Cognitive person variables in the delay of gratification of older children at risk.

The components of self-regulation were analyzed, extending the self-imposed delay of gratification paradigm to older children with social adjustment problems. Delay behavior was related to a network of conceptually relevant cognitive person variables, consisting of attention deployment strategies during delay, knowledge of delay rules, and intelligence. A positive relationship was demonstrated between concurrent indexes of intelligence, attention deployment, and actual delay time. Moreover, attention deployment, measured as an individual differences variable during the delay process, had a direct, positive effect on delay behavior. Specifically, as the duration of delay and the frustration of the situation increased, children who spent a higher proportion of the time distracting themselves from the tempting elements of the delay situation were able to delay longer. The effect of attention deployment on delay behavior was significant even when age, intelligence, and delay rule knowledge were controlled. Likewise, delay rule knowledge significantly predicted delay time, even when age, attention deployment, and intelligence were controlled. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategic attention deployment for delay of gratification in working and waiting situations.

Two studies examined whether the detrimental effects of attention to rewards on delay of gratification in waiting situations holds-or reverses-in working situations. In Study 1, preschoolers waited or worked for desired delayed rewards. Delay times increased when children worked in the presence of rewards but, as predicted, this increase was due to the distraction provided by the work itself, not because attention to rewards motivated children to sustain work. analysis of spontaneous attention deployment showed that attending to rewards reduces delay time regardless of the working or waiting nature of the task. Fixing attention on rewards was a particularly detrimental strategy regardless of the type of task. Study 2 showed that when the work is not engaging, however, attention to rewards can motivate instrumental work and facilitate delay of gratification as long as attention deployment does not become fixed on the rewards. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Awareness in classical differential eyeblink conditioning in young and aging humans.

The role of awareness and its impact on learning the conditioned eyeblink response was investigated in both trace and delay discrimination eyeblink conditioning in young and aging participants, in 4 paradigms: delay 750, delay 1250, trace 500, and trace 1000. Participants concurrently watched a silent movie about which they were questioned afterward. Acquisition in both the trace and delay discrimination task was correlated with awareness of conditioning stimulus contingencies, regardless of age. Age-dependent deficits were observed in trace discrimination but not in delay discrimination, with more severe deficits appearing at the longer trace interval. The percentage of aware participants was also found to be greater in the young population than in the aging population. These results indicate that awareness or knowledge of stimulus contingencies may be an important contributor to successful acquisition in higher order discrimination tasks. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Assessment of mastery behavior at 30 months: Analysis of task-directed activities.

Assessments of infants' mastery motivation have been made from observations of their levels of engagement with tasks. In this study we examined the relation of levels of task engagement to investigation and visual attention in data obtained from 53 thirty-month-old children. Significant correlations were found between task engagement and other mastery behaviors. The levels of task engagement had low significant correlations with scores on a developmental test. These findings provide additional evidence that task engagement is a valid assessment of mastery behavior. The findings also suggest that there is organization in the play of young children that can be explained by a motive to master and acquire information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Accuracy of self-assessment and task performance: Does it pay to know the truth?

An integration of conceptions about attributional antecedents with those of attributional consequences is applied to achievement behavior. The model assumes realistic attributions to be functional. It was tested with a paradigm in which task performance is conceptualized as the sum of the performances on various subtasks requiring different abilities. In Study 1, participants who were induced to make realistic attributions spent more time on tasks for which they had demonstrated high ability than on tasks for which they had demonstrated low ability. This preference for tasks out of areas for which one possesses high ability was correlated with overall performance. Study 2 replicated these results and revealed better posttest performance for individuals with realistic feedback than for individuals with unrealistic feedback. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neuropsychological correlates of early symptoms of autism

Both the medial temporal lobe and dorsolateral prefrontal cortex have been implicated in autism. In the present study, performance on two neuropsychological tasks--one tapping the medial temporal lobe and related limbic structures, and another tapping the dorsolateral prefrontal cortex--was examined in relation to performance on tasks assessing autistic symptoms in young children with autism, and developmentally matched groups of children with Down syndrome or typical development. Autistic symptoms included orienting to social stimuli, immediate and deferred motor imitation, shared attention, responses to emotional stimuli, and symbolic play. Compared with children with Down syndrome and typically developing children, children with autism performed significantly worse on both the medial temporal lobe and dorsolateral prefrontal tasks, and on tasks assessing symptoms domains. For children with autism, the severity of autistic symptoms was strongly and consistently correlated with performance on the medial temporal lobe task, but not the dorsolateral prefrontal task. The hypothesis that autism is related to dysfunction of the medial temporal lobe and related limbic structures, such as the orbital prefrontal cortex, is discussed.     

Sensory modality, temperament, and the development of sustained attention: A vigilance study in children and adults.

Applying optimal stimulation theory, the present study explored the development of sustained attention as a dynamic process. It examined the interaction of modality and temperament over time in children and adults. Second-grade children and college-aged adults performed auditory and visual vigilance tasks. Using the Carey temperament questionnaires (S. C. McDevitt & W. B. Carey, 1995), the authors classified participants according to temperament composites of reactivity and task orientation. In a preliminary study, tasks were equated across age and modality using d= matching procedures. In the main experiment, 48 children and 48 adults performed these calibrated tasks. The auditory task proved more difficult for both children and adults. Intermodal relations changed with age: Performance across modality was significantly correlated for children but not for adults. Although temperament did not significantly predict performance in adults, it did for children. The temperament effects observed in children-specifically in those with the composite of reactivity-occurred in connection with the auditory task and in a manner consistent with theoretical predictions derived from optimal stimulation theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preschoolers' attention to and memory for attachment-relevant information

This study examined the relation between attachment quality in infancy and attention and memory at 3 1/2 years. Sixty-eight children participated in 2 attention tasks and 1 memory task. In the first attention task, children were shown several sets of drawings; each set depicted a different mother-child dyad engaged in positive, negative, and neutral interaction. Insecure/avoidant children looked away from the drawings more than the other children. In the second attention task, children were shown different sets of drawings; each set depicted a mother-child dyad engaged in positive interaction and an adult dyad expressing neutral affect. Insecure/avoidant and insecure/ambivalent children looked away from the mother-child drawings more than the secure children; when children did look at a drawing, insecure children were less likely than secure children to look at the mother-child drawing. In the memory task, children were read 6 stories in which a mother responds to her child's bid for help. In 2 stories the mother responds sensitively to her child, in 2 stories the mother rejects her child, and in 2 stories the mother provides an exaggerated response to her child. Secure children recalled the responsive stories better than insecure/avoidant children and the rejecting stories better than the insecure/ambivalent children. Findings are discussed in terms of the proposition from attachment theory that attachment experiences influence attention and memory processes.     

Individual differences in achievement goals among young children

Developmental research has generally not found evidence of helpless responses to failure in young children; a prevailing view is that young children lack the cognitive prerequisite for helplessness. However, recent evidence suggests that even preschoolers are vulnerable to helplessness in some situations. In the present study with 4- and 5-year-olds, we tested a goal-confidence model that predicts achievement behavior during failure for older children. We first categorized preschoolers' orientations toward "learning" or "performance" goals based on their preference for a challenging or nonchallenging task. As for older children, goal orientation was independent of ability and predicted cognitions and emotions during failure. Further, consistent with the model, within a learning goal, children displayed the mastery-oriented pattern regardless of confidence level, whereas within a performance goal, children with low confidence were most susceptible to helplessness. These behavior patterns were found on a second task as well. Thus, our findings show that individual differences in achievement goals emerge very early.     

Developmental differences in the memory search of categorized lists.

16 right-handed female 3rd and 6th graders were tested in a recognition memory task with short lists of items from 1 or 2 categories. Latency data for 1-category lists of letters or digits were consistent with a serial-exhaustive model of memory search for both groups. It was also found that the younger Ss searched these lists more slowly. For 2-category lists, developmental differences were found in Ss' ability to use the category information to facilitate information retrieval. Although the category information was very salient for Ss of both ages, only the 6th graders were able to use it to modify their memory search. It was noted that the 6th graders' 2-category data were consistent with a particular nonexhaustive search strategy, the random entry model, which has previously been identified by M. J. Naus et al (see record 1973-06031-001) for adult Ss. The similarity of the 3rd graders' memory search for 1- and 2-category lists suggests that young children do not systematically use information that they have available in permanent memory to facilitate their performance in memory search. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Elaboration d'un instrument de mesure des habiletés socio-cognitives chez l'enfant de cinq à dix ans.

To assess social cognitive skills in children, a special test was constructed with cognitive and linguistic demands adapted to young children. The test consisted of 4 tasks that were submitted to 200 children, aged 5–10 yrs. Three tasks were devised to measure cognitive role-taking and the 4th to measure referential communication. Results show a significant increase in performance with age for each task and a significant increasing order of difficulty in the tasks. Thus, each task corresponded to specific levels in the development of role-taking skills. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Immediate versus delayed visual memory task performance among schizophrenic patients and normal control subjects

In an exploratory study, 10 schizophrenic patients and 10 normal control subjects performed immediate and delayed memory tasks, which were variants of previously developed continuous performance tests. Both tasks required participants to identify five-digit numbers which were repeated. Numbers were presented in series for 500 ms each and separated by a 500-ms time-out period. In the immediate memory task, subjects were to respond if a number was identical to the one that had immediately preceded it. The delayed memory task differed from the first task in that a longer delay (3.5 s) between stimuli was introduced, and during this delay distracter stimuli appeared. While normal control subjects performed accurately on both tasks (exceeding 80% correct detections), schizophrenic patients performed poorly, performing worse on the delayed memory task than on the immediate memory task. Rates of commission errors (responses made to similar, but not identical numbers) were nearly equal between groups on the immediate memory task, but on the delayed memory task normal control subjects made relatively more commission errors while schizophrenic patients made fewer commission errors. No differences in response latencies were observed between subject groups or tasks. This paradigm may prove useful in discriminating subtle differences in immediate and delayed memory capability among psychiatric populations and normal control subjects.     

The importance of gesture in children's spatial reasoning.

On average, men outperform women on mental rotation tasks. Even boys as young as 4 1/2 perform better than girls on simplified spatial transformation tasks. The goal of our study was to explore ways of improving 5-year-olds' performance on a spatial transformation task and to examine the strategies children use to solve this task. We found that boys performed better than girls before training and that both boys and girls improved with training, whether they were given explicit instruction or just practice. Regardless of training condition, the more children gestured about moving the pieces when asked to explain how they solved the spatial transformation task, the better they performed on the task, with boys gesturing about movement significantly more (and performing better) than girls. Gesture thus provides useful information about children's spatial strategies, raising the possibility that gesture training may be particularly effective in improving children's mental rotation skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is time-based prospective remembering mediated by self-initiated rehearsals? Role of incidental cues, ongoing activity, age, and motivation.

The present research examined self-reported rehearsal processes in naturalistic time-based prospective memory tasks (Study 1 and 2) and compared them with the processes in event-based tasks (Study 3). Participants had to remember to phone the experimenter either at a prearranged time (a time-based task) or after receiving a certain text message (an event-based task) and record the details of occasions when they thought about this intention during a 7-day delay interval. The rehearsal and retrieval of time-based tasks was mediated by more automatic than deliberate self-initiated processes. Moreover, the number of reported rehearsals without any apparent triggers was reliably higher in time- than in event-based tasks. Additional findings concern the effects of age, motivation, and ongoing activities on rehearsal and prospective memory performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Task complexity as a moderator of goal effects: A meta-analysis.

Much evidence exists that supports the use of goal setting as a motivational technique for enhancing task performance; however, little attention has been given to the role of task characteristics as potential moderating conditions of goal effects. Meta-analysis procedures were used to assess the moderator effects of task complexity for goal-setting studies conducted from 1966 to 1985 (n?=?125). The reliability of the task complexity ratings was .92. Three sets of analyses were conducted: for goal-difficulty results (hard vs. easy), for goal specificity–difficulty (specific difficult goals vs. do-best or no goal), and for all studies collapsed across goal difficulty and goal specificity–difficulty. It was generally found that goal-setting effects were strongest for easy tasks (reaction time, brainstorming), d?=?.76, and weakest for more complex tasks (business game simulations, scientific and engineering work, faculty research productivity), d?=?.42. Implications for future research on goal setting and the validity of generalizing results are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

NC-1900, a [pGlu4,Cyt6]AVP(4-9) analogue, facilitates the learning performance of rats on delayed nonmatching to sample task in Y-water maze

The effect of a novel peptide, NC-1900 (pGlu-Asn-Ser-Pro-Arg-Gly-NH2) on learning behavior in normal animals was studied in delayed nonmatching to sample tasks in rats using a Y-water maze. In the acquisition tests, a nonmatching to sample task, a delayed nonmatching to sample task with a delay time of 10 min (10-min DNMTS task), and a 20-min DNMTS task were performed for 15 sessions. NC-1900 was administered subcutaneously 1 h prior to the start of the acquisition test once a day. In the retention tests, the 10-min DNMTS task (on days 3, 10 and 17) and 20-min DNMTS task (on days 4, 11, 19 and 26) were conducted over time in the absence of administration of NC-1900 following completion of the acquisition test of the 10-min DNMTS task. In the acquisition of the 10- and 20-min DNMTS tasks, the NC-1900 100 pg/kg group exhibited significantly higher correct choice percentages or percentages of rats that achieved the criteria (mean correct choice percentage for 3 days of 90% or higher) in comparison with the control group. In the retention tests, in contrast to the correct choice percentages on each test day for the 20-min DNMTS task of the control group being approximately 50%, rats administered NC-1900 demonstrated high correct choice percentages at all dose levels, although there were some variations on each test day. These results demonstrate that NC-1900 clearly facilitated acquisition and retention of DNMTS tasks in rats using a Y-water maze.     

A honeybee's ability to learn, recognize, and discriminate odors depends upon odor sampling time and concentration.

Animals sample sensory stimuli for longer periods when they must perform difficult discrimination tasks, implying that the brain's ability to represent stimuli improves as a function of time. Although it is true in other senses, few studies have examined whether increasing sampling time improves olfactory discrimination. In the experiments reported here, odor sampling time was controlled with the goal of testing whether odor concentration affected a honeybee's ability to learn, recognize, and discriminate odors. Increasing sampling time during conditioning and testing improved a honeybee's ability to learn, recognize, and differentiate low-concentration (0.0002 M) odors. For intermediate-concentration (0.02 M) odors, both acquisition and recognition improved when stimulus duration was longer, but discrimination was unaffected. Having longer to sample a high-concentration (2.0 M) stimulus also improved acquisition, but it did not affect the ability to recognize or differentiate odors. Differences in time to respond to the conditioned and novel odors during the test period depended on the difficulty of the discrimination task. The results suggest that the sensory coding of molecular identity takes longer for low-concentration odors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of young children's self-reports of their emotion in response to structured laboratory tasks.

Can young children report coherently on their emotions, and how do their reports contribute to our understanding of emotional development? Two-hundred six children ages 3 to 6 years participated in structured laboratory tasks designed to elicit a range of positive and negative emotions and indicated their emotional state following each task. Children's reports of their emotions meaningfully varied along with the nature of the different tasks during which they were collected (i.e., reports of negative and positive emotions differed across tasks designed to elicit those states). There were no sex differences on reports of any emotion and only small age differences. Multilevel modeling analyses demonstrated that children's self-reports of each emotion converged significantly with objective coding of expressions of those emotions across laboratory tasks; higher convergence for some emotions was associated with older age, higher verbal intelligence, and greater emotion-recognition abilities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence for higher reaction time variability for children with ADHD on a range of cognitive tasks including reward and event rate manipulations.

Objective: The purpose of the research study was to examine the manifestation of variability in reaction times (RT) in children with attention deficit hyperactivity disorder (ADHD) and to examine whether RT variability presented differently across a variety of neuropsychological tasks, was present across the two most common ADHD subtypes, and whether it was affected by reward and event rate (ER) manipulations. Method: Children with ADHD-combined type (n = 51), ADHD-predominantly inattentive type (n = 53), and 47 controls completed five neuropsychological tasks (Choice Discrimination Task, Child Attentional Network Task, Go/No-Go task, Stop Signal Task, and N-back task), each allowing trial-by-trial assessment of RTs. Multiple indicators of RT variability including RT standard deviation, coefficient of variation and ex-Gaussian tau were used. Results: Children with ADHD demonstrated greater RT variability than controls across all five tasks as measured by the ex-Gaussian indicator tau. There were minimal differences in RT variability across the ADHD subtypes. Children with ADHD also had poorer task accuracy than controls across all tasks except the Choice Discrimination task. Although ER and reward manipulations did affect children's RT variability and task accuracy, these manipulations largely did not differentially affect children with ADHD compared to controls. RT variability and task accuracy were highly correlated across tasks. Removing variance attributable to RT variability from task accuracy did not appreciably affect between-groups differences in task accuracy. Conclusions: High RT variability is a ubiquitous and robust phenomenon in children with ADHD. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Acute effects of pentobarbital in a monkey operant behavioral test battery

The effects of acute pentobarbital treatment were assessed using a complex operant test battery containing five tasks in which correct performance is thought to depend upon processes associated with short-term memory and attention [delayed-matching-to-sample (DMTS)], color and position discrimination [conditioned position responding (CPR)], motivation [progressive ratio (PR)], time perception [temporal response differentiation (TRD)], and learning [incremental repeated acquisition (IRA)]. Adult, male rhesus monkeys were tested 15 min after IV injection of saline or pentobarbital (1, 3, 5.6, 10, or 15 mg/kg). Behavioral endpoints measured included percent task completed, response rate or latency, and response accuracy. The order of task sensitivity to disruption by PBT was TRD > IRA = DMTS = PR > CPR, in which sensitivity was defined as a significant disruption in any aspect of task performance. PBT slowed response rates at 10.0 and/or 15.0 mg/kg in all tasks. Accuracy was decreased in the TRD task at > or = 5.6 mg/kg but doses of > or = 10.0 mg/kg were required to decrease accuracy in the IRA, DMTS, and CPR tasks. Thus, behavior thought to model time perception (TRD) was more sensitive than behavior modeling learning (IRA), short-term memory and attention (DMTS), and motivation (PR). CPR was the least sensitive behavior. Because pentobarbital exerts its effects at least in part via GABA systems, the effects in the current study were compared with those of a previous study of the acute effects of diazepam. The two compounds exerted fundamentally different effects on operant test battery performance.