汉诺塔问题解决的认知过程及特点分析

以267名大学生为被试,对汉诺塔问题(Tower of Hanoi)解决的认知过程及特点进行了分析。相对于汉诺塔问题解决较差者(有多余移动步骤的被试)而言,以最少步数解决汉诺塔问题的被试其第一步计划时间较长,但平均计划时间却明显要短。汉诺塔问题解决较差者多在关键步骤上出错,从而导致多余的移动步数以及总体完成时间的延长。进一步分析表明,汉诺塔问题解决的这种认知活动主要反映的是与计划和抑制有关的总体计划协调能力以及空间短时记忆能力。     

Repeated assessment of the Tower of Hanoi test: reliability and age effects

The purpose of this research was to analyze the effects of repeating an executive function test. Three versions of the Tower of Hanoi (TOH) test were repeated three times each, with test-retest intervals of 2 months. Two groups of children participated in the research (7.7 and 11.6 years, n = 22 and n = 28). Repeating the assessment improved the performance and decreased the total performance time in both of the groups. The older participants improved their performance faster than the younger ones. The reliability of all the scores, besides the error scores, seemed to be satisfactory after the first few assessments. The stability of the scores was maintained through all the assessments. The planning time did not explain the variations of the achieved score. The reasons for the initially low reliabilities are discussed, and modifications for the test administration and scoring are suggested.     

The theory of test validity and correlated errors of measurement

In the theory of test validity it is assumed that error scores on two distinct tests, a predictor and a criterion, are uncorrelated. The expected-value concept of true score in the calssical test-theory model as formulated by Lord and Novick, Guttman, and others, implies mathematically, without further assumptions, that true scores and error scores are uncorrelated. This concept does not imply, however, that error scores on two arbitrary tests are uncorrelated, and an additional axiom of “experimental independence” is needed in order to obtain familiar results in the theory of test validity. The formulas derived in the present paper do not depend on this assumption and can be applied to all test scores. These more general formulas reveal some unexpected and anomalous properties of test validty and have implications for the interpretation of validity coefficients in practice. Under some conditions there is no attenuation produced by error of measurement, and the correlation between observed scores sometimes can exceed the correlation between true scores, so that the usual correction for attenuation may be inappropriate and misleading. Observed scores on two tests can be positively correlated even when true scores are negatively correlated, and the validity coefficient can exceed the index of reliability. In some cases of practical interest, the validity coefficient will decrease with increase in test length. These anomalies sometimes occur even when the correlation between error scores is quite small, and their magnitude is inversely related to test reliability. The elimination of correlated errors in practice will not enhance a test's predictive value, but will restore the properties of the validity coefficient that are familiar in the classical theory.     

Considerations in the use of difference scores to identify learning-disabled children

Although difference scores are widely used in classifying children as learning-disabled, their psychometric properties are often not well understood. Such scores generally contain more error than single test scores. Reliability and standard error of measurement figures for several combinations of ability and achievement measures are presented. The rates and types of errors that occur when such scores are used to classify children as learning-disabled are discussed. Three recommendations for using difference scores are given: (a) combinations of ability and achievement tests that yield difference score reliabilities higher than .80 should be used when classifying children; (b) scores should be reported as a band of scores (± one standard error of measurement) to inform decision-makers regarding the amount of error estimated to be in the score, and (c) the criterion score for classifying the learning disabled should be set after consideration of the rate and types of errors likely to occur.     

Error detection and posterror behavior in depressed undergraduates

This study examined the influence of depression on error-monitoring and behavioral compensation after errors, two important aspects of cognitive control. Undergraduates differing in self-reported depression levels completed a modified Stroop task while error-related scalp potentials were recorded. Behaviorally, participants with higher depression scores were disproportionately slower and less accurate after errors in a task condition that included negative emotional words. Physiological results indicated that the amplitudes of the error-related negativity (ERN) and error positivity (Pe), two indices of error detection, were not correlated with depression score. ERN amplitudes predicted behavioral slowdown after errors, but only among more depressed participants in the negative-word condition. Together, the results imply that depression is associated not with an error detection deficit, but rather with alterations in subsequent performance changes, once errors have been identified.     

Cross-sectional versus longitudinal age gradients of tower of Hanoi performance: the role of practice effects and cohort differences in education

We examined 5-year longitudinal changes in Tower of Hanoi (TOH) performance in a population-based sample of adults (35-85 years initially; n = 1480). An age-matched sample (n = 433) was included to estimate practice effects. The longitudinal age gradients differed substantially from the cross-sectional age gradients. This was the case even when practice effects, that were substantial in magnitude across the young/middle-aged groups, were controlled for. Instead of a continuous age-related deficit in performance from 35 and onwards, longitudinal data showed slowing of performance and increases of illegal moves past age 65. Cohort-related differences in educational attainment did not account for this discrepancy. Further analyses revealed a positive relation between practice-related gains and explicit memory of having performed the task at the first test occasion and a positive association between latent changes in TOH and Block Design, in line with cross-sectional findings. In conclusion, the results demonstrate a pattern of age-related changes indicating a late-onset decline of TOH performance and underscore the need to control for retest effects in longitudinal aging research.     

Performance of Girls With ADHD and Comparison Girls On the Rey-Osterrieth Complex Figure: Evidence for Executive Processing Deficits

In spite of a multitude of scoring approaches, the ability of the Rey-Osterrieth Complex Figure (ROCF) to measure executive functions versus grapho-motor skill is still open to question. To clarify this issue, we examined the performance of an ethnically and socioeconomically diverse sample of preadolescent girls (ADHD-Combined, n = 93; ADHD-Inattentive, n = 47; and comparison girls, n = 88) on the ROCF, scoring both immediate copy and delayed recall performance. Girls with ADHD performed the task following a stimulant medication washout. Dependent measures were the established Developmental Scoring System variables of Organization, Accuracy, and Style, plus an operationalized and extensively detailed scoring of errors, featuring an error proportion score (EPS). The major finding is that only EPS differentiated girls with ADHD from comparison girls (a) on both immediate and delayed performance and (b) with stringent statistical control of Performance IQ, fine motor speed, and performance on the Porteus Mazes (as well as comorbidities), with effect sizes in the medium range. Perseverative errors contributed significantly to EPS. Overall, error scores on the ROCF appear to tap planning, a key executive function, and are quite sensitive to deficits in this domain for girls with ADHD.     

Adult Age Differences in Tower of Hanoi Performance: Influence From Demographic and Cognitive Variables

We examined performance in a five-disk version of the Tower of Hanoi (TOH) puzzle, assumed to reflect executive functioning, in population-based samples ranging in age from 35 to 85 years (N ?=?2798). Univariate analyses revealed significant age effects across three TOH measures as reflected by an age-related increase in moves to solution, a gradual slowing of performance, and an increase in rule violations with advanced age. The age-related influence was eliminated, or reduced considerably, when controlling for demographic and cognitive background variables. Across the dependent measures, Block Design and a measure of episodic memory (recall) were the consistent predictors. No effects of education were detected, while significant gender differences, favoring males, were observed for two TOH measures. Taken together, the results suggest that age-related deficits observed in TOH performance reflects an age-related impairment in visuospatial ability in addition to impairments in executive functions.     

Scales measuring people's perception of themselves as origins and pawns

Scales measuring people's perception of themselves as origins (determining their own behavior) or pawns (their behavior being determined by forces beyond their control) were devised using content analysis of verbalizations. Scoring categories were based on the work of Heider (1955). Reliability was satisfactory. Normative data were obtained from 528 people, each experiencing one of nine life situations. Pawn and origin perception differed across situations and these differences were correlated with independent ratings of how people would perceive the situations. Pawn perception was more stable over time than origin perception but both varied over time. Origin scores were relatively independent of measures of negative affect. Pawn scores were associated with hostility directed inward, ambivalent hostility and total anxiety. Associations were found with some forms of Coping behavior and people's reactions to a relative's serious or less serious illness. Origin and pawn scores were not negatively correlated, indicating the inappropriateness of regarding them as opposite ends of a single dimension of causal perception.     

Cross-Sectional versus Longitudinal Age Gradients of Tower of Hanoi Performance: The Role of Practice Effects and Cohort Differences in Education

ABSTRACT

We examined 5-year longitudinal changes in Tower of Hanoi (TOH) performance in a population-based sample of adults (35–85 years initially; n?=?1480). An age-matched sample (n?=?433) was included to estimate practice effects. The longitudinal age gradients differed substantially from the cross-sectional age gradients. This was the case even when practice effects, that were substantial in magnitude across the young/middle-aged groups, were controlled for. Instead of a continuous age-related deficit in performance from 35 and onwards, longitudinal data showed slowing of performance and increases of illegal moves past age 65. Cohort-related differences in educational attainment did not account for this discrepancy. Further analyses revealed a positive relation between practice-related gains and explicit memory of having performed the task at the first test occasion and a positive association between latent changes in TOH and Block Design, in line with cross-sectional findings. In conclusion, the results demonstrate a pattern of age-related changes indicating a late-onset decline of TOH performance and underscore the need to control for retest effects in longitudinal aging research.     

The specificity of the Stroop interference score of errors to ADHD in boys

The Stroop Interference Test is widely used to assess the inhibition function; however, divergent results have emerged from meta-analyses in children with ADHD. This has led to conflicting results as to whether the Stroop test detects the level of inhibition in these children. We hypothesized that the general approach to include interference scores depending on response time causes conflicting results, whereas recordings of errors may prove a superior measure of the inhibition function in children with ADHD. In the present study, 39 children with an ADHD diagnosis, two subgroups with and without another comorbid mental health disorder, were compared with respect to their interference scores of response time and errors with two subgroups of children with no ADHD. The two subgroups comprised 33 children with another mental health disorder other than ADHD and 56 children with no psychiatric disorder. The between-group analyses detected a multivariate, marginal main effect of an ADHD diagnosis on the Stroop interference scores, and a univariate main effect of an ADHD diagnosis on the interference score of errors. Further, only the interference score of errors predicted significantly the parent reported scores on the Inhibit scale from the Behavior Rating Inventory of Executive Function. These findings support that a Stroop interference score of errors is sensitive for inhibition problems in children with ADHD and encourages the use of Stroop versions including error recordings independent of response time.     

The relative error magnitude in three measures of change

Formulas for the standard error of measurement of three measures of change—simple difference scores, residualized difference scores, and the measure introduced by Tucker, Damarin, and Messick—are derived. Equating these formulas by pairs yields additional explicit formulas which provide a practical guide for determining the relative error of the three measures in any pretest-posttest design. The functional relationship between the standard error of measurement and the correlation between pretest and posttest observed scores remains essentially the same for each of the three measures despite variations in other test parameters (reliability coefficients, standard deviations), even when pretest and posttest errors of measurement are correlated.     

Perfectionism and efficiency: Accuracy,response bias,and invested time in proof-reading performance

Investigating problem-solving performance, Ishida, H. (2005). College students’ perfectionism and task-strategy inefficience: Why their efforts go unrewarded? Japanese Journal of Social Psychology, 20, 208–215. Found high levels of perfectionism were associated with lower efficiency. Aiming to replicate and further explore this finding, the present study investigated how two dimensions of perfectionism (high standards, discrepancy between expectations and performance) predicted efficiency in proof-reading performance. N = 96 students completed a proof-reading task involving the detection of spelling, grammar, and format errors. When error-detection performance was subjected to signal detection analysis, high standards correlated positively with the number of incorrectly detected errors (false alarms). Moreover, when task-completion time was taken into account, high standards were negatively correlated with efficiency (accuracy/time). In comparison, discrepancy correlated negatively with the number of correctly detected errors (hits) and positively with a conservative response bias. The findings show that perfectionistic standards are associated with reduced efficiency demonstrating the importance of considering invested time, errors, and response bias when investigating the relationship between perfectionism and performance.     

On the relationship between personality and time estimation

The influence of basic dimensions of personality, such as extraversion, neuroticism, and psychoticism, on estimation of time still appears to be unclear. Therefore, in the present study the relationship between Eysenck's basic dimensions of personality and time estimation was investigated in 34 male Ss. After filling in the short version of a German adaptation of the Eysenck Personality Questionnaire-Revised, Ss were required to reproduce target durations ranging from 5 to 40 sec. As a measure of performance, reproduction ratio scores, representing directional errors, and absolute error scores were computed. Correlational analyses revealed no indication of a linear relationship between neuroticism and time estimation. However, there was a tendency for extraverts to overestimate time and to make less accurate time judgments relative to introverts. Furthermore, Ss with higher psychoticism scores were less prone to overestimation of time intervals and showed better accuracy of temporal reproductions than Ss with lower psychoticism scores.     

Unskilled, unaware, or both? The better-than-average heuristic and statistical regression predict errors in estimates of own performance

People who score low on a performance test overestimate their own performance relative to others, whereas high scorers slightly underestimate their own performance. J. Kruger and D. Dunning (1999) attributed these asymmetric errors to differences in metacognitive skill. A replication study showed no evidence for mediation effects for any of several candidate variables. Asymmetric errors were expected because of statistical regression and the general better-than-average (BTA) heuristic. Consistent with this parsimonious model, errors were no longer asymmetric when either regression or the BTA effect was statistically removed. In fact, high rather than low performers were more error prone in that they were more likely to neglect their own estimates of the performance of others when predicting how they themselves performed relative to the group.     

Religiosity is an Important Part of Coping with Grief in Pregnancy After a Traumatic Second Trimester Loss

Women (n = 15) who were pregnant after a traumatic late pregnancy loss (termination because of fetal death or serious anomalies) completed psychometric screening tests and scales, including the Perinatal Grief Scale (PGS), the Impact of Event Scale (IES), the Duke Depression Inventory (DDI), the Generalized Anxiety Disorder-7 (GAD), and the Hoge Scale for Intrinsic Religiosity (IR). Despite a mean elapsed time since the prior loss of 27 (range, 7–47) months, half (7/15, 47%) of the combined groups had high levels of grief on the PGS. Multiple positive scores on psychometric tests were frequent: Sixty percent (9/15) had high scores on the PGS Active Grief subscale or on the IES. Forty percent (6/15) had a high score on the DDI, and 17% (3/15) on the GAD. IR scores significantly and negatively correlated with scores on the Despair subscale of the PGS. The results from this pilot study suggest that high levels of grief and PTS symptoms are significant problems for pregnant women who have suffered late loss of a wanted pregnancy. Religiosity may play an important part in maternal coping during these stressful pregnancies.     

The relationship between mean square differences and standard error of measurement: comment on Barchard (2012)

In the discussion of mean square difference (MSD) and standard error of measurement (SEM), Barchard (2012) concluded that the MSD between 2 sets of test scores is greater than 2(SEM)2 and SEM underestimates the score difference between 2 tests when the 2 tests are not parallel. This conclusion has limitations for 2 reasons. First, strictly speaking, MSD should not be compared to SEM because they measure different things, have different assumptions, and capture different sources of errors. Second, the related proof and conclusions in Barchard hold only under the assumptions of equal reliabilities, homogeneous variances, and independent measurement errors. To address the limitations, we propose that MSD should be compared to the standard error of measurement of difference scores (SEMx-y) so that the comparison can be extended to the conditions when 2 tests have unequal reliabilities and score variances.     

精神病态暴力犯执行功能的缺陷*

为了解精神病态罪犯可能存在的执行功能缺陷及其是否受冲动性影响,研究采用精神病态检核表（PCL-R）筛选出30名精神病态组被试和30名非精神病态组被试,通过爱荷华赌博任务（IGT）和河内塔任务（TOH）对两组被试执行功能的特点进行分析,并结合冲动性量表（BIS-11）对其冲动性进行测量。研究发现精神病态组的冲动性显著高于控制组;精神病态组选择高风险的不利牌显著多于对照组,即对惩罚不敏感;精神病态组在河内塔任务中的错误次数及所消耗时间都显著高于控制组;冲动性水平与两任务得分均无显著相关。结果表明,精神病态暴力犯在与前额叶相关的执行功能上存在缺陷,并与个体的高冲动性无关。     

Relationships between personality, attitudes and dietary behaviour in a group of Scottish adolescents

Dietary behaviours, dietary attitudes, dietary knowledge and personality were surveyed in a group of 451 Scottish schoolchildren aged 11–15 years. A factor analysis of the behaviour items gave a three-factor structure with factors designated Healthy Eating, Unhealthy Eating and Health Habits. A general healthy vs. unhealthy eating factor was also extracted. A factor analysis of the attitude statements gave factors designated Pickiness, Neophobia and Food Interest. Dietary knowledge was found to be positively correlated with Healthy Eating score and negatively correlated with Unhealthy Eating score. The personality trait of Psychoticism was positively correlated with Unhealthy Eating score and negatively correlated with dietary knowledge, whilst Neuroticism was significantly negatively correlated with Healthy Eating and Health Habits and significantly positively correlated with Pickiness and Neophobia. Gender and socio-economic status differences in behaviour and attitude factor scores are also reported.     

A Proposed Number Correct Scoring Procedure Based on Classical True-Score Theory and Multidimensional Item Response Theory

A hybrid procedure for number correct scoring is proposed. The proposed scoring procedure is based on both classical true-score theory (CTT) and multidimensional item response theory (MIRT). Specifically, the hybrid scoring procedure uses test item weights based on MIRT and the total test scores are computed based on CTT. Thus, what makes the hybrid scoring method attractive is that this method accounts for the dimensionality of the test items while test scores remain easy to compute. Further, the hybrid scoring does not require large sample sizes once the item parameters are known. Monte Carlo techniques were used to compare and contrast the proposed hybrid scoring method with three other scoring procedures. Results indicated that all scoring methods in this study generated estimated and true scores that were highly correlated. However, the hybrid scoring procedure had significantly smaller error variances between the estimated and true scores relative to the other procedures.