Effects of body size and body mass on the swimming performance of preschool children

This research examined the relationship between body size and mass and the performance of 3- to 6-year-old children (n=117) on two categories of swimming tasks: Locomotion: Front and Locomotion: Back. The major hypothesis was that body size and mass measurements would be good predictors of children's swimming performance. The function of age/gender also was examined. Stepwise multiple regression was used to select the best predictors of swimming performance after controlling for amount of aquatic training and child's apprehensiveness about water. Body weight was the best predictor of children's swimming performance on each category of tasks (p<0.01). It accounted for at least 16% of performance variation when entered alone, and it accounted for 5% given age. Age was of little importance after body size and mass were taken into account. The major conclusion was that future research should incorporate more complex research designs to account for the network of influencing factors.     

Effects of a stress-management program on injury and stress of competitive gymnasts

20 competitive gymnasts (17 girls, 3 boys; mean age, 14.4 +/- 3.4 yr.) were recruited from two clubs in Auckland, New Zealand. Gymnasts, who had competed at a national or international level, were divided into two groups to examine the effects of a longitudinal stress-management program on injury and stress. Those in the stress-management group took part in 12 1-hr. sessions over 24 weeks, while the control group took part in a placebo program of anthropometric measurements and lectures on nutrition. All participants completed the Life Experiences Survey and Athletic Experiences Survey at baseline, 3 mo., 6 mo. (end of intervention), and 9 mo. (3 mo. after completion of intervention). Injury data were collected prospectively by weekly self-report over the 9-mo. study. Repeated-measures analyses of covariance with age and, where applicable, the baseline measure of the dependent variable entered as covariates, indicated no significant group or group by time effects for the scores on the two surveys, or injury scores. However, given the small sample, the statistical power of the study to detect even large effects was low. Therefore, rather than concluding that the stress-management program had no effect on training hours lost to injury or on stress, upper limits were placed on the magnitude of any effects that might exist. Further research using larger samples is recommended.     

Category induction in autism: Slower,perhaps different,but certainly possible

Available studies on categorization in autism indicate possibly intact category formation, performed through atypical processes. Category learning was investigated in 16 high-functioning autistic and 16 IQ-matched nonautistic participants, using a category structure that could generate a conflict between the application of a rule and exemplar memory. Same–different and matching-to-sample tasks allowed us to verify discrimination abilities for the stimuli to be used in category learning. Participants were then trained to distinguish between two categories of imaginary animals, using categorization tests early in the training and at the end (160 trials). A recognition test followed, in order to evaluate explicit exemplar memory. Similar discrimination performance was found in control tasks for both groups. For the categorization task, autistic participants did not use any identifiable strategy early in the training, but used strategies similar to those of the nonautistic participants by the end, with the same level of accuracy. Memory for the exemplars was poor in both groups. Our findings confirm that categorization may be successfully performed by autistics, but may necessitate longer exposure to material, as the top-down use of rules may be only secondary to a guessing strategy in autistics.     

Computerized progressive attentional training (CPAT) program: effective direct intervention for children with ADHD.

We tested the efficacy of a pioneering intervention program grounded in a contemporary theoretical framework of attention and designed to directly improve the various attentional functions of children with ADHD. The computerized progressive attentional training (CPAT) program is composed of four sets of structured tasks that uniquely activate sustained attention, selective attention, orienting of attention, and executive attention. Performance was driven by tight schedules of feedback and participants automatically advanced in ordered levels of difficulty contingent upon performance. Twenty 6- to 13-year-old children with ADHD were assigned to the experimental group and received the CPAT sessions twice a week over an 8-week period. Sixteen age-matched control children with ADHD were assigned to the control group and participated in sessions of the same frequency, length, and format except that instead of performing the training tasks they played various computer games during the session. The experimental participants showed a significant improvement in nontrained measures of reading comprehension, and passage copying as well as a significant reduction of parents' reports of inattentiveness. No significant improvements were observed in the control group. We thus concluded that the above academic and attentional improvements were primarily due to the CPAT.     

Establishing a generalized repertoire of helping behavior in children with autism

The present study used a multiple baseline across participants design to assess whether 4 children with autism could learn a generalized repertoire of helping adults with different tasks through the use of a multicomponent teaching package. Different helping responses were taught in the presence of multiple exemplars of discriminative stimuli drawn from experimenter-defined categories of helping behavior (e.g., locating objects, putting away items, setting up an activity). During the training condition, video models, prompting, and reinforcement were used. The results showed that all 4 children learned to emit appropriate helping responses in the presence of discriminative stimuli from the helping categories used during training. Generalization of helping responses was observed in the presence of untrained discriminative stimuli during additional probe conditions. Additional pre- and postintervention generalization trials showed that the frequency of helping responses also increased in the presence of novel stimuli, in a novel setting, and with a novel instructor.     

Cooperative Guidance and Instructional Programs for Leadership Preparation

This article outlines a sequential series of leadership programs, from elementary school to college level, that will serve to integrate the guidance and instructional processes. Leadership is viewed as one of the four main categories of talent: “academic, creative, kinesthetic (e.g., crafts, athletics), and psychosocial (e.g., leadership).” It is suggested that potential participants for leadership training might be identified by screening and nomination, case study, program planning and placement, and follow-up and evaluation. A four-front program of counseling-instructional activities including individual counseling, group counseling, seminars, and advanced classes is described. It is hypothesized that the interaction of teachers and counselors in actual curriculum building will lead to genuinely individualized educational programming.     

Computerized Progressive Attentional Training (CPAT) Program: Effective Direct Intervention for Children with ADHD

We tested the efficacy of a pioneering intervention program grounded in a contemporary theoretical framework of attention and designed to directly improve the various attentional functions of children with ADHD. The computerized progressive attentional training (CPAT) program is composed of four sets of structured tasks that uniquely activate sustained attention, selective attention, orienting of attention, and executive attention. Performance was driven by tight schedules of feedback and participants automatically advanced in ordered levels of difficulty contingent upon performance. Twenty 6- to 13-year-old children with ADHD were assigned to the experimental group and received the CPAT sessions twice a week over an 8-week period. Sixteen age-matched control children with ADHD were assigned to the control group and participated in sessions of the same frequency, length, and format except that instead of performing the training tasks they played various computer games during the session. The experimental participants showed a significant improvement in nontrained measures of reading comprehension, and passage copying as well as a significant reduction of parents' reports of inattentiveness. No significant improvements were observed in the control group. We thus concluded that the above academic and attentional improvements were primarily due to the CPAT.     

The emergence of untrained mands and tacts in children with autism

Despite Skinner's (1957) assertion that verbal operants are initially functionally independent, recent studies have suggested that in some cases the acquisition of one verbal operant (e.g., mand) gives rise to the other (e.g., tact) without explicit training. The present study aimed to evaluate the functional independence of mands and tacts during instruction with children with autism. Four boys with autism (3 to 6 years old) were taught to construct two 4‐piece structures. Two participants were taught directly to mand, whereas the other 2 were taught to tact the names of the pieces. The effects of training were evaluated in a multiple probe design across verbal operants and tasks. Three of the 4 participants demonstrated an immediate transfer of control from 1 verbal operant to the other. These results were consistent with previous research with typically developing young children.     

Effects of generic language on category content and structure

We hypothesized that generic noun phrases (“Bears climb trees”) would provide important input to children’s developing concepts. In three experiments, four-year-olds and adults learned a series of facts about a novel animal category, in one of three wording conditions: generic (e.g., “Zarpies hate ice cream”), specific–label (e.g., “This zarpie hates ice cream”), or no-label (e.g., “This hates ice cream”). Participants completed a battery of tasks assessing the extent to which they linked the category to the properties expressed, and the extent to which they treated the category as constituting an essentialized kind. As predicted, for adults, generics training resulted in tighter category–property links and more category essentialism than both the specific-label and no-label training. Children also showed effects of generic wording, though the effects were weaker and required more extensive input. We discuss the implications for language-thought relations, and for the acquisition of essentialized categories.     

Protective effect of practice on cognition during aging: implications for predictive characteristics of performance and efficacy of practice

In the present study, the effect of previous experience on spatial memory, which required the retention of information either over long intervals or within a single session, was longitudinally tested in the water maze in male F-344 rats that were from 6 to 24 months of age. Performance in these tasks was found to be age-dependent (Markowska, 1999). Other behavioral tasks in the straight alley and with a visible platform in the water maze controlled the noncognitive components of performance. For all tasks, performance was significantly correlated between 12-month-old and 18-month-old rats, indicating that cognitive performance at the early, but not advanced, stage of aging could be predicted from performance at a younger age if the novelty of the first exposure to the task was eliminated. The protective effect of experience was more robust in the reference memory task as compared to the working memory task and was modified by age when training was initiated. Behavior during the probe trials was more sensitive to the effect of aging and more resistant to the beneficial effect of practice as compared to the performance in the platform trials. The speed of swimming of experienced rats progressively decreased with age only when tested in the cognitive tasks but not in the straight alley. This indicates that speed of swimming during cognitive tasks does not exclusively reflect the ability to swim, but might be also affected by the cognitive demands of the task. Protective effect of experience on cognition was not modified by restriction in diet.     

Motor skills transfer from gymnastics to swimming

99 adult specialists in combat sports (n = 21), team sports (n = 37), gymnastics (n = 22), and swimming (n = 19) (M age = 20 yr., SD = 2; 64 young men, 35 young women) performed three 25-m swimming tasks whilst "blindfolded" by opaque goggles: front crawl in a straight line, dolphin-kicking on the back, and dolphin-kicking on the front. Even though the gymnasts (like the swimmers) were at ease in all 3 situations, the motor skills of the "motor interaction" specialists (team sports, combat sports) put the latter at a disadvantage. The similarities between the gymnasts' and swimmers' behavior (confirmed using factorial correspondence analysis with the TRIDEUX program) are undoubtedly related to the fact that these sportspersons essentially live in the same sensory space in their respective practices: exteroceptive information is subordinated by proprioceptive information. In contrast, the 99 subjects' timed freestyle swimming performances over 75 m depended so much on their physical and anthropometric qualities that the results were independent of the sporting specialties for the novice swimmers. Hence, the mere fact that the 22 gymnasts, who tended to be shorter, with a higher proportion of women, were more at ease in the water did not turn them into great performers.     

Soccer players' muscular imbalances: restoration with an isokinetic strength training program

The aim of the study was to investigate the effect of a muscular training program on soccer players' performance which initially appeared imbalanced or bilaterally asymmetrical. During the preparation period, 35 soccer players performed an isokinetic measurement of knee flexors and extensors (60 degrees(-1) and 180 degrees sec.(-1)). 15 of these had muscular imbalances or deficits and followed a specific isokinetic training program for 2 mo., 3 times per week. After the completion of the isokinetic training program, the 35 players underwent the same isokinetic test. Significant differences were noted between the pre- and posttraining measures at both angular velocities in peak torque values, in differences from one limb to the other, and in peak torque ratios for flexors and extensors. Consequently, the application of this specific isokinetic training program can restore imbalances in knee muscle strength efficiently.     

Mental rotation: cross-task training and generalization

It is well established that performance on standard mental rotation tasks improves with training (Peters et al., 1995), but thus far there is little consensus regarding the degree of transfer to other tasks which also involve mental rotation. In Experiment 1, we assessed the effect of mental rotation training on participants' Mental Rotation Test (MRT) scores. Twenty-eight participants were randomly assigned to one of three groups: a "One-Day Training," "Spaced Training," or "No Training" group. Participants who received training achieved higher scores on the MRT, an advantage that was still evident after 1 week. Distribution of training did not affect performance. Experiment 2 assessed generalization of mental rotation training to a more complex mental rotation task, laparoscopic surgery. Laparoscopic surgical skills were assessed using Fundamentals of Laparoscopic Surgery (FLS) tasks. Thirty-four participants were randomly assigned to a "Full Mental Rotation Training, MRT and FLS," "MRT and FLS," or "FLS-only" group. MRT results from Experiment 1 were replicated and mental rotation training was found to elicit higher scores on the MRT. Further, mental rotation training was found to generalize to certain laparoscopic surgical tasks. Participants who obtained mental rotation training performed significantly better on mental-rotation dependent surgical tasks than participants who did not receive training. Therefore, surgical training programs can use simple computer or paper-based mental rotation training instead of more expensive materials to enhance certain aspects of surgical performance of trainees.     

Teaching speech sounds to young children using randomly ordered, variably complex task sequences

Three children, ages 4:8 to 5:11, were taught a speech sound using a randomly ordered variably complex task sequence (concurrent treatment), in which practice occurred in randomized easy-to-hard tasks. In an AB research design replicated across participants, the children quickly advanced to 60% accurate productions of the target speech sound and displayed generalization to untaught tasks.     

Social Affordances and Interaction II: Autism and the Affordances of the Human Environment

The interaction between informational support or task constraints and functional motor performance was explored using kinematic profiles of the arms and hands of 40 participants with and without multiple sclerosis (MS). Three functional tasks were performed under three conditions: impoverished (i.e., participants mimed the tasks), partial (i.e., participants mimed the tasks with a limited array of the objects normally used), and natural (i.e., participants performed the actual tasks). Results indicated that each of the three conditions elicited unique kinematic profiles. Movement time, maximum displacement, and velocity variability were significantly different among each of the three conditions. An ecological interpretation suggested that functional performance emerged from the interaction of the task demands of each condition and of the action capabilities of the participants. Participants with and without MS responded to the three conditions in similar ways, except that those with MS performed the tasks more slowly. We speculated that the slower performance was a function of the reduced and inconsistent action capabilities of the participants with MS.     

Human latent inhibition and the density of predictive relationships in the context in which the target stimulus occurs

In two experiments, participants were exposed to a listing of actions performed by a fictitious Mr. X, over three days of his life. For most of his actions an outcome was described, but some were not followed by any outcome. On Day 3, Mr. X performed an action (the target action) that was followed by a novel outcome. For participants in the control condition, the target action that preceded the appearance of this outcome was also novel; for participants in the latent inhibition (LI) condition, Mr. X had performed the target action on repeated occasions during Days 2 and 3, without it producing any outcome. All the participants were tested on their ability to retrieve the action performed by Mr. X prior to the target outcome. In Experiment 1, retrieval of the target action (indicating a less effective target action–outcome association) was poorer in the LI than in the control condition. In Experiment 2, reducing the proportion (the density) of nontarget actions that brought outcomes during initial training was found to reduce the size of the LI effect. These results are predicted by the account of LI put forward previously [Hall, G., & Rodríguez, G. (2010). Associative and nonassociative processes in latent inhibition: An elaboration of the Pearce-Hall model. In R. E. Lubow & I. Weiner (Eds.), Latent inhibition: Data, theories, and applications to schizophrenia (pp. 114–136). Cambridge, England: Cambridge University Press]. A high density of predictive relationships ensures strong activation of the expectancy that some outcome will occur when the target action is first presented; this facilitates the formation of a target action–no-event association during training in the LI condition, thus enhancing the LI effect.     

Development of visual cognition: Transfer effects of the Agam program

The Agam program was designed to foster visual thinking in young children by developing their visual language. This curriculum was implemented in five nursery classes for 2 consecutive school years. Children in these classes were compared with children in classes where the program was not administered. It was hypothesized that the generative nature of the visual language developed in the experimental children would allow the children to extend the language learned to new situations and help them to solve problems in which no prior training was given. Test results confirmed this hypothesis: The effects of training in the Agam program transferred to cognitive domains in which no training was given. Specifically, the findings indicated positive effects on general intelligence and school readiness of children about to enter first grade, with especially pronounced effects in the areas of arithmetic and writing readiness. Other findings revealed an increased visual learning ability in new tasks that developed in the experimental children. Training effects did not transfer to mental rotation and to memory for realistic designs. The program was found to be equally effective for lower-class as for middle-class children. The effect of the program was greater for children who participated in the program for 2 years as compared with those who joined in the second year, indicating a cumulative effect of the program. This latter finding can also be used to refute an alternative explanation of the obtained experimental effects offered by a motivational theory. The findings on cognitive transfer, taken together with previously reported on concept learning and visual skills, point to the educational potential of the approach advocated by the Agam program, that is, systematic long-term instruction in the domain of visual cognition in early childhood.     

The development of category learning strategies: What makes the difference?

Category learning can be achieved by identifying common features among category members, distinctive features among non-members, or both. These processes are psychologically and computationally distinct, and may have implications for the acquisition of categories at different hierarchical levels. The present study examines an account of children’s difficulty in acquiring categories at the subordinate level grounded on these distinct comparison processes. Adults and children performed category learning tasks in which they were exposed either to pairs of objects from the same novel category or pairs of objects from different categories. The objects were designed so that for each category learning task, two features determined category membership whereas two other features were task irrelevant. In the learning stage participants compared pairs of objects noted to be either from the same category or from different categories. Object pairs were chosen so that the objective amount of information provided to the participants was identical in the two learning conditions. We found that when presented only with object pairs noted to be from the same category, young children (6 ? YO ? 9.5) learned the novel categories just as well as older children (10 ? YO ? 14) and adults. However, when presented only with object pairs known to be from different categories, unlike older children and adults, young children failed to learn the novel categories. We discuss cognitive and computational factors that may give rise to this comparison bias, as well as its expected outcomes.     

Working memory capacity — facets of a cognitive ability construct

Working memory capacity is differentiated theoretically along two dimensions: contents and functions. The resulting 3×3 matrix was operationalized by 23 tasks sampled from the literature. Data for these tasks from 128 participants were analyzed by exploratory and confirmatory factor analysis. Regarding the content facet, spatial working memory was clearly distinct from the other two content categories. A distinction between verbal and numerical working memory was not warranted. On the functional dimension the postulated categories of simultaneous storage and transformation and of coordination could not be separated. The third category was clearly separate from the first two functions. This factor could be interpreted to reflect a mixture of variance due to mental speed and to supervisory functions of the central executive.     

PROMOTING AUTOMOBILE SAFETY BELT USE BY YOUNG CHILDREN

A program using behavioral practice, assertiveness training, and social and contrived reinforcers was developed to establish and maintain automobile safety belt use by young children. Sixteen children (ages 4.8 to 7 years) who never used their safety belts during a 5-day preexperimental observation period were randomly assigned to two groups of eight each. A multiple baseline design across groups was used to evaluate the effectiveness of the training program. During the 8-day baseline period for Group 1, no children used their safety belts when unobtrusively observed while being driven from school. During the 26-day intervention period, the children were buckled up on 96% of the observations. Follow-up probes conducted 2–3 months after program discontinuance found safety belt use to range from 86% to 100%. For Group 2, the 14-day baseline safety belt use averaged 6% and increased to a mean of 81% during the 20-day training and maintenance program. Follow-up probes 2–3 months later found safety belt use to occur during 75% to 96% of the observations. Parent questionnaires indicated the generalizability and social validity of the program.