Mapping differential responses to cognitive training using machine learning

We used two simple unsupervised machine learning techniques to identify differential trajectories of change in children who undergo intensive working memory (WM) training. We used self‐organizing maps (SOMs)—a type of simple artificial neural network—to represent multivariate cognitive training data, and then tested whether the way tasks are represented changed as a result of training. The patterns of change we observed in the SOM weight matrices implied that the processes drawn upon to perform WM tasks changed following training. This was then combined with K‐means clustering to identify distinct groups of children who respond to the training in different ways. Firstly, the K‐means clustering was applied to an independent large sample (N = 616, M_age = 9.16 years, range = 5.16–17.91 years) to identify subgroups. We then allocated children who had been through cognitive training (N = 179, M_age = 9.00 years, range = 7.08–11.50 years) to these same four subgroups, both before and after their training. In doing so, we were able to map their improvement trajectories. Scores on a separate measure of fluid intelligence were predictive of a child's improvement trajectory. This paper provides an alternative approach to analysing cognitive training data that go beyond considering changes in individual tasks. This proof‐of‐principle demonstrates a potentially powerful way of distinguishing task‐specific from domain‐general changes following training and of establishing different profiles of response to training.     

The effectiveness of computerized cognitive training on working memory in a school setting

Working memory (WM) is a significant predictor of academic performance. Emerging empirical evidence has shown that WM can be improved via computerized cognitive training (CCT). Though studies have shown that CCT can improve WM in typical and atypical populations, little is known regarding the efficacy of implementing CCT within a school setting. To address this, the current study examines whether CCT can be efficaciously implemented to remediate WM deficits in students during the school day. Among 17 participants from a school for students with learning differences, nine engaged in a CCT program for a total of 20 hr, whereas the remaining eight students engaged in an out-of-class reading activity. Pretest to posttest differences showed that auditory WM abilities significantly improved only for those who received the training program. These results provide initial support for the efficacy of implementing CCT training within the school setting to improve WM.     

拖延行为的认知神经模型及干预

拖延是一种普遍存在, 具有跨时间和跨情景稳定性的问题行为, 它会危害到人们的学习、工作和身心健康。然而目前拖延行为的认知神经机制仍不清晰, 且缺乏因果证据, 本项目拟从拖延的时间决策模型和三重神经结构网络模型出发, 构建拖延的认知神经模型, 并利用认知干预和神经调控技术, 检验和完善拖延行为的认知神经模型, 进而试图制定拖延的精准化干预方案。本项目分为3部分：(1)从记录与关联研究的视角出发, 利用多模态神经影像方法系统考察拖延行为的认知神经机制; (2)从因果/近因果研究视角出发, 利用认知干预和神经调控技术, 验证并完善拖延的认知神经模型; (3)从临床应用的视角出发, 建立拖延行为障碍的临床筛查-诊断体系, 并制定精准化治疗方案。本项目的开展对于探明拖延产生的核心认知神经机制具有十分重要的理论贡献, 同时对于拖延行为的有效预防和精准治疗具有重要的现实意义。     

Early cognitive development and parental education

Relations between cognitive development in infancy and early childhood, and parental education were examined. Previous research has found little association between measures of the parenting environment, including parental education and socio‐economic status (SES), and cognitive development in infants and children under 2 years of age. However, the earlier studies may not have reliably measured individual differences in cognitive abilities, thus, there is uncertainty as to what age elements in the parental environment affect cognitive development. Seventy‐six infants were tested on a range of cognitive tasks at 3‐month intervals between the ages of 9 and 18 months. Information on parental education (a component of SES) was collected. Seventy‐one of the children returned at 27 months and completed the Bayley Scales of Infant Development, Mental Scale, which was used as an outcome measure for the earlier tasks. The findings present a clear indication that cognitive development in early childhood is affected by the parenting environment, at least from as early as 12 months. Copyright © 1999 John Wiley & Sons, Ltd.     

Thirty-year secular trends in the cognitive abilities of Danish male school-leavers at a high educational level

A nationally representative sample of Danish males finishing school in 1989, or shortly before, with a studentereksamen (the highest qualification in the Danish school system) was found to score generally lower on a battery of four cognitive tests than a comparable sample of Danish males who had taken the same tests shortly after finishing school in the late 1950s or early 1960s. This decline appears attributable to the increasing proportions of students who obtain the stundentereksamen and is quite compatible with an overall increase in test scores, also found in our data, for the general population over the same time period. For those who obtain the stundentereksamen , the decline has been most marked in a test of verbal analogies. It has been smaller for tests of logical and spatial reasoning, and scores on a test of numerical ability have actually improved over the 30 years. This differential pattern may be the result of both student changes and auricular changes within Danish schools.     

The effect of social influence on cognitive development and school performance

Three months before school entrance a sample of 29 children and their mothers was tested for degree of decentred child educability and degree of decentred maternal teaching. Mother and child were tested in two different situations, thus preventing interdependency between the measures of mother and child. Four months after school entrance, teacher judgements of school performance were obtained. A strong correspondence between degree of decentred child educability and degree of decentred maternal teaching was demonstrated. Degree of decentred maternal teaching and degree of decentred child educability were found to be good predictors of school performance, accounting for respectively 45 and 33% of the variance in school performance. In contrast a test of school readiness only accounted for 2% of the variance. A test of intelligence given after the teacher judgement accounted for 31% of the variance. The fact that the mother seems to be a better predictor of her child's school performance than the child himself, supports the assumption that parents, particularly mothers, are important mediators between the child and the outer world.     

敬畏的心理模型及其认知神经机制

敬畏是由神秘、浩大且超出当前认知图式事物引发的复杂情绪体验, 具有自我超越性。敬畏的心理学研究近期受到极大的关注, 但敬畏的本质或心理机制是什么等问题还不清楚。针对“敬畏的心理过程是什么”这一科学问题, 我们通过文献综述, 在厘清敬畏的概念演变、相关理论发展和实证研究基础上拟提出敬畏的心理模型, 尝试阐述敬畏的心理过程及其认知神经机制。我们认为敬畏心理涉及预期评估、结果评价和自我超越等认知过程, 并且包含浩大感、顺应需求两大核心特征, 以及内部与外部、积极与消极两大主要维度。未来亟需在敬畏测量工具的研发、敬畏相关理论的验证及不同文化群体间敬畏行为的比较分析等方面进行多学科的基础和应用研究。     

Exploring the cognitive development of children born to adolescent mothers in South Africa

This study explores the cognitive development of children born to adolescent mothers within South Africa compared to existing reference data, and explores development by child age bands to examine relative levels of development. Cross-sectional analyses present data from 954 adolescents (10–19 years) and their first-born children (0–68 months). All adolescents completed questionnaires relating to themselves and their children, and standardized child cognitive assessments (Mullen Scales of Early Learning) were undertaken. Cognitive development scores of the sample were lower than USA reference population scores and relative performance compared to the reference population was found to decline with increasing child age. When compared to children born to adult mothers in the sub-Saharan African region, children born to adolescent mothers (human immunodeficiency virus [HIV] unexposed; n = 724) were found to have lower cognitive development scores. Findings identify critical periods of development where intervention may be required to bolster outcomes for children born to adolescent mothers.

Highlights

• An exploration of the cognitive development of children born to adolescent mothers within South Africa utilizing the Mullen Scales of Early Learning.
• Cognitive development scores of children born to adolescent mothers within South Africa were lower compared to USA norm reference data and declined with child age.
• Previous studies utilizing the Mullen Scales of Early Learning within sub-Saharan Africa were summarized, and comparisons were made with the current sample.
• Findings highlight a potential risk of developmental delay among children born to adolescent mothers compared to children of adult mothers in the sub-Saharan African region.

     

Primal splitting as a basis for emotional and cognitive development in children

This article discusses the importance of good primal splitting as the basis for the child's emotional and cognitive development. A theoretical introduction analyses the possible pathologies of primal splitting, as they were first pointed out by Melanie Klein and then by some post-Kleinian authors, in particular Donald Meltzer. This is followed by some excerpts from the clinical material of the first year of the psychoanalytic psychotherapy of a three-year-old child suffering from eating problems. Starting from the child's play activity, the author tries to identify the splitting problems that underlie the child's view of the world, and to address these with him. The article shows how at times it can be useful to speak also to the child's intelligence, combining the usual analytic work (containment of anxiety and analysis of transference) with the analysis of the child's distortions and cognitive misconceptions. The article also suggests that faulty primal splitting tends to be transmitted from one generation to the next.     

抑郁反刍的认知神经机制

抑郁反刍是指个体把注意力集中在抑郁症状以及这些症状含意的行为和想法, 包含反复思虑抑郁症状、抑郁的可能原因、以及抑郁可能引起的后果。抑郁反刍主要表现出对负性信息过度关注、认知控制缺陷以及非适应性的自我参照加工等认知特点。基于这些特点, 近期脑成像研究发现, 抑郁反刍主要与杏仁核、前额叶以及默认网络等脑区或神经网络有关。未来应在不同亚型抑郁反刍的神经机制、基因以及开发有效的干预技术与方法等方面展开深入研究。     

Life events and internalizing problems among Chinese school children: An examination of the cognitive diathesis model

This study examined the cognitive diathesis model for child internalizing problems among 459 Chinese elementary school children in grades four to six. Life events were associated with beliefs about external control and threat perception bias, both of which were related to child internalizing problems. The relation of life events to internalizing problems was partially mediated by threat perception bias measured by ambiguous situation task. The main findings indicate that the cognitive diathesis theory for child internalizing problems might be applicable to Chinese children. This study contributes to the theoretical understanding of the internalizing problems of Chinese children, which can lead to use of more effective treatments.     

Dyslexia and the school counsellor: A Maltese case study

Aim: This paper seeks to understand whether Maltese school counsellors are equipped to deal with dyslexic clients, considers whether specific strategies need to be used, and what positive effects, if any, counselling has on these clients. Previous studies: A literature review on self-concept and techniques on how to improve the self-concept of children with Learning Disabilities (LD)/Specific Learning Difficulties (SpLD) will place the current study in context. Method: Questionnaires (available from the authors on request) were distributed to all school counsellors on the island and analysed using content analysis. Findings: Findings from respondents indicate a need for more training, evidence-based knowledge of specific techniques when dealing effectively and successfully with dyslexic clients, specific specialised training to understand dyslexic clients and that counselling has a positive effect on dyslexic clients.     

认知负荷取向下基于记忆-反应冲突的欺骗检测

欺骗检测一直是心理学的重要研究问题。基于欺骗理论的认知视角, 研究者提出欺骗检测的认知负荷取向。采用隐瞒信息测试这一测谎范式, 通过操纵认知负荷影响个体在虚假反应时的记忆-反应冲突解决过程, 考察增加认知负荷对欺骗检测的影响, 以期更好地揭示欺骗检测的认知机制。在此基础上, 以普通人群和犯罪嫌疑人为被试探查基于记忆-反应冲突的欺骗检测的行为和生理指标, 并根据获得的行为和生理指标, 采用机器学习方法进行建模, 预测个体的欺骗行为。研究结果将服务于司法、安防和人际交往等领域的欺骗检测。     

语篇情绪理解及其认知神经机制

在心理语言学领域,情绪信息加工是语篇理解的重要方面,得到了广泛关注。目前的研究表明,读者在语篇阅读中可以在线地、自动地推测出语篇情绪信息,追踪情绪信息的变化,并对其进行更新。语篇理解相关的模型及一些事件相关电位(ERP)的实证研究表明语篇情绪理解至少包括两个重要的加工过程:一是对语篇情绪信息的实时监控,二是对当前情绪信息的评估与更新。相关的功能磁共振(f MRI)的研究表明语篇情绪理解除了需要经典的情绪加工网络,还需要多个脑区网络的参与,如,语篇理解网络、心理理论(To M)网络。未来研究还需更加深入地、更加细致地探讨语篇情绪理解的认知神经机制及其可能的影响因素,研究成果也可以为情感计算领域提供一定的借鉴。