Control mechanisms in problem solving

Hypothesis-testing theories and information processing theories have both been used to explain the results of problem solving experiments. The theories have, in general, been applied to different classes of problems, resulting in little overlap or interaction between them. Information processing theories have tended to emphasize problems in which the problem solver’s primary source of information concerning the correctness of his moves is the problem goal and, as a result, the goal plays a major role in the control mechanisms determining moves. Hypothesis theories have emphasized problems in which direct feedback is the primary control mechanism available. It is suggested that altering a problem solver’s major source of information from a goal to feedback or vice versa will have important implications for the course of problem solving and what is learned during the solution process. Specifically, changes in the information feedback and/or goal-specificity characteristics of a problem should, in a predictable fashion, alter problem solving strategies, which should, in tum, through the presence or absence of information compression devices such as rule induction, strongly affect transfer. Experiments using the Tower of Hanoi and visual maze-tracing problems indicated that altering the density of subgoals resulted in alterations in subsequent transfer performance.     

The effects of problem content,instructions, and verbalization procedure on Wason’s selection task

This study examined various hypotheses for facilitation on Wason’s four-card selection task by means of a factorial experiment. The factors were memory cuing vs. nonmemory cuing content, violation vs. true-false instructions, and verbalization procedure. The results indicated that memory cuing content may be a necessary and sufficient condition for facilitation, but that the amount of facilitation is affected by the type of instructions. Verbalization procedure had no effects, but this may have been due to the subjects’ failure to comply completely with the various verbalization instructions. An explanation of the results that assumes that content and instructions determine the cognitive processing load of the task and hence the solution strategies employed is considered.     

Effects of Concurrent Verbalization on a Time-Critical,Dynamic Decision-Making Task

The authors investigated the effects of concurrent verbalization on students' performance on a time-critical, dynamic decision-making task. After training on Fire Chief (a computer microworld that simulates fighting a forest fire; M. M. Omodei & A. J. Wearing, 1993a), 60 research participants were allocated randomly to 1 of 3 experimental conditions: silence, associative verbalization, or procedural verbalization. Participants who verbalized the bases of their decisions (procedural verbalization) performed significantly worse on average than participants in the silence condition. There was a small but nonsignificant decrement in the performance of participants who verbalized thoughts other than the bases of their decisions while performing the task (associative verbalization). Their average level was between the levels of participants in the silence and procedural-verbalization conditions.     

An automated version of the digit symbol substitution test (DSST)

An automated version of the Digit Symbol Substitution Test is described that employs a relatively inexpensive, commercially available microcomputer to present and score the task. Advantages of the automated DSST include: (1) objective scoring of both speed and accuracy of test performance, (2) printed copies of test scores, (3) convenient administration under standardized test conditions, and (4) the capacity for repeated assessment of an individual’s performance over time. Task performance data for individual subjects following doses of pentobarbital are presented; these data illustrate both the stability of task performance under constant conditions and the within-subjects sensitivity of task performance to experimental manipulations.     

Automation of learning-set testing: The video-task paradigm

Researchers interested in studying discrimination learning in primates have typically utilized variations in the Wisconsin General Test Apparatus (WGTA). In the present experiment, a new testing apparatus for the study of primate learning is proposed. In the video-task paradigm, rhesus monkeys (Macaca mulatta) respond to computer-generated stimuli by manipulating a joystick. Using this apparatus, discrimination learning-set data for 2 monkeys were obtained. Performance on Trial 2 exceeded 80% within 200 discrimination learning problems. These data illustrate the utility of the video-task paradigm in comparative research. Additionally, the efficient learning and rich data that were characteristic of this study suggest several advantages of the present testing paradigm over traditional WGTA testing.     

Meditation and flexibility of visual perception and verbal problem solving

This study investigates the effects of the regular practice of the Transcendental Meditation (TM) technique on habitual patterns of visual perception and verbal problem solving. The study’s predictions were expressed in the context of Norman’s model, which suggests that meditation reduces conceptually driven processes. It was specifically hypothesized that the TM technique involves a reduction of habitual patterns of perceptual and conceptual activation, resulting in (1) more effective application of schemata to new information and (2) less distracting mental activity during performance. This was predicted to result in improved task performance on task conditions in which either (1) habitual patterns of performance hinder or do not aid performance or (2) habitual patterns aid performance. Subjects began the TM technique, relaxed, or added nothing to their daily schedule for 2-week periods. In addition to generalized effects of the interventions, the immediate effects of the TM technique, relaxation, and reading were compared on a letter perception task. The general hypothesis was supported for tasks of tachistoscopic identification of card and letter-sequence stimuli, but not for the verbal problem solving task of anagram solution.     

Findings for a CBT Support Group for Latina Migrant Farmworkers in Western Colorado

Despite previous research findings that suggested that migrant farmworkers are at great risk for mental health problems, no published research has evaluated mental health interventions in migrant farmworkers. The purpose of the present study was to evaluate a culturally-responsive cognitive-behavioral support group for migrant farmworker women of Mexican descent. Six participants with elevated depression and migrant farmworker stress underwent a 6-session intervention conducted in Spanish by a licensed clinical psychologist and a lay health worker (promotora). Participants completed baseline, posttreatment and 6-month followup assessments. Baseline and outcome measures included the Center for Epidemiologic Studies Depression Scale, Migrant Farmworker Stress Inventory, Personality Assessment Inventory Anxiety Scale, Beck Hopelessness Scale, and Rosenburg Self-Esteem Inventory. Wilcoxon Signed Ranks Tests indicated significant reductions in depression, anxiety, migrant farmworker stress, and hopelessness and increased self-esteem scores at posttreatment and followup. Eighty-three percent of participants achieved clinically significant pretreatment-posttreatment change and 100 % achieved clinically significant pretreatment-followup change. Our overall findings provide support for the usage of culturally-responsive support groups as an effective short-term intervention for migrant farmworkers. Our use of a promotora appeared especially helpful in decreasing stigma and promoting trust. Although our intervention shows promise, future research should evaluate the intervention in a more controlled manner.     

A microcomputer-based tracking task for examination of the spatial and temporal organization of perceptual motor skill

A microcomputer-based tracking task is described in detail. The program that controls this task was written in Pascal and 6502 assembler language and was designed to run on an Apple IIe computer. The program was designed to allow the experimenter to vary such parameters as the velocity of the stimulus signal. In addition, several indicants of performance are recorded simultaneously and are averaged over selected time intervals during each trial. The paper also illustrates the applications of this particular computer program in the study of motor control and learning.     

Observer Effects without Demand Characteristics: An Inductive Investigation of Video Monitoring and Performance

Purpose

The purpose of these two studies was to explore the relationship between video monitoring and quantity of performance in the absence of demand characteristics.

Design/methodology/approach

Data were gathered via two experiments involving business students working on a motor task. Participants were randomly assigned to the monitored and unmonitored conditions. Experiment 1 (n = 75) was inductive while Experiment 2 (n = 139) was partially inductive.

Findings

Experiment 1 showed that monitored participants’ performance was lower than that of unmonitored participants. Further, monitoring reduced outliers, increased interquartile variance, and normalized the distribution. Experiment 2 replicated the effect of monitoring on performance controlling for cognitive ability and emotions, demonstrated that negative emotions interacted with monitoring condition, and suggested that differences in performance were not due to cheating or variation in task-related strategies. We offer a grounded theory of video monitoring proposing that different implicit decision rules are activated when people are monitored as compared to when they are not monitored.

Implications

Future research needs to determine the extent to which our results extend to similar settings in the workplace and to other forms of observation. At this time, we believe organizations should carefully consider the consequences of electronic monitoring. Controlling expectations in the lab or workplace does not necessarily eliminate the independent effect of monitoring. Therefore, researchers must beware misinterpretation of effect sizes and overlooking the role of observation in their data.

Originality/value

These studies demonstrate that video monitoring can create observer effects in the absence of demand characteristics. Our inductive approach revealed the nature of the effects beyond mean differences and served as the basis for developing a testable theory of monitoring that goes beyond what was previously known.     

The effects of environmental support and secondary tasks on visuospatial working memory

In the present experiments, we examined the effects of environmental support on participants’ ability to rehearse locations and the role of such support in the effects of secondary tasks on memory span. In Experiment 1, the duration of interitem intervals and the presence of environmental support for visuospatial rehearsal (i.e., the array of possible memory locations) during the interitem intervals were both manipulated across four tasks. When support was provided, memory spans increased as the interitem interval durations increased, consistent with the hypothesis that environmental support facilitates rehearsal. In contrast, when environmental support was not provided, spans decreased as the duration of the interitem intervals increased, consistent with the hypothesis that visuospatial memory representations decay when rehearsal is impeded. In Experiment 2, the ratio of interitem interval duration to intertrial interval duration was kept the same on all four tasks, in order to hold temporal distinctiveness constant, yet forgetting was still observed in the absence of environmental support, consistent with the decay hypothesis. In Experiment 3, the effects of impeding rehearsal were compared to the effects of verbal and visuospatial secondary processing tasks. Forgetting of locations was greater when presentation of to-be-remembered locations alternated with the performance of a secondary task than when rehearsal was impeded by the absence of environmental support. The greatest forgetting occurred when a secondary task required the processing visuospatial information, suggesting that in addition to decay, both domain-specific and domain-general effects contribute to forgetting on visuospatial working memory tasks.     

Lassoing Skill Through Learner Choice

The authors examined several issues related to the motor learning benefits resulting from giving learners choices. In 2 experiments, participants practiced a novel task, throwing a lasso. In Experiment 1, giving learners a choice ostensibly irrelevant to performance (color of mat under target) resulted in enhanced learning relative to a control group. The choice group also reported more positive affect. Experiment 2 compared the effectiveness of task-irrelevant (mat color) versus task-relevant (video demonstrations of the skill) choices. In both choice groups, each participant was yoked to a participant in the other group, and each received the same mat color or saw the video demonstration, respectively, as chosen by their counterpart in the other group. In the control group, participants were yoked to their respective counterparts in each of the choice groups. On a retention test, the 2 choice groups did not differ from each other, but both outperformed the control group. The affective and learning effects seen when learners are given choices, and the fact that task-relevant and task-irrelevant choices resulted in similar learning benefits, are consistent with a content-neutral mechanism for the effects of choice on learning, as described in the OPTIMAL theory of motor learning (Wulf &; Lewthwaite, 2016 Wulf, G., &; Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin &; Review, 23, 1382–1414. https://doi.org/10.3758/s13423-015-0999-9.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]).     

HyperCard administration of a block-design task

HyperCard (Atkinson, 1987) is a new development environment for the Macintosh that shows promise for use in psychological research and testing. In this paper, we discuss the development of HyperCard stackware with which a block-design task similar to that of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) can be administered. The reliability and validity of the computerized block-design task was evaluated by administering both the computerized task and the WAIS-R subtest to college undergraduates. Results indicated that the computerized task’s reliability compared favorably with that of the WAIS-R subtest. Validity coefficients were equivocal; although an elapsed-time measure showed moderate correlation between the tasks, the numbers of designs correctly completed in each condition were not significantly correlated.     

Memory and metacognition for piano melodies: Illusory advantages of fixed- over random-order practice

Some learning schedules can foster an illusion of competence, whereby the learner feels that the skill will be retained better than it actually will be. Consider fixed-order practice, in which a person practices a task repeatedly before switching to the next task (e.g., task order A, A, B, B); in contrast, in random-order practice, a person randomly alternates among two or more tasks (e.g., task order C, D, D, C). In the present experiment, participants (n = 25) who had formal training in piano practiced melodies under fixed- or random-order conditions (within-subjects), and then returned for a retention test 2 days later. Initially, the participants performed faster on melodies practiced in a fixed-order. However, on a retention test 2 days later, participants were faster with melodies from the random-order condition. Despite the within-subjects design, which facilitated the comparison of practice conditions, participants’ metacognitive judgments indicated an illusion of competence, whereby they erroneously believed that fixed-order practice would result in faster retention performance. Our results suggest that even some trained musicians may use ease of acquisition as a heuristic for predicting future performance.     

Practice-related optimization and transfer of executive functions: a general review and a specific realization of their mechanisms in dual tasks

Improvements in performing demanding and complex task situations are typically related to the optimization of executive functions and efficient behavioral control. The present study systematizes and reviews the optimization of different executive function types: Shifting, Inhibition, Updating, and Dual tasking. In particular, we focus on optimisations of these functions with training and on transfer effects of related training skills to non-trained situations. The aim of the study’s empirical part (see also Appendix) was to investigate the specific mechanisms of executive functions in the context of Dual tasking, leading to improved dual-task performance after practice. More specifically, we tested the Efficient Task Instantiation (ETI) model that includes specific assumptions regarding practice-related improvements of executive task coordination skills: Dual-task performance is improved with practice because of an efficient and conjoint instantiation of sets of relevant task information in working memory at the onset of a dual task. According to our knowledge, the ETI model is one of the first that allows illustrating the contribution of cognitive mechanisms underlying practice-related improvements in performing dual tasks and the impact of task coordination skills on this performance.     

The utility of written numerals for preschool children when solving additive problems / La utilidad de los numerales escritos en la resolución de problemas aditivos en niños preescolares

Abstract

The purpose of this study was to determine the impact the presence conventional written numerals has on solving additives problems. We asked 45 children (aged four and five) to solve ten different 5 + 3 type problems by adding tokens that were placed into an opaque box in view of the children. The participants’ performance in counting, recognizing written numerals and solving a number conservation task were assessed. The results suggest that the presence of written numerals facilitated children’s ability to perform additive operations: they were able to use these numerals as a reference to calculate the amount of tokens added, even those who had not shown good quantitative judgement in the number conservation task. Identifying preschoolers’ possible reliance on written numerals could eventually influence formal teaching conditions.     

Questioning implicit motor learning as instantiated by the pursuit-tracking task

The effect of concurrent visual feedback on the implicit learning of repeated segments in a task of pursuit tracking has been tested. Although this feedback makes it possible to regulate the positional error during the movement, it could also induce negative guidance effects. To test this hypothesis, a first set of participants (N?=?42) were assigned to two groups, which performed either the standard pursuit-tracking task based on the experimental paradigm of Pew (1974 Pew, R. W. 1974. Levels of analysis in motor control. Brain Research, 71: 393–400. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; group F-ST), or a task called “movement reproduction” in which the feedback was suppressed (group noF-ST). A second set of participants (N?=?26) performed in the same feedback condition groups but in a dual-task situation (F-DT and noF-DT; Experiment 2). The results appear to confirm our predictions since the participants in groups without feedback, contrary to those in groups with feedback, succeeded with practice in differentiating their performances as a function of the nature of the segments (repeated or nonrepeated) both in simple (Experiment 1) and in dual-task (Experiment 2) situations. These experiments indicate that the feedback in the pursuit-tracking task induces a guidance function potentially resulting in an easiness tracking that prevents the participants from learning the repetition.     

Ear-catching? Real-world distractibility scores predict susceptibility to auditory attentional capture

Although many of the everyday distractions that we encounter are auditory, most research on distractor processing to date has focused on the visual domain. A common measure of everyday distractibility is the Cognitive Failures Questionnaire (CFQ; Broadbent, Cooper, FitzGerald, & Parkes British Journal of Clinical Psychology 21: 1–16, 1982), which has previously been successfully linked with performance on controlled visual-attention tasks (e.g., Forster & Lavie Psychological Science 18: 377–381, 2007; Kanai, Dong, Bahrami, & Rees Journal of Neuroscience 31: 6620–6626, 2011; Tipper & Baylis Personality and Individual Differences 8: 667–675, 1987), such that high scorers tend to display greater distractor interference than do low scorers. We examined whether the same relationship would hold in hearing. Participants performed an auditory attentional-capture task, by responding to a target sound while ignoring an irrelevant singleton distractor (presented on half of the trials). We found that CFQ score successfully predicted distractor interference, since participants who reported being more distractible in everyday life produced more errors in the presence of the irrelevant singleton than did low scorers on the CFQ. This finding is the first to demonstrate a relationship between auditory distractor interference and everyday distractibility, and it confirms that performance on this type of laboratory-based attentional-capture task can successfully be related to behavior outside the laboratory.     

Facilitation of learning spatial relations among locations by visual cues: generality across spatial configurations

Spatial pattern learning permits the learning of the location of objects in space relative to each other without reference to discrete visual landmarks or environmental geometry. In the present experiment, we investigated conditions that facilitate spatial pattern learning. Specifically, human participants searched in a real environment or interactive 3-D computer-generated virtual environment open-field search task for four hidden goal locations arranged in a diamond configuration located in a 5 × 5 matrix of raised bins. Participants were randomly assigned to one of three groups: Pattern Only, Landmark + Pattern, or Cues + Pattern. All participants experienced a Training phase followed by a Testing phase. Visual cues were coincident with the goal locations during Training only in the Cues + Pattern group whereas a single visual cue at a non-goal location maintained a consistent spatial relationship with the goal locations during Training only in the Landmark + Pattern group. All groups were then tested in the absence of visual cues. Results in both environments indicated that participants in all three groups learned the spatial configuration of goal locations. The presence of the visual cues during Training facilitated acquisition of the task for the Landmark + Pattern and Cues + Pattern groups compared to the Pattern Only group. During Testing the Landmark + Pattern and Cues + Pattern groups did not differ when their respective visual cues were removed. Furthermore, during Testing the performance of these two groups was superior to the Pattern Only group. Results generalize prior research to a different configuration of spatial locations, isolate spatial pattern learning as the process facilitated by visual cues, and indicate that the facilitation of learning spatial relations among locations by visual cues does not require coincident visual cues.     

Callous-Unemotional Traits in Individuals Receiving Accommodations in University

Research with antisocial individuals suggests that callous-unemotional (CU) traits, a dimension of psychopathy, consistently predict severe antisocial behaviours and correlate with deficits in recognizing negative emotions, especially fearful facial expressions. However, the generalizability of these findings to non-antisocial populations remains uncertain and largely unexplored. This small, exploratory study aimed to extend this research by measuring CU traits and facial emotion recognition in university students with Attention-Deficit Hyperactivity Disorder (ADHD), learning disabilities, other psychiatric disorders, and comparison participants with physical/sensory disabilities. As the clinical groups can exhibit deficits in emotion recognition, this study sought to shed light on the candidacy of CU traits as a factor in emotion recognition. Results suggested that individuals in the diagnostic groups possess similar levels of CU traits to the comparison group and that the relationship between CU traits and emotion recognition deficits previously seen in antisocial populations is not present in this sample. Contrary to the hypothesis, those in the diagnostic groups displayed similar levels of accuracy on an emotion recognition task as the comparison group. Recommendations are made for future research to use more specific and representative diagnostic populations to further assess the relationships between CU traits and emotion recognition in non-antisocial populations.     

Auditory stimulus intensity gradients and response to methylphenidate in ADD children

Using an auditory stimulus intensity paradigm, we obtained both event related potentials (ERPs) and press and release reaction times (RT) from a large sample of children with Attention Deficit Disorder (ADD). The ERP gradients to three tone intensities were used to classify the children as augmenters (steep gradients), moderates, or reducers (shallow or negative gradients). The RT data were used to classify the children as strong or sensitive, following neo-Pavlovian guidelines. The children were then cross-classified on these two dimensions and compared on cognitive, behavioral, and performance measures. The groups were also compared in response to two dosage levels of methylphenidate. Based on prior studies, we hypothesized that: 1. ERP augmenters would respond as well to the low as high dose but that reducers would respond better to high than low dose; and II. sensitive types (RT measure) would do better on the higher dose and strong types on the low dose. The first hypothesis was confirmed on a performance task but not on behavioral ratings. At the lower dose, augmenters improved most and reducers least on a 10-minute coding task presumed to require sustained attention. There was no support for the second hypothesis either in ratings or performance. The ERP augmentation measure was significantly related to teacher rated attentiveness; i.e., reducers and moderates were rated more adversely. The RT sensitivity measure tended to be related to achievement; i.e., strong types had lower reading and spelling scores. The ERP and RT sensitivity measures were not significantly correlated.