design aspects, mechanical realization, characterization and identification of the motorcycle simulator developed within the framework of this thesis. It constitutes the main contribution of this research works. Finally, the last two chapters are dedicated to motion cueing /control algorithms and open-loop experimentation on the simulator’s platform. These tests were performed for the characterization and validation of performance of the entire simulation loop.

The most common evidence for inhibition of return (IOR) is the robust finding of increased response times to targets that appear at previously cued locations following a cue-target interval exceeding ~ 300 ms. In a variation on this paradigm, Abrams and Dobkin (1994a) observed that IOR was greater when a saccadic response was made to a peripheral than to a central arrow, leading to the conclusion that saccadic responses to peripheral targets comprise motoric and perceptual components (the two components theory for IOR) whereas saccadic responses to a central target comprise a single motoric component. In contrast to the foregoing findings, Taylor and Klein (2000) discovered that IOR for saccadic responses was equivalent for randomly intermixed central and peripheral targets, suggesting a single motoric flavor under these conditions. To resolve the apparent discrepancy, a strict replication of Abrams and Dobkin was conducted in which central and peripheral targets were either blocked or mixed. In the blocked design, peripheral targets resulted in more IOR than central targets, while in the mixed design, replicating Taylor and Klein (2000), target type had no bearing on the magnitude of IOR (i.e., equivalent IOR was obtained for both target types). This pattern of results suggests that the confound inherent in Abrams and Dobkin's blocked design generated a pattern of results that "masqueraded" as two components of IOR.

When conducting a visual search task participants respond faster to targets embedded in a repeated array of visual distractors compared to targets embedded in a novel array, an effect referred to as contextual cueing. There are no reports of contextual cueing in audition, and generalizing this effect to the auditory domain would provide a new paradigm to investigate similarities, differences, and interactions in visual and auditory processing. In 4 experiments, participants identified a numerical target embedded in a sequence of alphabetic letter distractors. The training phase (Epochs 1, 2, and 3) of all experiments contained repeated sequences, and the testing phase (Epoch 4) contained novel sequences. Temporal contextual cueing was measured as slower response times in Epoch 4 than in Epoch 3. Repeated context was defined by the order of distractor identities and the rhythmic structure of the portion of the sequence immediately preceding the target digit, either together (Experiments 1 and 2) or separately (Experiments 3 and 4). An auditory temporal contextual cueing effect was obtained in Experiments 1, 2, and 4. This is the first report of an auditory temporal contextual cueing effect and, thus, it extends the contextual cueing effect to a new modality. This new experimental paradigm could be useful in furthering our understanding of fundamental auditory processes and could eventually be used to aid in diagnosing language deficits.