Gorilla in our Midst: An online behavioral experiment builder

Anwyl-Irvine, Alexander; Massonnié, Jessica; Flitton, Adam; Kirkham, Natasha Z.; Evershed, Jo K

doi:10.31234/osf.io/kf5nu

Cited by 41 publications

(47 citation statements)

References 2 publications

(2 reference statements)

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“…We used the Gorilla Experiment Builder (https://www.gorilla.sc) to host our experiment (Anwyl-Irvine et al, 2020), which allows accurate stimulus and response timing in online experiments (Anwyl-Irvine et al, 2021). Data were collected between 13 April 2021 and 31 October 2021 (experiment material is available on Gorilla Open Materials, https://app.gorilla.sc/openmaterials/397611).…”

Section: Methodsmentioning

confidence: 99%

Manipulating the rapid consolidation periods in a learning task affects general skills more than statistical learning

Fanuel

Szucs-Bencze

Quentin

et al. 2022

Preprint

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Memory consolidation processes have always been thought to cover up extended periods and have traditionally been investigated from the perspective of hours or days. However, the latest developments in memory research showed that memory stabilization processes could occur even within seconds. Here, we investigate this rapid form of consolidation during statistical learning. We aim to answer (a) whether this rapid offline improvement occurs in implicit statistical learning and general skill learning and (b) whether the duration of rest periods affects these two learning types differently. Participants performed a widely used statistical learning task - the Alternating Serial Reaction Time (ASRT) task - that enables us to measure implicit statistical and general skill learning separately. The ASRT task consisted of 25 learning blocks with a rest period between the blocks. In a between-subjects design, the length of the rest periods was fixed at 15 or 30 seconds, or the participants could control the length themselves. We found that the duration of rest periods does not affect the acquisition of statistical knowledge, but they do change the dynamics of learning in a way that learning is more likely to occur online in the case of certain fixed breaks. Moreover, we found weaker general skill learning in the self-paced group than in the fixed rest period groups (i.e., 15 and 30-second breaks). These results suggest that distinct learning processes are differently affected by the duration of short rest periods.

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Section: Methodsmentioning

confidence: 99%

Manipulating the rapid consolidation periods in a learning task affects general skills more than statistical learning

Fanuel

Szucs-Bencze

Quentin

et al. 2022

Preprint

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“…The perceived timing of event boundaries according to participants within the age range that fMRI was recorded (5-19 years) was assessed online via the Gorilla platform (www.gorilla.sc; Anwyl-Irvine et al, 2020). The online experiment involved a brief training to ensure comprehension of the task.…”

Section: Methodsmentioning

confidence: 99%

Developmental changes in story-evoked responses in the neocortex and hippocampus

Cohen

Baldassano

2021

Preprint

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How does the representation of naturalistic life events change with age? Here we analyzed fMRI data from 415 children and adolescents (5 - 19 years) as they watched a narrative movie. In addition to changes in the degree of inter-subject correlation (ISC) with age in sensory and medial parietal regions, we used a novel measure (between-groups ISC) to reveal age-related shifts in the responses across the majority of the neocortex. Over the course of development, brain responses became more discretized into stable and coherent events, and shifted earlier in time to anticipate upcoming event transitions. However, hippocampal responses to event boundaries actually decreased with age, suggesting a shifting division of labor between episodic encoding processes and schematic event representations between the ages of 5 and 19.

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“…We used Gorilla Experiment Builder to create and host our experiment (Anwyl-Irvine et al, 2020), and participants were recruited and compensated via the online platform Prolific (www. proli fic.…”

Section: Participantsmentioning

confidence: 99%

Face mask type affects audiovisual speech intelligibility and subjective listening effort in young and older adults

2021

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Identifying speech requires that listeners make rapid use of fine-grained acoustic cues—a process that is facilitated by being able to see the talker’s face. Face masks present a challenge to this process because they can both alter acoustic information and conceal the talker’s mouth. Here, we investigated the degree to which different types of face masks and noise levels affect speech intelligibility and subjective listening effort for young (N = 180) and older (N = 180) adult listeners. We found that in quiet, mask type had little influence on speech intelligibility relative to speech produced without a mask for both young and older adults. However, with the addition of moderate (− 5 dB SNR) and high (− 9 dB SNR) levels of background noise, intelligibility dropped substantially for all types of face masks in both age groups. Across noise levels, transparent face masks and cloth face masks with filters impaired performance the most, and surgical face masks had the smallest influence on intelligibility. Participants also rated speech produced with a face mask as more effortful than unmasked speech, particularly in background noise. Although young and older adults were similarly affected by face masks and noise in terms of intelligibility and subjective listening effort, older adults showed poorer intelligibility overall and rated the speech as more effortful to process relative to young adults. This research will help individuals make more informed decisions about which types of masks to wear in various communicative settings.

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Gorilla in our Midst: An online behavioral experiment builder

Cited by 41 publications

References 2 publications

Manipulating the rapid consolidation periods in a learning task affects general skills more than statistical learning

Manipulating the rapid consolidation periods in a learning task affects general skills more than statistical learning

Developmental changes in story-evoked responses in the neocortex and hippocampus

Face mask type affects audiovisual speech intelligibility and subjective listening effort in young and older adults

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