Effects of Domain,Retention Interval,and Information Load on Young and Older Adults’ Visuospatial Working Memory

Age-related differences in visuospatial working memory were examined in 69 young adults and 49 older adults exposed to three pairs of tasks. Each pair consisted of one task involving information about the form or appearance of items and another task involving information about item locations. The first pair of tasks manipulated retention interval and required maintaining information about one item. The second pair also manipulated retention interval and required maintaining information about multiple items presented simultaneously. The third pair manipulated the number of sequentially presented items. Analyses of the first two pairs of tasks revealed significant age deficits in working memory for spatial locations but not in working memory for visual features. Notably, there were no age differences in the effect of retention interval on any of the four tasks, suggesting that visuospatial information is lost at similar rates in older and young adults. Analyses of the third pair of tasks revealed that, regardless of domain, increasing the amount of information impaired older adults’ memory performance to a greater extent than young adults’ performance. Thus, the present results suggest differences in basic working memory capacity in both domains, but a lack of age differences in rates of forgetting from working memory, and greater age-related deficits in the spatial domain than in the object domain.     

Children's metacognition: Exploring relations among knowledge,process, and motivational variables

Following a metamemory pretest, 60 first and third grade children (6 and 8 years of age, respectively) were divided into three treatment groups which received task-specific strategy instructions appropriate for three memory problems, general metacognitive information about subordinate and superordinate processing, or both strategy and metacognitive training. Maintenance and generalization versions of the memory tasks were given, followed by an attributional assessment of children's perceptions of the causes for specific success and failure outcomes. Post-training scores on the memory tasks showed that strategy training was highly successful. Metacognitive training appeared to have no effect on the metameory or strategy scores with one exception: metamemory and strategy use on the generalization task were significantly correlated only for children who received both metacognitive and strategy training. Apparently, children who were initially high in metamemory skills profited more from the comprehensive training package, using new metacognitive insights to aid the generalization of acquired strategies to the transfer tasks. Among strategy-trained children those who attributed success to effort were both more strategic and higher in metamemory than those who attributed task outcomes to noncontrollable factors such as ability or task characteristics. Results were discussed in terms of the interactive nature of knowledge, process, and motivational variables as determinants of strategy transfer.     

Reading and formal thinking in Quebec high school students

According to Piaget, the development of formal thinking is one of the primary tasks of adolescence. Reading is also a developmental task. The failure of adolescents to develop formal thinking skills and increasing levels of illiteracy led the investigators to conduct a pilot study to see whether there is a correlation between high school students' scores on a test of formal thinking and those on a test of reading. Students' success on both tests was disappointingly low. Lack of motivation seems to be a major problem, and requires further investigation. Correlations between scores on the two tests were relatively low, although there is a suggestive similarity between the distribution of scores for formal thinking and those for vocabulary. General success on visual exercises suggests that graphic methods using computer-assisted instruction may be useful for developing formal thinking skills of adolescents.     

The Structural Constraints and Strategic Control of Resource Allocation

Time-sharing performance was evaluated as a function of the structural configurations of the time-shared tasks and strategic resource-allocation training. A secondary task technique was employed with five task pairs that varied in their structural similarity. The primary task difficulty was time-varying within a trial. Consistent with a common finding in the literature, the global performance measures showed that the degree of task interference increased as the degree of shared resources between the time-shared tasks increased. The moment-by-moment performance, however, revealed that small task interference did not necessarily indicate that the primary task performance was consistently protected against the time-varying difficulty changes. Subjects' failure in protecting the primary task performance was attributed to two possible causes: a skill limitation in the control of resource allocation and a structural limitation inherent in the dual task configuration. This distinction was reinforced by the finding that the strategy training was successful in improving resource allocation for the structurally identical task pair only. Our data demonstrated the role of multiple resource concepts in predicting time-sharing performance in a dynamic environment.     

Effects of causal belief for prior success or failure on preferences to delay gratification in task contingent versus task noncontingent conditions1

This study investigated how causal belief for prior success or failure affected preferences to delay gratifications in task contingent versus task noncontingent conditions. Success or failure on the Treatment Task and belief about the outcome were experimentally induced to lead fourth-and fifth-grade pupils to perceive task performance as resulting from one of four factors (Ability, Task Difficulty, Effort, or Luck). Thereafter, each subject chose between smaller, noncontingent rewards and delayed, larger rewards that were contingent on waiting only or on successful performance on tasks which varied in similarity to the initial task. As predicted, preferences to delay were not differentially affected by success or failure when subjects believed unstable factors of effort or luck caused the outcome. However, delay was affected by prior success or failure when the belief was that the outcome resulted from stable factors of ability or task difficulty, with subjects delaying more after success than following failure. Furthermore, the outcome predicted delay on tasks identical or similar to the Treatment Task whereas belief about causality predicted delay on the Different Task. Delay was greater by subjects with ability or effort inductions than by subjects with a luck induction.     

Effects of two tasks and two levels of difficulty upon surface electrogastrograms

The effects of differentiation, novelty, and difficulty of ability tasks upon electrogastrographic activity of healthy subjects during digestion were investigated. Electrical recording of activity of the stomach by means of surface electrodes was performed in 40 healthy volunteers before and after easy or hard tasks. 20 subjects had to complete puzzles; the others had mental arithmetic. Both groups were matched in terms of scores on easy and difficult tasks. Baseline recordings were performed before each trial. The number of waves with peak amplitude greater than 100 mu v on electrogastrographic recording during each time span was measured, using a visual analysis. There was a significant decrease in number of waves/min, during task performance. A more pronounced decrease was produced by subjects working on puzzles than those working on mental calculation and by subjects working on easy tasks than those working on difficult tasks when the easy preceded the difficult ones. A larger decrease was obtained when the tasks of comparable difficulty were performed first. Emotional correlates such as anger and irritability were suggested to play a role in the interpretation of results.     

Motivational determinants of reading comprehension: A comparison of French,Caucasian–American,and African–American adolescents

The relationships between adolescents' reading comprehension and their metacognitive knowledge and self-system beliefs were studied in three groups of subjects: French nationals, Caucasian Americans, and African Americans. Subjects were tested on measures of reading comprehension, metacognitive knowledge about reading processes, attributional beliefs, and academic self-concept. Correlation and regression analyses indicated cultural differences in the predictors of reading comprehension among the three groups. For French and Caucasian Americans, reading comprehension scores were related to metacognitive knowledge, academic self-concept, and attributions of success to ability. However, metacognition and motivational beliefs were mostly unrelated to comprehension performance for African Americans. Results are discussed in terms of verification of a model of motivational influences on performance, of cultural and ethnic group differences in beliefs, and the implications for generalizability of research results.     

A comparison of discrimination and identification of vibrotactile patterns

Both discrimination and identification tasks have been used to assess subjects' abilities to perceive vibratory spatial patterns presented to the skin. The present study examined discrimination and identification performance under comparable conditions. In Experiment 1, subjects attempted to discriminate a pair of patterns on some blocks of trials and to identify both members of a pair on other blocks. For both tasks, the time between the members of the pair was varied. Discrimination performance could be predicted accurately from identification data. Analysis of performance on identification trials indicated that subjects used discriminability information to identify pairs. In Experiment 2, discrimination and identification were compared when the temporal separation between patterns was fixed and a masking stimulus followed each pattern after a variable delay. Results suggest that temporal masking, rather than the time available for processing pattern information, is the major limitation in both discrimination and identification of sequences of tactile patterns.     

Stimulus structure, discrimination, and interference.

Subjects learned lists of consonant trigram word pairs varying in intralist formal stimulus similarity. On test trials, subjects were tested with all but one stimulus, then presented either the missing stimulus or one previously tested. Subjects had to correctly identify this stimulus, then recall its associated word. Both recall and recognition performance varied with the difficulty of discovering and utilizing a discriminated element. However, when subjects were instructed as to list structure, recall was improved without improvement in recognition in one condition, and recognition was improved without recall in another. This indicates that stimulus discrimination is neither necessary nor sufficient to reduce intralist interference.     

The influence of high and low cue–action association on prospective memory performance

Recent discoveries in the field of prospective memory (PM) show higher accuracy for remembering intentions in which prospective cue and action are strongly associated. In two experiments presented in this paper, participants encoded both high and low association cue–action pairs and were later tested on both prospective and retrospective PM components. Results of both studies show higher PM accuracy for the low association pairs, compared to high association ones, but only for the prospective component (across both Experiments) and only when a high association cue was presented first (Experiment 2). This finding was accompanied by longer study times for the low association pairs and study times were functionally related to later performance (across both Experiments). In the retrospective component, higher accuracy was observed for pairs with high level of association (but only in the first Experiment). Data are discussed in the context of metacognitive processes possibly related to the encoding of an intention as well as cue monitoring in case of PM tasks with high memory load and varying task difficulty.     

EEG alpha asymmetry: task difficulty and hypnotizability

Parieto-occipital EEG alpha was recorded bilaterally, while 20 high- and 20 low-hypnotizable women performed one left-hemisphere and one right-hemisphere task of low difficulty and two other comparable tasks of high difficulty. Every task was performed twice, once with eyes open and once with eyes closed. All subjects were right-handed. The tasks were originally selected to be of high and low difficulty. The subjective rating of task-difficulty was also evaluated. The integrated amplitude alpha and the alpha ratio (R-L/R + L) were the dependent variables. The highly hypnotizable women showed significantly higher alpha amplitude in eyes-closed condition than the low scorers; this difference disappeared during task performance and in the eyes-open condition. The left-tasks showed lower alpha amplitude in both hemispheres than right-tasks and baseline. The right-hemisphere alpha amplitude was lower than left in all experimental conditions. On tasks of high and low difficulty there was different hemispheric behavior on right and left tasks. Performance reflecting the right and left hemispheres in the low-difficulty condition showed no changes between baseline, right- and left-tasks, while under high difficulty there was a decrease in alpha amplitude in the right and even more marked decrease in the left hemisphere during left-tasks. The pattern of task effects for ratio scores was the same as for alpha amplitude, however, despite the analysis of alpha scores, an interaction of hypnotizability X task-difficulty was detected. The highly hypnotizable women showed less negative alpha ratio during a task of low difficulty than during tasks of high difficulty; the reverse was true for the low-hypnotizable women. Finally, the highly hypnotizable subjects showed less subjective difficulty during performance than the low scorers.     

Relations between visceral and behavioral function in men at bedrest

Multiple physiological measurements as well as a self-assessment of arousal was made in eight men on the first, third, and fifth days of bedrest. On the third day, additional measurements of performance on memory and dexterity tasks were made. Univariate analysis did not reveal any physiological variable to either predict subsequent performance well or to co-vary acutely with it; however, self-rating scores did prove to be useful predictors of subsequent performance. Principal components analysis suggested an“alertness” factor comprised of physiological measures as well as selfratings which helped in predicting better performance. Although the individual patterns of correlations between variables on each of the three test days was variable, even more variability between subjects was found on the performance testing day. We believe this effect of behavioral activation may be due to the injection of common, slow temporal trends into many of the different data sets.     

Cognitive constraints on ordering operations: the case of geometric analogies

Many tasks (e.g., solving algebraic equations and running errands) require the execution of several component processes in an unconstrained order. The research reported here uses the geometric analogy task as a paradigm case for studying the ordering of component processes in this type of task. In solving geometric analogies by applying mental transformations such as rotate, change size, and add a part, the order of performing the transformations is unconstrained and does not in principle affect solution accuracy. Nevertheless, solvers may bring cognitive constraints with them to the analogy task that influence the ordering of the transformations. First, we demonstrate that solvers have a preferred order for performing mental transformations during analogy solution. We then investigate three classes of explanations for the preferred order, one based on general information processing considerations, another based on task-specific considerations, and a third based on individual differences in analogy ability. In the first and third experiments, college students solved geometric analogies requiring two or three transformations and indicated the order in which they performed the transformations. There was close agreement on nearly the same order for both types of analogies. In the second experiment, subjects were directed to perform pairs of transformations in the preferred or unpreferred order. Both speed and accuracy were greater for the preferred orders, thus validating subjects' reported orders. Ability differences were observed for only the more difficult three-transformation problems: High- and middle-ability subjects agreed on an overall performance order, but the highs were more consistent in their use of this order. Low-ability subjects did not consistently order the transformations for these difficult problems. The general information processing factor examined was working-memory load. A number of task factors have been shown to affect working-memory load during the solution of inductive reasoning problems. Of these, we chose to examine process difficulty. Because analogies are solved in working memory, performing more difficult transformations earlier may reduce working-memory load and facilitate problem solution. However, the observed performance order was not correlated with transformation difficulty. The first task-specific factor considered was that some transformations may be identified earlier, possibly because of perceptual salience, and that the performance order follows the identification order.(ABSTRACT TRUNCATED AT 400 WORDS)     

Proactive interference in a two-tone pitch-comparison task without additional interfering tones

Two-tone pitch-comparison tasks typically comprise several successive pairs of successive tones separated by silent intervals. The serial occurrence of such pairs has been associated with degraded task performance, but the nature of this association is not fully understood. Human adult participants were presented with successive pairs of successive tones. The latter, to-be-compared tone of a pair could differ from the former, to-be-remembered tone of 1046.5 Hz by no more than ±15 Hz (25 cents). The direction of this difference was easier to identify when it was opposite to that of the preceding pair than when being the same. Merely responding accordingly (irrespectively of whether the response was correct or not) was found not to account for this finding. Our study demonstrates proactive interference in a two-tone pitch comparison task as the difficulty to remember when the first tone of the present pair occurred relative to the last tone of the immediately preceding pair.     

Paired associate learning: Data on pair difficulty and variables that influence difficulty

Two hundred pairs of five-letter words were produced randomly from all five-letter words in Thorndike and Lorge (1944). The difficulty of each pair was established for paired associate learning by having 50 subjects learn lists of 20 pairs. The difficulty of a pair was found to be highly reliable and was not influenced by the particular list in which it was learned. Frequency of response terms was positively related to learning, but the frequency of the stimulus terms was not. Two-syllable five-letter words were learned more rapidly than one-syllable five-letter words. Two 20-pair lists were constructed, one consisting of homogeneous pairs of average difficulty and the other of 10 very easy pairs and 10 very difficult pairs. As anticipated, performance on the latter list was initially better than that on the former, with the performance on the two lists converging over trials. The difficulty of the pairs as determined by paired associate learning was unrelated to misses on a recognition test, but the false alarms decreased as difficulty decreased.     

ACTIVITÉ MÉTACOGNITIVE DE L'ENFANT ET DIFFICULTÉ DE LA TÂCHE COGNITIVE

The influence of the type of difficulty of a cognitive task on metacognitive activity (metacognitive experiences and metacognitive strategies) was studied in six- and eight-year-old children. Children had to make decisions about the correspondence of statements and drawings presented in pairs one after the other, starting either with a statement, or with a picture. They encounter two kinds of difficulties: (1) one due to the information conveyed by drawing (non-correspondence with the statement); (2) another due to the order in which the statements and drawings are presented: when the drawing comes first the child must retain it in his memory until a statement can guide him in his decoding of it; this difficulty is unexpected given the expectations the child has due to the cognitive task proposed. The principal findings were as follows: (1) Compared to the six-year-olds, the eight-year-olds demonstrated three times more metacognitive control strategies for expressing information, more cognitive skills (reasoning), and a higher level of performance (understanding and recall). (2) The two types of difficulties do not have the same effects: (a) the difficulty due to the information conveyed by the drawing leads to an increase in the latency time; the performance (understanding) is not as good; (b) in the case of difficulty due to the statement-drawing order, twice as many verbalizations expressing metacognitive experiences and a decrease in the latency time were observed. The interpretation of the findings underscores the importance for the child of the indicators he has to orient him in mobilizing metacognitive and cognitive activities.     

Feature analysis and the token test

In a picture-matching task pictures of objects had to be arranged into pairs by aphasic and nonaphasic patients and normal controls. Aphasic patients were also given the Token Test. Correlation between the rank order of error scores in both tests was highly significant in aphasic patients. The pictures were also given to a normal group for free matching. Overlapping of normal performance on free matching and aphasic performance on bound matching occurred. We hypothesized that aphasic impairment was due to a difficulty in calling up associations, difficulty in feature analysis, and in moving from one concept to another. These findings are discussed in the light of abilities needed for Token Test performance. The results indicate that the traditionally presumed fundamental difference between verbal and nonverbal cognitive tasks is rather unsatisfactory.     

FORMAL OPERATIONAL THINKING IN YOUNG ADULTS AS A FUNCTION OF EDUCATION AND SEX*

The integration of formal operations in a lattice–INRC group structure was tested in young adults. For this purpose the equilibrium in balance, the combination of liquids and the conservation of motion tasks were employed. To test the possibility of differential integration because of differences in developmental history, the factors of education and sex were manipulated systematically. Thus, four groups were constituted of educated males, educated females, uneducated males, and uneducated females, forming a total of 40 subjects. The results revealed a consistent patterning of performance on the three tasks across groups and across subjects which is in disagreement with the Piagetian model. Education and sex were important factors in respect to formal thought attainment. A theory of formal thought spheres is formulated to account for the patterning obtained and the implications for further research discussed.     

Visual form perception: Congruence among spatial configurations

Multidimensional scaling (MDS) techniques were used to obtain spatial solutions for judgments of similarity and discrimination difficulty between pairs of random polygons. For both tasks, it was possible to psychophysically predict the three dimensions of the final solutions using physical measures of the forms. These solutions were compared to each other and to a spatial analysis of discrimination difficulty measured in visual noise (Aiken & Brown, 1968) using canonical correlation techniques. Although the two judgment tasks were highly similor, it was concluded that neither was similar to the discrimination-in-noise solution.     

Communality of videogame performances with tracking tasks

Performances on three videogames were compared with two different tracking tasks and a third dual tracking task, after stability of performance was achieved by 40 male subjects. The six tasks were performed in succession for three weeks each, and one year separated administration of the tracking tasks from the videogames. Convergence of the cross-correlations among these tasks occurred such that higher correlations were attained for scores obtained late in practice (late/late) of two tasks (even when they were performed a year apart) rather than for scores obtained earlier in training (viz., early/early). High communality between these two types of tasks was observed as indicated by virtual overlap between the videogames and the tracking tasks, even though different control media (joysticks, knobs), control orders (zero/first), and control inputs (displacement/force transducer) were required. Because these tasks apparently index similar abilities, there may be advantages to measuring tracking skills with videogames, which include low cost, wide availability, inherent interest to subjects and motivation, rapid approach to stable levels, and, in many cases greater apparent face validity relative to real world performance requirements.