Piagetian object permanence and its development in Eurasian jays (<Emphasis Type="Italic">Garrulus glandarius</Emphasis>)

Object permanence in Eurasian jays (Garrulus glandarius) was investigated using a complete version of the Uzgiris and Hunt scale 1. Nine hand-raised jays were studied, divided into two groups according to their different developmental stages (experiment 1, older jays: 2–3 months old, n = 4; experiment 2, younger jays: 15 days old, n = 5). In the first experiment, we investigated whether older jays could achieve piagetian stage 6 of object permanence. Tasks were administered in a fixed sequence (1–15) according to the protocols used in other avian species. The aim of the second experiment was to check whether testing very young jays before their development of “neophobia” could influence the achievement times of piagetian stages. Furthermore, in this experiment tasks were administered randomly to investigate whether the jays’ achievement of stage 6 follows a fixed sequence related to the development of specific cognitive abilities. All jays tested in experiments 1 and 2 fully achieved piagetian stage 6 and no “A not B” errors were observed. Performance on visible displacement tasks was better than performance on invisible ones. The results of experiment 2 show that “neophobia” affected the response of jays in terms of achievement times; the older jays in experiment 1 took longer to pass all the tasks when compared with the younger, less neophobic, jays in experiment 2. With regard to the achieving order, jays followed a fixed sequence of acquisition in experiment 2, even if tasks were administered randomly, with the exception of one subject. The results of these experiments support the idea that piagetian stages of cognitive development exist in avian species and that they progress through relatively fixed sequences. Electronic Supplementary Material Supplementary material is available in the online version of this article at and is accessible for authorized users.     

A critical test of the failure-to-engage theory of task switching

When people switch between two tasks, their performance on each is worse than when they perform that task in isolation. One theory of this “switch cost” is the failure-to-engage (FTE) theory, which posits that observed responses are a simple mixture of prepared and unprepared response strategies. The probability that participants use prepared processes can be manipulated experimentally (e.g., by changing preparation time). The FTE theory is a binary mixture model and therefore makes a strong prediction about the existence of fixed points in response time distributions. We found evidence contradicting this prediction, using data from 20 participants in a standard task-switching paradigm. In this article, we examine reasons for the failure of the FTE theory, and we demonstrate that a generalized version of FTE theory accommodates our data.     

Activation During Observed Parent–Child Interactions with Anxious Youths: A Pilot Study

Parent–child interaction paradigms are often used to observe dysfunctional family processes; however, the influence of such tasks on a participant’s level of activation remain unclear. The aim of this pilot project is to explore the stimulus value of interaction paradigms that have been commonly used in child anxiety research. Twenty-nine parent–child dyads with clinically anxious (n = 16) and non-anxious (n = 13) youths engaged in a series of tasks (threat and non-threat) used in previous studies of parenting and youth anxiety. Heart rate (HR) data, as an indicator of physiological activation, were collected across tasks, and participants rated the perceived representativeness of their interactions in the laboratory to their usual behavior at home. Significant HR changes were observed for both parent and child. Change in child HR from baseline to non-threat task was smaller than change in HR from baseline to threat tasks. Change in parent HR from baseline to ambiguous situations tasks was smaller than changes from baseline to other threat tasks. Differences in HR change between anxious and non-anxious children were explored. Participants rated laboratory interactions as similar to those experienced in the home. Results suggest that presumably emotionally-charged discussion tasks may produce increased activation compared to tasks that were designed to be more neutral. Implications for future research and limitations are discussed.     

The revelation effect for autobiographical memory: A mixture-model analysis

Participants provided information about their childhood by rating their confidence about whether they had experienced various events (e.g., “broke a window playing ball”). On some trials, participants unscrambled a key word from the event phrase (e.g., wdinwo—window) or an unrelated word (e.g., gnutge—nugget) before seeing the event and giving their confidence ratings. The act of unscrambling led participants to increase their confidence that the event occurred in their childhood, but only when the confidence rating immediately followed the act of unscrambling. This increase in confidence mirrors the “revelation effect” observed in word recognition experiments. In the present article, we analyzed our data using a new signal detection mixture distribution model that does not require the researcher to know the veracity of memory judgments a priori. Our analysis reveals that unscrambling a key word or an unrelated word affects response bias and discriminability in autobiographical memory tests in ways that are very similar to those that have been previously found for word recognition tasks.     

Attentional preparation based on temporal expectancy modulates processing at the perceptual level

Research that uses simple response time tasks and neuroimaging has emphasized that attentional preparation based on temporal expectancy modulates processing at motor levels. A novel approach was taken to study whether the temporal orienting of attention can also modulate perceptual processing. A temporal-cuing paradigm was used together with a rapid serial visual presentation procedure, in order to maximize the processing demands of perceptual analysis. Signal detection theory was applied in order to examine whether temporal orienting affects processes related to perceptual sensitivity or to response criterion (indexed byďand beta measures, respectively). If temporal orienting implies perceptual preparation, we would expect to observe an increase in perceptual sensitivity (ď) when a target appeared at expected, rather than unexpected, time intervals. Indeed, our behavioral results opened the possibility that focusing attention on time intervals not only enhances motor processing, as has been shown by previous research, but also might improve perceptual processing.     

Consistently Inconsistent Working Memory Performance Among Children with ADHD: Evidence of Response Accuracy Variability (RAV)

Heterogeneity in cognitive performance, once regarded as noise, is now considered a causal mechanism or core deficit of ADHD and its related symptoms in most etiological models of the disorder. Previous research on cognitive performance variability has documented increased heterogeneity in response latencies using reaction time data. In contrast, variability in response accuracy remains understudied. The present study is the first to examine Response Accuracy Variability (RAV) among children with ADHD. Children with ADHD (N?=?54) and typically developing children (N?=?50) completed phonological working memory tasks with four set size conditions. RAV was calculated for each set size using the adjusted coefficient of variation (ζ). Results from a mixed model ANOVA indicated that children with ADHD evinced significantly greater variation in working memory performance relative to typically developing children when engaged in tasks within their cognitive capacity (i.e., set sizes 3 and 4), whereas all children exhibit similar, high levels of variability on tasks that exceeded their cognitive capacity (i.e., set sizes 5 and 6). Findings are aligned with the extant literature in documenting consistently inconsistent cognitive performance among children ADHD.

     

An eye movement analysis of "mental rotation" of simple scenes

Participants saw a standard scene of three objects on a desktop and then judged whether a comparison scene was either the same, except for the viewpoint of the scene, or different, when one or more of the objects either exchanged places or were rotated around their center. As in Nakatani, Pollatsek, and Johnson (2002), judgment times were longer when the rotation angles of the comparison scene increased, and the size of the rotation effect varied for different axes and was larger for same judgments than for different judgments. A second experiment, which included trials without the desktop, indicated that removing the desktop frame of reference mainly affected the y-axis rotation conditions (the axis going vertically through the desktop plane). In addition, eye movement analyses indicated that the process was far more than a simple analogue rotation of the standard scene. The total response latency was divided into three components: the initial eye movement latency, the first-pass time, and the second-pass time. The only indication of a rotation effect in the time to execute the first two components was for z-axis (plane of sight) rotations. Thus, for x- and y-axis rotations, rotation effects occurred only in the probability of there being a second pass and the time to execute it. The data are inconsistent either with an initial rotation of the memory representation of the standard scene to the orientation of the comparison scene or with a holistic alignment of the comparison scene prior to comparing it with the memory representation of the standard scene. Indeed, the eye movement analysis suggests that little of the increased response time for rotated comparison scenes is due to something like a time-consuming analogue process but is, instead, due to more comparisons on individual objects being made (possibly more double checking).     

Dissociable perceptual-learning mechanisms revealed by diffusion-model analysis

Performance on perceptual tasks improves with practice. Most theories address only accuracy data and tacitly assume that perceptual learning is a monolithic phenomenon. The present study pioneers the use of response time distributions in perceptual learning research. The 27 observers practiced a visual motion-direction discrimination task with filtered-noise textures for four sessions with feedback. Session 5 tested whether the learning effects transferred to the orthogonal direction. The diffusion model (Ratcliff, Psychological Review, 85, 59–108, 1978) achieved good fits to the individual response time distributions from each session and identified two distinct learning mechanisms with markedly different specificities. A stimulus-specific increase in the drift-rate parameter indicated improved sensory input to the decision process, and a stimulus-general decrease in nondecision time variability suggested improved timing of the decision process onset relative to stimulus onset (which was preceded by a beep). A traditional d’ analysis would miss the latter effect, but the diffusion-model analysis identified it in the response time data.     

Adult's failures on euclidean and projective spatial tasks: Implications for characterizing spatial cognition

In their initial study of the development of children's spatial concepts, Piaget and Inhelder (1956) designed the “water-level” and “plumb-line” tasks to assess children's Euclidean abilities to perceive and represent horizontals and verticals. Surprisingly, subsequent research has shown that many adults perform badly on these tasks designed for children. Here we studied whether adults (N=160) would also have difficulty on a shadow projection task developed to assess theoretically related projective spatial concepts. The data showed that some adults had difficulty on the shadow task, whether tested by a drawing or by a selection task, and whether scored with respect to qualitative shape or metric accuracy. Performance was significantly worse on complex than simple forms, and when sex differences emerged, they favored males. As hypothesized, the best predictor of shadow performance was performance on the Euclidean tasks. Scores on the Embedded Figures Test and participant sex accounted for small (but significant) additional variance on shadow performance. Implications for theories of spatial development and for modeling individual differences in spatial cognition are discussed.     

An eye movement analysis of “mental rotation” of simple scenes

Participants saw a standard scene of three objects on a desktop and then judged whether a comparison scene was either thesame, except for the viewpoint of the scene, ordifferent, when one or more of the objects either exchanged places or were rotated around their center. As in Nakatani, Pollatsek, and Johnson (2002), judgment times were longer when the rotation angles of the comparison scene increased, and the size of the rotation effect varied for different axes and was larger forsame judgments than fordifferent judgments. A second experiment, which included trials without the desktop, indicated that removing the desktop frame of reference mainly affected they-axis rotation conditions (the axis going vertically through the desktop plane). In addition, eye movement analyses indicated that the process was far more than a simple analogue rotation of the standard scene. The total response latency was divided into three components: theinitial eye movement latency, the first-pass time, and thesecond-pass time. The only indication of arotation effect in the time to execute the first two components was forz-axis (plane of sight) rotations. Thus, forx- andy-axis rotations, rotation effects occurred only in the probability of there being a second pass and the time to execute it. The data are inconsistent either with an initial rotation of the memory representation of the standard scene to the orientation of the comparison scene or with a holistic alignment of the comparison scene prior to comparing it with the memory representation of the standard scene. Indeed, the eye movement analysis suggests that little of the increased response time for rotated comparison scenes is due to something like a time-consuming analogue process but is, instead, due to more comparisons on individual objects being made (possibly moredouble checking).     

A multicomponent investigation of the interaction of generalized anxiety and phobia

Forty female undergraduates forming four groups, high or low trait anxiety with or without a specific fear (rats), participated in a psychophysiological assessment of their response to the phobic object, a neutral object (rabbit), and to a general anxiety-induction procedure (threat of shock). Subjects also completed a number of tasks requiring sustained attention. Blood samples were drawn to determine thyroid hormone (T3 and T4) levels. Trait anxiety was found to interact with specific fear in response to the feared object. The high-trait anxious/high-fear group was most physiologically responsive to the rat. Trait- anxious subjects were more responsive to the threat of shock and showed performance deficits on reaction time, vigilance, and backward digit span tasks. These subjects also had significantly higher T3 and T4 levels. The findings are discussed with regard to the role of general anxiety in the etiology and/or maintenance of specific fears and the role of thyroid hormones in accentuating physiological response to feared stimuli.     

Age-related differences in diffusion model boundary optimality with both trial-limited and time-limited tasks

In two-choice decision tasks, Starns and Ratcliff (Psychology and Aging 25: 377–390, 2010) showed that older adults are farther from the optimal speed–accuracy trade-off than young adults. They suggested that the age effect resulted from differences in task goals, with young participants focused on balancing speed and accuracy and older participants focused on minimizing errors. We compared speed–accuracy criteria with a standard procedure (blocks that had a fixed numbers of trials) to a condition in which blocks lasted a fixed amount of time and participants were instructed to get as many correct responses as possible within the time limit—a goal that explicitly required balancing speed and accuracy. Fits of the diffusion model showed that criteria differences persisted in the fixed-time condition, suggesting that age differences are not solely based on differences in task goals. Also, both groups produced more conservative criteria in difficult conditions when it would have been optimal to be more liberal.     

Visual discrimination,sequential learning and memory retrieval in the Australian desert ant <Emphasis Type="Italic">Melophorus bagoti</Emphasis>

Bees, wasps and ants—so-called central-place foragers—need potent homing strategies to return to their nest. Path integration and view-based landmark guidance are the key strategies for the ants’ navigation. For instance, they memorise different views in a sequence (sequential memory) but also have a step counter that informs them about the covered distance during each foraging trip (odometer). The sequential memory and the odometer information can act as contextual cues during travel for retrieving the appropriate stored view. When and which cue is used at different stages and lengths of the foraging trips is still unknown. In this study, we examined how the Australian desert ant Melophorus bagoti uses sequential memory and odometric information to retrieve visual memories. Using a set-up made out of channels and two-choice boxes (Y-mazes), we demonstrate first that M. bagoti foragers are able to learn and discriminate a variety of visual stimuli in a sequence of views along the inbound trip back to the nest. We then forced the homing ants to encounter a fixed sequence of two visual patterns during their inbound trips. By manipulating the position and distance of the visual stimuli and decision boxes, we could set the two contextual cues (sequential memory and odometer) into conflict. After the short 4-m outbound distance, a preference for odometric information as a contextual cue was found, but after the long 8-m outbound distance, ants relied primarily on their sequential memory retrieval. Odometer precision deteriorates with increasing travel distance, and accordingly, our findings imply that desert ants may be relying on the most reliable contextual cue for retrieving visual memories.     

Is preschool executive function causally related to academic achievement?

The primary objective of this study was to reevaluate the well-established result that preschoolers' performance on executive function tasks are positively associated with their performance on academic achievement tests. The current study replicated the previously established concurrent associations between children's performance on EF tasks and academic achievement tests. Specifically, children's performance on measures of inhibitory and motor control were positively associated with their performance on tests of reading, writing, and mathematics achievement (rs?=?.2?.5); moreover, although diminished in magnitude, most of these associations held up even after including an earlier measure of academic achievement as a covariate (rs?=?.1?.3). However, the application of an alternative analytic method, fixed effects analysis, a method that capitalizes on repeated measures data to control for all time stable measured and unmeasured covariates, rendered the apparent positive associations between executive function and academic achievement nonsignificant (rs?=?.0?.1). Taken together, these results suggest that the well-replicated association between executive function abilities and academic achievement may be spurious. Results are discussed with respect to the importance of utilizing analytic methods and research designs that facilitate strong causal inferences between executive function and academic achievement in early childhood, as well as the limitations of making curriculum development recommendations and/or public policy decisions based on studies that have failed to do so.     

Stimulus- and response-conflict-induced cognitive control in the flanker task

Recently, several studies have been conducted to investigate the top-down adjustments made after incongruent trials during conflict tasks. In the present study, we investigated conflict monitoring with different types of conflict. In a modified version of the flanker task, a distinction was made between stimulus—stimulus conflict and stimulus—response conflict. Six colors were mapped to three responses in order to exclude all sequences in which a relevant or an irrelevant stimulus- or response-related feature was repeated from trialn−1 to trialn. An analysis of the effect of the congruency of the previous trial demonstrated that conflict adaptation was present. The stimulus congruency effect was reduced after both a stimulus-incongruent trial and a response-incongruent trial. The response congruency effect did not vary as a function of previous congruency. These findings are discussed in relation to the distinction between conflict detection and conflict regulation.     

Still no demonstration that g is not unitary: Further comment on Kranzler and Jensen

Because they employed a statistical procedure that was inappropriate for the purpose, Kranzler and Jensen (1991) have not demonstrated that a factor of general intelligence, g, depends on a number of independent processes. It is more parsimonious to interpret their results in terms of a g that is unitary. A factorial reanalysis of their data, including some that they did not present (cross-correlations between psychometric variables and variables from elementary cognitive tasks, or ECTs), shows that many ECT variables, especially those reflecting decision time rather than movement time, have substantial loadings on a second-order general factor. This factor is orthogonal to a second-order factor representing general speed of movement from a “home button” to the response button in ECTs. Possible implications for interpreting g in terms of information-processing efficiency are discussed.     

Interference effects of stimulus–response modality pairings in dual tasks and their robustness

Recent evidence suggests that the degree of interference in dual-task situations depends crucially on the pairings of input- and output modalities of the two component tasks with increased dual-task costs for modality incompatible (i.e., visual–vocal and auditory–manual) compared to modality compatible (i.e., visual–manual and auditory–vocal) dual tasks. These effects of modality pairings in dual tasks have been related to the overlap of non-preferred processing pathways in modality incompatible tasks. Until now, modality compatibility has not yet been related to other sources of interference in a dual-task context, such as stimulus–response (S–R) compatibility or crosstalk. In the present study, we conducted two experiments using the paradigm of the psychological refractory period (PRP) to test the effects of S–R compatibility and crosstalk on the effects of modality compatibility in temporally overlapping task situations. Experiment 1 revealed an overadditive interaction between stimulus onset asynchrony and modality compatibility for tasks with S–R compatible mappings, indicating that modality compatibility effects are present in different task situations, even when S–R mappings are otherwise compatible. In Experiment 2, we aimed at pinpointing the boundaries of the effects of modality compatibility in dual-task situations. We showed that additional sources of dual-task interference in a modality compatible dual task could overwrite the pronounced PRP effect previously shown for modality incompatible tasks. Taken together, these data provide new evidence that the specific types of stimulus–response modality pairings are an additional factor that might interact with other sources of interference in dual-task situations.     

The "one-shot" hypothesis for context storage

In 3 experiments motivated by the implicit memory literature, the authors investigated the effects of different strengthening operations on the list strength effect (LSE) for explicit free recall, an effect posited by R. M. Shiffrin, R. Ratcliff, and S. E. Clark (1990) to be due to context cuing. According to the one-shot hypothesis, a fixed amount of context is stored when an item is studied for at least 1 or 2 s. Beyond the initial context storage, increases in study time or different orienting tasks do not influence the amount of context that is stored, and thus only spaced repetitions should produce a positive LSE. Consistent with prior findings, spaced repetitions always produced a positive LSE, but increases in depth of processing, study time, and massed repetitions did not. A model implements the one-shot hypothesis, and a role for context storage as a link between episodic and semantic memory is discussed.     

Stop the clock because I can’t stop: time pressure,but not monitoring pressure,impairs response inhibition performance

ABSTRACT

Psychological pressure can exert detrimental effects on cognitive tasks that depend on attentional control. However, the effect of psychological pressure on inhibitory cognitive processes has been relatively overlooked. The study purpose was to examine the effect of psychological pressure on response inhibition. In Experiment 1, participants (N?=?125) were assigned to a combined time and performance-based incentive pressure condition or control condition. In Experiment 2, participants (N?=?124) were allocated to a time pressure only or control condition. Participants (N?=?149) in Experiment 3 were assigned to either an explicit monitoring pressure condition in which their performance was video-recorded or control condition. Participants in all experiments completed a Go/NoGo Task to assess response inhibition performance. Pressure impaired performance in Experiments 1 and 2 but not Experiment 3. The results demonstrate that time pressure, but not explicit monitoring pressure, significantly impairs inhibition accuracy. These findings are consistent with the distraction theory of performance pressure.