Individual differences in selective attention among prereaders: A key to mirror-image confusions.

Exp I investigated the position that mirror-image confusions reflect an inability to attend to low-salient cues. 84 3–5 yr olds were given 3 problems: mirror-image matching, shape-detail matching, and consistent left–right ordering on a picture-naming task. With nonlearners, performance was reassessed following explicit instructions. This rendered Ss divisible into levels: spontaneous, instructed learners, and nonlearners. As predicted, most 3-yr-olds fell into identical categories across all low-salient problems, either instructed learners or nonlearners. The 4–5 yr olds were spontaneous or instructed learners but did not exhibit concordance across all problems. It is suggested that for these Ss, level differences reflected differences between nonreaders already attending to reading cues and those not yet attending. Exp II, with the 4–5 yr olds from Exp I, identified the nonreaders, who were given a letter-series and letter-writing task. Significant-levels agreement occurred among the prereading tasks involving attention to individual shape details. The ordering problem showed level concordance only with tasks involving left–right scanning. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-recognition in chimpanzees (Pan troglodytes): Distribution, ontogeny, and patterns of emergence.

Investigations of mirror self-recognition (SR) in chimpanzees (Pan troglodytes) have had small samples and divergent methods. In Exp 1, 105 chimpanzees (aged 10 mo to 40 yrs) were observed for signs of SR across 5 days of continuous mirror exposure. In Exps 2 and 3, negative SR adult and adolescent Ss were saturated with mirror exposure in efforts to facilitate SR, and a longitudinal study was conducted with a number of young Ss. In Exp 4, mark tests were administered to groups of positive SR, negative SR, and ambiguous SR Ss. Exp 5 explored whether previous positive SR reports in young chimpanzees were artifacts of increased arousal during mirror exposure. Results suggest that SR typically emerges at 4.5–8 yrs of age, at the population level the capacity declines in adulthood, and in group settings SR typically occurs within minutes of an S's exposure to a mirror. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of adult age on primary and secondary memory search.

Conducted 2 experiments with 25 19–29 yr olds, 26 62–85 yr olds, 30 18–32 yr olds, and 30 61–81 yr olds to compare young and elderly adults on the ability to search lists of words stored in primary memory (PM) and in secondary memory (SM). Exp I indicated that age differences in search performance were greatest under SM conditions. Older Ss, unlike the younger ones, appeared biased toward responding that probe items were not members of the memory sets stored in SM. As a result of this apparent bias, older Ss committed a large number of errors on trials in which the probe was a member of the memorized list (i.e., positive probe trials) yet few errors on the trials in which the probe was not a member of the list ( i.e., negative probe trials). The responses of older Ss to negative probe trials were more rapid than were those to positive probe trials. In Exp II, this pattern of responding was examined. It is concluded that age differences were involved in the ability to encode memory sets and transfer them from PM to SM as well as in the ability to retrieve information from SM prior to conducting a memory search. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age and the selectivity of visual information processing.

Two experiments assessed age differences in the selectivity of visual information processing. Selectivity was measured by the amount of interference caused by nontarget letters when Ss detected a target letter in a visual display. In both experiments, young and elderly groups participated in search and nonsearch conditions; in the search condition, targets appeared anywhere in the display, whereas in the nonsearch condition targets were confined to the center position of the display. In Exp I, 20 19–27 yr olds and 20 65–90 yr olds were assigned to either condition for 2 sessions of testing. In Exp II, 16 young (mean age 19.8 yrs) and 16 elderly (mean age 71.8 yrs) Ss participated in both conditions. In both experiments, nontargets produced larger interference effects for old compared to young Ss in the search condition but not in the nonsearch condition. The obtained pattern of age effects could not be explained by age-related reductions in parafoveal acuity. Findings indicate that the magnitude of divided-attention deficit increases with age, whereas focused-attention deficits are unaffected by aging. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental differences in responses to a television character's appearance and behavior.

In a 2?×?2?×?3 design, 52 3–5 yr olds, 58 6–7 yr olds, and 59 9–10 yr olds viewed a videotape in which a female protagonist's appearance (attractive, ugly) was factorially varied with her behavior (kind, cruel). Perceptions of the protagonist and predictions of the story's outcome were assessed. Based on theoretical and empirical evidence of a developmental decrease in perceptual dependence, the influence of the woman's appearance was expected to decrease with age, and the influence of her behavior was expected to increase with age. These expectations were confirmed. A 2nd study was conducted with 40 4–5 yr olds, 41 6–7 yr olds, and 34 9–21 yr olds to rule out the alternative explanation that younger children possess stronger physical appearance stereotypes than do older children. In this study, Ss did not have information about the woman's behavior. It was found that Ss at all 3 age levels demonstrated appearance stereotyping. (36 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contextual cues and release from proactive inhibition in young and old people.

Three experiments examined whether elderly people perform similarly to Korsakoff amnesics on tests of release from proactive inhibition (PI). In Exp I, with 20 18–36 yr old undergraduates, 20 64–77 yr old university alumni, 20 employed 21–43 yr olds, and 21 institutionalized but healthy 71–92 yr olds, only the latter Ss failed to release from PI, like Korsakoff amnesics, whereas all the other groups of Ss showed the normal release from PI. Exp II, with 12 institutionalized 64–90 yr olds and 12 25–47 yr old controls, showed that release from PI could be induced in institutionalized elderly, as in Korsakoff amnesics, by salient environmental cues that coincided with the category shift. Exp III, with 13 67–89 yr old institutionalized Ss and 12 22–42 yr old controls, demonstrated that even in the absence of a category shift, salient environmental cues could lead to smaller, but noticeable, release from PI in institutionalized elderly, but not in young controls. The similarity in performance between the institutionalized elderly and Korsakoff amnesics suggested that it results from a common neurological deficit. (French abstract) (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Illusory contingency in children at the state fair.

Assessed contingency judgments of 51 Ss (aged 6–14 yrs) following their participation in chance activities at a state fair. Six–20 yr olds regarded the outcomes of these activities as controllable—that is, most of them saw the outcomes of their own performance as caused by skill-related factors and regarded such factors as significantly influencing the outcomes of other children's performance. 11–24 yr olds generally identified the outcomes of their own performance as caused by luck, and they minimized the role of skill-related factors in the performance outcomes of others. Yet even older Ss regarded such factors as somewhat relevant to outcomes they predicted for others. This was true even of Ss at formal operational age levels and of Ss who explicitly identified outcomes as caused by "luck." Ss at both age levels showed evidence of self-serving bias: Those who had won prizes saw outcomes as strongly affected by effort, but those who had failed to win did not. Findings suggest that neither the attainment of formal operations nor the recognition that luck causes outcomes ensures accurate judgments about control. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult age differences in forgetting sentences.

Carried out age comparisons of performance-based measures of forgetting. In Exp 1, 18–21 yr olds and 55–64 yr olds (n?=?24) forgot at an equal rate when compared at 30 sec and 3, 6, and 24 hrs after acquisition. In Exp 2, 17–21 yr olds and 65–74 yr olds (n?=?24) were compared at the same 4 retention intervals. Initial learning was equated for the 2 groups. There was evidence for an age difference in forgetting rate in cued recall when a minimal learning level was required. In Exp 3, 440 men and women (aged 17–74 yrs) were assigned to a retention interval from 10 min to 7 hrs. Age was related to 4 performance-based measures of forgetting rate. Although the age differences were small, they imply 2 decremental processes: one before 10 min, possibly a result of incomplete consolidation, and a later one that is continuously and cumulatively operative thereafter. Evidence relating initial level to forgetting rate is presented. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Notational adaptation in children.

Three experiments examined whether and how children adapt their notations (use of external symbol systems) to the communicative needs of addresses of different ages. In Exp 1, 26 8–9 yr olds, 28 10–11 yr olds, and 11 adults made 2 notations about a solution to a simple board puzzle, one for a peer and the other for a 6-yr-old. Exp 2, with 28 8–9 yr olds, 23 10–11 yr olds, and 30 adults, focused on oral adaptations in the same context. In Exp 3, 28 8–9 yr-olds, 21 10–11 yr olds, and 30 adults were asked to choose ready-made notations for different addresses. Children's notations at both age groups were overall informative and adequate and improved with age. Children's notation's however, were not as sophisticated as verbal instructions, possible due to the Ss' more extensive experience with oral communication. Children's notational adaptation also developed with age. Some 8–9 yr olds and many 10–11 yr olds made systematic changes in their notations and verbal instructions for addresses of different ages. Most Ss of both age groups were aware of the difference in communicative competence between the younger addressee and the peer. They also shared with adults certain assumptions regarding the needs of the younger addresses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of alcohol-related expectancies in adolescents: Separating pharmacological from social-learning influences.

Constructed an adolescent expectancy questionnaire for use with 1,580 Ss aged 12–19 yrs. Expectancy factor structure was determined separately in 12–24 yr olds, 15–26 yr olds, and 17–29 yr olds, and in low- vs high-experience drinkers. Six expectancy factors repeated across all age groups: Physical Tension Reduction, Diversion from Worry, Increased Interpersonal Power, Magical Transformation of Experiences, Enhanced Pleasure, and Modification of Social–Emotional Behavior. Five of these were present in Ss with little or no drinking experience. Expectancy factor content became more homogeneous with increasing drinking experience and age. Results indicate that relatively well-developed expectancies exist prior to alcohol usage, but that pharmacological experience with alcohol crystallizes existing expectancies. The factors extracted were remarkably consistent with those from factor analytic investigations of alcohol expectancies in adults. Findings suggest that intervention to decrease the risk of adult problem drinking must begin with children. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Should I believe you, or what you say? Children's belief of children's statements.

Two experiments with 4–11 yr olds examined the determinants of Ss' belief or disbelief of statements made to them by other Ss. The relative age and social dominance of the S transmitting the message were varied against message type and against the age of the S receiving the message. In Exp I, conducted with 320 Ss, messages were solutions to a practical problem and varied only in plausibility; belief was assessed in terms of solution adoption. In Exp II, messages were personal statements about the transmitter, truth/falsity and objectivity/subjectivity of messages were additionally varied, and belief was assessed by requesting a judgment from the S receiving the message. Data show that in the older Ss (7 and 9 yrs), complex inferences from transmitter characteristics to truth were flexibly deployed as a supplement to a greater capacity to discriminate between message types. Differential responses in the 2 studies and on the objectivity/subjectivity dimension are interpreted as supporting Piaget's claim that younger children do not assess statements in terms of the speaker's intentions. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential memory changes with age: Exact retrieval versus plausible inference.

Conducted 2 experiments on the use of direct retrieval and plausibility memory strategies in elderly and college-age adults. In Exp I, which used an episodic memory task, data were obtained from 49 65–80 yr old college alumni and from 58 college students who had served in a previous study by the 1st author (see record 1983-02731-001). Findings indicate that older Ss effectively used the plausibility strategy but performed more poorly than younger Ss when the direct retrieval strategy was required. Results of Exp II, using 18 college alumni (8 Ss aged 20–31 yrs, 10 Ss aged 64–75 yrs) with a semantic memory task, show that older Ss' accuracy was essentially undistinguishable from that of younger Ss as long as a plausibility judgment process produced the correct response. It is argued that careful inspection is a much more costly process for older adults than it is for young adults but that plausibility judgments and feature overlap processes are equally easy for both age groups. (44 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult age differences in sensitivity to semantic structure of prose.

50 18–33 yr olds and 43 62–67 yr olds from low- and high-education populations heard narrative passages at different presentation rates and difficulty levels in 2 experiments. Immediately after listening to a tape-recorded version of each story, Ss orally recalled it. Results consistently demonstrate that younger Ss remembered more than older ones, but Ss from all groups favored the main ideas in their recalls. Also, Ss from all ages and educational levels were equally able to identify the important information in the stories. It is suggested that sensitivity to the semantic structure of prose is not a major component of adult age differences in discourse comprehension. It is further suggested that adult age differences observed on discourse comprehension tasks may reflect an age-related decline in processing capacity. (23 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Risk factors in infant-mother attachment.

In Exp I, 56 preterm Ss born at less than 1,500 g were assessed at 6 wks; at 3, 6, and 9 mo; and at 1 yr for avoidant, secure, and ambivalent attachment patterns. In Exp II, 109 Ss (aged 2–4.5 yrs) with delayed development due to Down's syndrome, diagnosed neurological disorders, and undiagnosed disorders were assessed in a strange-situation setting. In Exp III, 15 Ss with cystic fibrosis and 15 normal Ss (aged 12–18 mo) were assessed for attachment patterns. Data indicate that none of the medical problems had a significant impact on the child–mother relationship. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory for pictures: Does an age-related decline exist?

Examined the effects of varying detail on memory. In Exp I, pictorial embellishment was varied by presenting 27 Ss aged 60+ yrs and 30 undergraduates with normal photographs, high-contrast photographs, or line drawings, and testing their memory immediately and 4 wks later. All of the Ss did best with the most elaborate pictures (normal photographs), and old Ss remembered as well as young at the immediate but not at the delayed interval. In Exp II, with 21 old Ss and 21 18–36 yr olds, detail was varied by adding background to line drawings of a central object. Ss of both ages profited from enhanced background detail, and there were no differences in memory as a function of age. Exp III replicated Exp II, except that Ss (10 elderly and 17 college students) studied the pictures under divided attention conditions. Again, Ss of both ages recognized elaborate pictures best, and no significant age differences emerged. Results suggest that old and young adults profit from visual embellishment and that memory for meaningful pictures remains relatively intact with age. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's concepts of volume and flotation.

Conducted a pilot study in which children (aged 7–9 yrs and 11–13 yrs) were asked to judge which 1 out of 3 wooden blocks would float (or sink), given weight and volume information for each block relative to a block that was known to float (or sink). Analysis of explanations indicated that judgments may have been based on the size–weight illusion. An experiment exploring the basis of flotation judgments was conducted with 14 children aged 7 yrs 1 mo to 9 yrs 6 mo and 16 children aged 11 yrs 4 mo to 14 yrs 11 mo that involved a test for judgment of volume based on information integration theory. Results show that Ss aged 7–24 yrs accurately judged volume by integrating 3 dimensions—width, depth, and height—according to the multiplicative rule. A rule assessment of their flotation judgments showed no age differences in initial rule, with weight rules being most popular. However, after feedback there were marked age effects; the 7–9 yr olds abandoned their initial rule without finding an alternative, and the 11–24 yr olds were generally able to find the correct flotation rule. It is concluded that children aged 7–24 yrs can judge volume but 7–9 yr olds have difficulty with the concept of flotation, possibly because it requires mental comparison of 2 ratios, a task known to be difficult for 7–9 yr olds. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory for activities: Adult age differences and intentionality.

24 17–24 yr olds and 24 56–76 yr olds were tested for memory of activities on a series of tasks (e.g., letter cancellation and anagrams) that varied along the rote–cognitive dimension. Half the Ss in each age group were forewarned of the subsequent memory test (intentional learning); the remaining Ss were not forewarned (incidental learning). An overall age difference, favoring young Ss, was found. However, the magnitude of the age difference varied across activities, being slight for cognitively demanding tasks and pronounced for less-demanding activities. Memory was unaffected by the forewarning variable for both age groups. Results are interpreted in terms of an age deficit in the retrieval of memory traces established by activities, with cognitively demanding activities yielding more distinctive and therefore more retrievable traces than less-demanding activities for older adults. (16 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Information processing and the development of cooperative, competitive, and individualistic social values.

109 3–10 yr old Ss completed an individualized regression assessment of social values, a central-incidental memory measure, and a free-recall word list task in a study that assessed the possibility that the developmental difference in social values is associated with the development of information-processing capabilities. Findings demonstrate developmental differences in social values and suggest a possible partial explanation for the differences. The modal social value among 3–5 yr olds was individualism, while among 6–7 yr olds and 8–20 yr olds the modal social value was superiority. The oldest Ss expressed a social value involving equality more frequently than did younger Ss. It is suggested that older children, compared to younger children, more often consider the relative nature of their outcomes and more often engage in social comparison. Performance on the memory tasks was consistently associated with age: Ss who expressed an individualism social value generally performed more poorly on the memory measures than did Ss who expressed any other social value. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Episodic spatial memory in adulthood.

Two experiments examined age-related differences in memory for spatial location information in a museum exhibit (Exp 1) and in a secretarial office (Exp 2). In Exp 1, Ss were the visitors to the exhibit (N?=?302, 15–74 yrs of age), and memory was assessed using a map test. In Exp 2, Ss were 64 young adults (M?=?21.2 yrs) and 32 older adults (M?=?71.2 yrs), and memory was assessed using both a map test and a relocation test. The relocation test required Ss to replace the to-be-remembered targets where they appeared at study. Exp 1 showed an age-related decline in spatial memory performance, and it placed the onset of this decline in the 6th decade of life. Exp 2 showed an age-related decline on both tests, but age effects were smaller on the relocation test than on the map test, and when Ss knew that spatial memory would be tested than when they were not informed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neuropsychological changes in adolescents with insulin-dependent diabetes.

Assessed the neurobehavioral status of 40 12–19 yr olds with a long history (at least 3 yrs) of insulin-dependent diabetes mellitus and of 40 demographically similar nondiabetic adolescents. A detailed social and medical history was obtained from parents, and the degree of recent metabolic control was determined by examining the glycosolated hemoglobin values of diabetic Ss. Ss under age 16 yrs were given 7 subtests of the WISC—R; Ss aged 16 yrs and older were given the same subtests from the WAIS. Ss also completed tests that assessed associative learning and memory; visuospatial ability; speed, dexterity, and visuomotor integration; CFF; and self-concept. Results show that diabetics performed within normal limits on all tests, although significant between-groups differences did appear on measures of verbal intelligence, visuomotor coordination, and CFF. Although it could be argued that these results are indicative of structural brain damage, the possibility is discussed that the differences observed may be a function of transient metabolic abnormalities at the time of testing or, alternately, may be a reflection of the behavioral changes associated with having a life-threatening illness. (46 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)