Distraction as a determinant of processing speed

Processing speed is often described as a fundamental resource determining individual (e.g., I.Q.) and group (e.g., developmental) differences in cognition. However, most tests that measure speed present many items on a single page. Because many groups with slowed responding are also distractible, we compared younger and older adults on high-distraction (i.e., standard) versus low-distraction versions of two classic speed tasks. Reducing distraction improved the performance of older adults but had little or no effect on younger adults, suggesting that the ability to limit attentional access to task-relevant information can affect performance on tests designed to measure processing speed.     

PEER TUTORING FOR CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER: EFFECTS ON CLASSROOM BEHAVIOR AND ACADEMIC PERFORMANCE

We investigated the effects of classwide peer tutoring (CWPT) on the classroom behavior and academic performance of students with attention deficit hyperactivity disorder (ADHD). Typical instructional activities were contrasted with CWPT for 18 children with ADHD and 10 peer comparison students attending first- through fifth-grade general education classes. CWPT led to increases in active engagement in academic tasks along with reductions in off-task behavior for most participants. Of students with ADHD, 50% exhibited improvements in academic performance in math or spelling during CWPT conditions, as measured by a treatment success index. Participating teachers and students reported a high level of satisfaction with intervention procedures. Our results suggest that peer tutoring appears to be an effective strategy for addressing the academic and behavioral difficulties associated with ADHD in general education settings.     

Can we trust self-reports of driving? Effects of impression management on driver behaviour questionnaire responses

Driver behaviour is often studied by using self-reports and questionnaires. Despite their obvious advantages, questionnaires are vulnerable to socially desirable response tendencies. In this study, the effects of socially desirable responding on self-reports of driving were studied by recording self-reports of driving in both public and private settings. In public settings, 47 applicants for a driving instructor training course completed the driver behaviour questionnaire (DBQ) and balanced inventory for socially desirable responding as a part of the entrance examination. In a private setting, 54 students of that training course completed the same questionnaires anonymously in the classroom. ANOVA results showed a difference between the two settings in six DBQ item scores, such that aberrant behaviours were reported less frequently in public than in private settings. The results indicated that bias caused by socially desirable responding is relatively small in DBQ responses.     

A controlled clinical comparison of attention performance in children with ADHD in a virtual reality classroom compared to standard neuropsychological methods.

In this initial pilot study, a controlled clinical comparison was made of attention perforance in children with attention deficit-hyperactivity disorder (ADHD) in a virtual reality (VR) classroom. Ten boys diagnosed with ADHD and ten normal control boys participated in the study. Groups did not significantly differ in mean age, grade level, ethnicity, or handedness. No participants reported simulator sickness following VR exposure. Children with ADHD exhibited more omission errors, commission errors, and overall body movement than normal control children in the VR classroom. Children with ADHD were more impacted by distraction in the VR classroom. VR classroom measures were correlated with traditional ADHD assessment tools and the flatscreen CPT. Of note, the small sample size incorporated in each group and higher WISC-III scores of normal controls might have some bearing on the overall interpretation of results. These data suggested that the Virtual Classroom had good potential for controlled performance assessment within an ecologically valid environment and appeared to parse out significant effects due to the presence of distraction stimuli.     

Programming Resource Room Generalization Using Lucky Charms

Eight behavior disordered students participated in a program to promote transfer of training from a resource room to regular classroom settings. The subjects, boys and girls aged 8 to 11, were intermediate level students in an ungraded public elementary school. These students spent a portion of each day in a resource room designed to remediate their academic and social deficits. Prior to intervention all of the students correctly completed over 95% of their reading and mathematics assignments while in the resource room but less than 60% of those assignments while in regular classroom settings. Transfer of training was accomplished by establishing a personalized discriminative stimulus (S^D) within the resource room for each student. These S^Ds, designated "lucky charms," were literally carried by students from the resource room to their regular classrooms. Students correctly completed over 90% of their regular classroom reading and mathematics assignments when they worked in the presence of the lucky charm. A multiple baseline analysis across settings demonstrated a functional relationship between the introduction of the "lucky charms" and academic improvement. The "lucky charm" is suggested as an effective and economicaI strategy to facilitate transfer of training from one setting to another.     

Three brief assessments of math achievement

Because of wide disparities in college students?? math knowledge??that is, their math achievement??studies of cognitive processing in math tasks also need to assess their individual level of math achievement. For many research settings, however, using existing math achievement tests is either too costly or too time consuming. To solve this dilemma, we present three brief tests of math achievement here, two drawn from the Wide Range Achievement Test and one composed of noncopyrighted items. All three correlated substantially with the full achievement test and with math anxiety, our original focus, and all show acceptable to excellent reliability. When lengthy testing is not feasible, one of these brief tests can be substituted.     

Test-enhanced learning in the classroom: long-term improvements from quizzing

Three experiments examined whether quizzing promotes learning and retention of material from a social studies course with sixth grade students from a suburban middle school. The material used in the experiments was the course material students were to learn and some of the dependent measures were the actual tests on which students received grades. In within-subject designs, students received three low-stakes multiple-choice quizzes in Experiments 1 and 2 and performance on quizzed items was compared to that on items that were presented twice (Experiment 2) or items that were not presented on the initial quizzes (Experiments 1 and 2). We found that students' performance on both chapter exams and semester exams improved following quizzing relative to either not being quizzed or relative to the twice-presented items. In Experiment 3, students were given one multiple-choice quiz in class and encouraged to quiz themselves outside of class using a Web-based system. The assessment in this experiment was a short answer test in which students had to produce answers, but we also used multiple-choice tests. Once again, we found that quizzing of material produced a positive effect on chapter and semester exams. These results show the robustness of retrieval practice via testing as a learning mechanism in a classroom setting using the subject matter of the course and (in most cases) the tests on which students received grades as the dependent measures. Our results add to a growing body of evidence that retrieval practice in the classroom can boost academic performance.     

The relative effects of classwide peer tutoring and peer coaching on the positive social behaviors of children with ADHD

This study investigates the effects of Classwide Peer Tutoring (CWPT) and peer coaching on the peer social behaviors of children with ADHD. A single-subject, multiple-baseline design is used with three elementary-school students in Grades 3 and 4. Following a baseline period, CWPT is implemented in each student's classroom. During the second intervention phase, CWPT is continued and peer coaching is added. Peer social behaviors are observed in both academic and social settings, with a primary focus on intervention effects on the latter setting. Results suggest that students participating in CWPT are actively and positively engaged with their peers while carrying out the CWPT program in the academic setting. However, when only CWPT is implemented, increases in positive peer social behaviors are not observed in social settings. The addition of peer coaching results in enhanced social behaviors during recess and lunch.     

Domain identification predicts black students’ underperformance on moderately-difficult tests

Although stereotype threat theory suggests that, in stereotype threat settings, negatively-stereotyped students who are highly domain-identified risk underperforming on difficult tests but can perform well on easy tests, it is unclear how these students will perform on moderately-difficult tests in stereotype threat settings. The present study found that the higher black students’ verbal identification the worse their performance on a moderately-difficult verbal test in an ability-diagnostic setting. The students’ verbal identification did not relate to their performance in a non-diagnostic setting. The discussion addresses the need for research to determine the mediators between high domain identification and underperformance, and whether it is beneficial for students to be less domain identified.     

Reliability of the 5-min psychomotor vigilance task in a primary school classroom setting

This study evaluated the reliability of the 5-min psychomotor vigilance task (PVT) in a single-sex Australian primary school. Seventy-five male students (mean age 5 11.82 years, SD = 1.12) completed two 5-min PVTs using a Palm personal digital assistant (PDA) in (1) an isolated setting and (2) a classroom setting. Of this group of students, a subsample of 37 students completed a test-retest reliability trial within the classroom setting. Using a mixed-model analysis, there was no significant difference in the mean response time (RT) or number of lapses (RTs ≥ 500 msec) between the isolated and the classroom setting. There was, however, an order effect for the number of lapses in the isolated setting, with the number of lapses being greater if the isolated test was conducted second. Test-retest intraclass correlation coefficients (ICCs) in the classroom setting indicated moderate to high reliability (mean RT = .84, lapses = .59). Bland-Altman analysis showed no systematic difference between the two settings. Findings suggest that the 5-min PDA PVT is a reliable measure of sustained attention in the classroom setting in this sample of primary-aged schoolchildren. The results provide further evidence for the versatility of this measuring device for larger interventions outside the laboratory.     

ESTABLISHING GENERATIVE YES/NO RESPONSES IN DEVELOPMENTALLY DISABLED CHILDREN

We evaluated the effects of two procedures for teaching four developmentally disabled children to respond yes/no appropriately. During baseline, tutoring was conducted in which five known items were individually presented with the question, “Is this a_____?”, followed either by access to requested items or by remedial prompting contingent on responding. When tutoring did not improve performance, instruction was embedded in the regular classroom activities. In this condition, items requested by students were either presented or withheld on the basis of their response to the question, “Do you want ______?”. Increases in correa responding were confirmed by a multiple-baseline design across all four students and were maintained with the introduction of new items. However, generalization to “Is this a_____?” questions did not occur in the tutoring setting until specifically programmed. Subsequently, students also demonstrated appropriate yes/no responding to questions involving actions, possession, and spatial relations.     

Sexist Behavior Undermines Women’s Performance in a Job Application Situation

Can sexist behavior in a job application context threaten women and cause them to underperform on a subsequent cognitive ability test? In a simulated job interview, 46 women and 46 men -- undergraduate and graduate students from the University of Heidelberg, Germany -- were confronted with either sexist (dominant and physically close) behavior by a male interviewer or non-sexist (friendly and neutral) behavior by the same confederate. Participants then solved math items and language-related items from a German standard intelligence test. In accordance with our hypothesis, the results indicated that female participants in the sexist condition performed significantly worse on the mathematical test than female participants in the control condition. The performance of female participants on the language-related test and male participants on both the math and language-related tests did not differ by experimental condition. After the sexist job interview, women’s impaired performance, occurring on the math items only (i.e., specific to the domain in which women are negatively stereotyped), suggests an influence of psychological and interpersonal processes on seemingly objective test outcomes.     

Cognitive and behavioral attention in children with math difficulties

Cognitive assessments and behavioral ratings of attention were used to examine the relation of inattention to math performance in children. Third grade students with math difficulties (MD; n?=?17) and math and reading difficulties (MDRD; n?=?35) were administered the Attentional Network Test (ANT), as well as achievement and intelligence measures. Strengths and Weaknesses of ADHD-Symptoms and Normal-Behavior-IV (SWAN-IV) Inattention ratings were collected from teachers. Two comparison groups were also recruited: a typically achieving group (n?=?23) and a group that responded to a math-tutoring intervention (responders; n?=?54). On the ANT, children with MD and MDRD did not perform significantly different than typically achieving children or responders on measures of alerting and orienting attention and executive control. All subgroups did demonstrate performance patterns that were expected on the ANT. However, performance across blocks of the task was inconsistent, suggesting poor reliability. There were no relations between ANT performance and SWAN-IV behavioral inattention scores, though behavioral ratings of inattention correlated significantly with math performance. Children with MD and MDRD may have more difficulty with distraction and attention to detail in contextual situations, as opposed to impulsive responding in these settings. The lack of relation between cognitive attention and math performance may suggest that either the ANT does not assess the relevant attention constructs associated with math difficulties or may parallel studies of attention deficit/hyperactivity disorder (ADHD) in which cognitive and behavioral assessments are weakly related.     

Does It Matter Whether One Takes a Test on an iPad or a Desktop Computer?

To investigate possible iPad related mode effect, we tested 403 8th graders in Indiana, Maryland, and New Jersey under three mode conditions through random assignment: a desktop computer, an iPad alone, and an iPad with an external keyboard. All students had used an iPad or computer for six months or longer. The 2-hour test included reading, math, and writing items adapted from released NAEP 8th grade tests. Overall, no significant difference was found on the reading, math, or writing section scores or section response time among the three mode conditions. Further, roughly comparable numbers of students reportedly favored testing using an iPad or a desktop computer, but using a preferred mode did not lead to significantly higher section scores. These findings suggest that there is no noticeable disadvantage associated with taking a test on an iPad than on a desktop computer for experienced users of these two studied devices.     

Reflections of distraction in memory: transfer of previous distraction improves recall in younger and older adults

Three studies explored whether younger and older adults' free recall performance can benefit from prior exposure to distraction that becomes relevant in a memory task. Participants initially read stories that included distracting text. Later, they studied a list of words for free recall, with half of the list consisting of previously distracting words. When the memory task was indirect in its use of distraction (Study 1), only older adults showed transfer, with better recall of previously distracting compared with new words, which increased their recall to match that of younger adults. However, younger adults showed transfer when cued about the relevance of previous distraction both before studying the words (Study 2) and before recalling the words (Study 3) in the memory test. Results suggest that both younger and older adults encode distraction, but younger adults require explicit cueing to use their knowledge of distraction. In contrast, older adults transfer knowledge of distraction in both explicitly cued and indirect memory tasks. Results are discussed in terms of age differences in inhibition and source-constrained retrieval.     

Personality,situation, and positive–negative asymmetry in socially desirable responding

Based on previous research on socially desirable responding and positive—negative asymmetry, we hypothesized that (i) impression management is higher in public than in private settings, (ii) personal ideals linked to exemplification, ingratiation, and intimidation are related to an impression management tendency, (iii) negatively keyed social desirability items receive more extreme responses than positively keyed items, and (iv) self-esteem is correlated higher with negatively than with positively keyed self-deception items. Based on Jones and Pittman's (1982) model, exemplification, ingratiation, and intimidation are defined as impression management strategies that aim at presenting oneself as worthy, likable, or dangerous, respectively. Principally, the results obtained in a public setting (N=177) and a private setting (N= 165) support these hypotheses. The overall pattern of findings suggests that both context and personal ideals exert an influence on impression management scores, and that the keying direction of an item may be an important psychological determinant of a test response.     

Children’s ADHD Symptoms and Friendship Patterns across a School Year

Symptoms of attention-deficit/hyperactivity disorder (ADHD) in elementary school-age children are associated with poor relationships with classroom peers, as indicated by poor social preference, low peer support, and peer victimization. Less is known about how friendship patterns relate to ADHD symptoms, or how friendships may buffer risk for negative peer experiences. Participants were 558 children in 34 classrooms (grades K-5). At the beginning (fall) and end (spring) of an academic year, children completed (a) sociometric interviews to index friendship patterns and social preference, and (b) self-report questionnaires about their support and victimization experiences from classmates. In fall, higher teacher-reported ADHD symptoms were associated with children having more classmates with no friendship ties (non-friends) and who the child nominated but did not receive a nomination in return (unreciprocated friends), and with having fewer classmates with mutual friendship ties (reciprocated friends) and who nominated the child but the child did not nominate in return (unchosen friends). Higher fall ADHD symptoms predicted more non-friend classmates, poorer social preference, and more victimization in the spring, after accounting for the same variables in fall. However, having many reciprocated friends (and to a lesser extent, many unchosen friends) in fall buffered against the trajectory between fall ADHD symptoms and poor peer functioning in spring. By contrast, having many unreciprocated friends in fall exacerbated the trajectory between fall ADHD symptoms and poor peer functioning in spring. Thus, elevated ADHD symptoms are associated with poorer friendship patterns, but reciprocated friendship may protect against negative classroom peer experiences over time.

     

Observation of children with attention‐deficit hyperactivity (ADHD) problems in three natural classroom contexts

Background. Observation studies of students with attention‐deficit hyperactivity disorder (ADHD) problems in natural classroom situations are costly and relatively rare. Aims. The study enquired how teacher ratings are anchored in actual student classroom behaviours, and how the behaviour of children with ADHD problems differs from their classmates. The authors attempted to broaden the usual focus on disruptive and inattentive behaviours to elucidate the role of various on‐task behaviours, as well as considering differences between classroom contexts. Sample. DSM‐III‐R criteria were used in conjunction with a teacher rating scale to select a sample of 55 students with ADHD problems, and 55 matched controls from a population of 569 primary school students. Method. Students were observed in their natural classrooms using the Munich Observation of Attention Inventory (MAI; Helmke, 1988 ). Correlations between teacher reports and observation codes were computed, and systematic differences between students with ADHD problems and controls in different classroom contexts were examined using a generalized linear mixed model (GLMM). Results. Global teacher reports showed moderate to strong correlations with observed student behaviours. Expected on‐task behaviour demonstrated the strongest relationship (r >?.70) with teacher reports. As hypothesized, the children with ADHD were more disruptive and inattentive than their matched peers. They were also less often inconspicuous on‐task as expected by their teachers. However, their behaviour was assigned to two other on‐task categories more often than their peers, and this raised their total on‐task behaviour to over 66%. Situational differences were found for all codes as well, which mostly affected all students in a similar way, not just students with ADHD. Conclusions. ADHD related behaviours are pervasive across the classroom situations coded. Teachers appear to distinguish between desirable and undesirable on‐task behaviours. Nevertheless, assisting students with ADHD problems requires shaping both. Future studies need to include more differentiated codes for various types of on‐task behaviours and also need to code the lesson context concurrently.     

FUNCTIONAL ANALYSIS AND TREATMENT OF ELOPEMENT ACROSS TWO SCHOOL SETTINGS

The elopement of a child with Asperger syndrome was assessed using functional analyses and was treated in two school settings (classroom and resource room). Functional analyses indicated that elopement was maintained by access to attention in the resource room and obtaining a preferred activity in the classroom. Attention- and tangible-based interventions were compared in an alternating treatments design in both settings. Results validated the findings of the functional analyses. Implications for the assessment and treatment of elopement are discussed.