Effects of word length on young children's memory performance

The standard working model that accounts for word length effects in young children has been questioned. This study explored two hypotheses suggested by Gathercole and Hitch (1993). In three experiments with serial recall tasks, the word presentation interval was adjusted so that participants could repeat both long and short words subvocally the same number of times in the intervals between the words presented. As a result, among children from 3 to 6 years of age, the word length effect was significantly reduced, whereas the same manipulation of the word presentation interval did not affect the word length effect in adults. These results suggest that the word length effects in young children reflect the process of retaining auditory information in the interval between presentations as well as readout of the phonological representation.     

Effects of auditory feedback on a musical performance task

Two experiments examined the effects of various feedback conditions on performance by 12 Ss on an electronic organ. Playing time scores showed complete absence of auditory feedback to have little or no detrimental effect; in fact, some Ss played fastest under this condition. Delayed auditory feedback (DAF), as expected, caused considerable performance decrement when compared with immediate auditory feedback (IAF). Extraneous prerecorded input as a distractor in the absence of auditory feedback ranked between mixed DAF-with-IAF, and pure DAF, which showed the greatest disruption. The possible role of auditory imagery in musical performance was discussed, together with four components which perhaps contribute to the standard DAF effect: distraction, error repetition, conflict with expectancies and auditory imagery, and presentation of two competing and conflicting signals (IAF and DAF).     

Effects of delayed auditory feedback on timing of music performance

Three experiments examined effects of delayed auditory feedback (DAF) on music performance as a function of the temporal location of feedback onsets within produced inter-onset intervals (IOIs). In Experiment 1, pianists performed isochronous melodies at two production rates with different amounts of DAF. Timing variability decreased for DAF amounts that caused feedback onsets to occur halfway through IOIs (binary subdivisions) in a 500-ms, but not 600-ms, IOI rate condition. In Experiment 2, pianists performed melodies with DAF delays and chose a preferred rate. Performers chose slower rates for larger delays; preferred rates approximated twice the amount of DAF. Experiment 3 tested the possibility that subjects deliberately conceptualized subdivisions in Experiments 1 and 2. Performers were given (1) no instructions, (2) instructions to mentally subdivide produced events in two, or (3) instructions to mentally subdivide produced events in three, in different blocks. Instructions to subdivide reduced timing variability for larger feedback delays. These experiments indicate that DAF disruption is reduced by subdividing instructions and sometimes by coincidences of feedback onsets with subdivisions of produced intervals. Such facilitation may reflect the use of hierarchical cognitive plans in production.     

Effects of auditory rhythm on movement accuracy in dance performance

The present study addresses the impact of the rhythmic complexity of music on the accuracy of dance performance. This study examined the effects of different levels of auditory syncopation on the execution of a dance sequence by trained dancers and exercisers (i.e., nondancers). It was hypothesized that nondancers would make more errors in synchronizing movements with moderately and highly syncopated rhythms while no performance degradation would manifest among trained dancers. Participants performed a dance sequence synchronized with three different rhythm tracks that were regular, moderately syncopated, and highly syncopated. We found significant performance degradation when comparing conditions of no syncopation vs. high syncopation for both trained dancers (p = .002) and nondancers (p = .001). Dancers and nondancers did not differ in how they managed to execute the task with increasing levels of syncopation (p = .384). The pattern of difference between trained dancers and nondancers was similar across the No Syncop and Highly Syncop conditions. The present findings may have marked implications for practitioners given that the tasks employed were analogous to those frequently observed in real-life dance settings.     

Effects of attention state on electrodermal activity during auditory stimulation of children.

During passive and active listening tasks electrodermal activity of 49 healthy school children was studied. The procedure included baseline recording, a passive listening task, instructions, and simple and discriminative active-listening tasks. On the passive task from Trials 1 to 10, habituation of the amplitude of the skin conductance response (SCR) occurred. Habituation of SCR amplitude did not occur during the active tasks. The children seemed to pay more attention during the active tasks than during the passive task, since the need to press the key is apt to require and may even increase general attention. As for temporal variables of SCR, the frequency of spontaneous SCRs showed a significant negative correlation with SCR latency and rise time. Reaction time exhibited a significant negative correlation with age. An increase in reaction time was found during the discriminative active-listening task over that for the simple active-listening task during the course of 10 trials. The younger children (6-8 yr.) seemed to require longer to pay attention than the older ones (10-12 yr.). Children seemed to pay more attention during the discriminative than during the simple active-listening task, since the need to press the key for discrimination should require and is likely to increase general attention.     

Father-absence and scholastic performance in primary school children

The relationship between father-absence and academic achievement in children was studied in a sample of 80 urban children of predominantly lower social status. Differences between the father-absent and father-present groups in IQ and family background were controlled by matching. Boys and girls from father-present homes were found to score higher on standardized reading tests than children from father-absent homes, regardless of the child’s age when the father became absent. Mediating variables by which father-absence may exert its influence (achievement motivation, absenteeism, parental attitudes, sex-role identity, life stress) were also examined. Contrary to predictions, children from father-absent homes scored higher on achievement motivation measures than children from intact homes. Girls from father-absent homes missed more school and scored lower on tests of “masculinity” than girls raised in father-present homes. No other mediating variables exerted a significant influence on the results. These data are discussed in the light of the “confluence” theory of cognitive development. This study is part of a thesis submitted in partial fulfillment of the requirements of the M.A. degree by the senior author. Preparation of this article was assisted by a grant from the Australian Research Grants Scheme to the second author.     

Effects of auditory stimulation upon non-nutritive sucking by premature infants.

Changes in non-nutritive sucking contingent upon presentation of an auditory stimulus previously found capable of eliciting heart-rate acceleration was investigated in a sample of 24 premature infants. Across 30 10-sec. presentations of the stimulus, only transient changes in sucking rate during the first 6 trials were observed, and these effects obtained primarily for those infants showing few abnormalities in their non-nutritive sucking behavior. These results were discussed as reflecting possible differences in infants' attention associated with sucking pathology and the dependence of psychological assessment upon the specific response index used.     

A mental model analysis of young children's conditional reasoning with meaningful premises

Mental model theory has been used to explain many differing phenomena in adult reasoning, including the extensively studied case of conditional reasoning. However, the current theory makes predictions about the development of conditional reasoning that are not consistent with data. In this article, young children's performance on conditional reasoning problems and the justifications given are analysed. A mental model account of conditional reasoning is proposed that assumes that (1) young children can reason with two models and (2) the fleshing out of conditionals involves activation of information in semantic memory that uses the minor premise as a retrieval cue.     

Effect of simultaneous auditory stimulation on vibrotactile thresholds

Vibrotactile thresholds were determined at 250 and 400 Hz in the presence of (1) the sounds emitted by the vibrator, (2) continuous tonal or narrow-band masking noise, or (3) a pulsed tone synchronized with the vibrator signal. The measure of a cross-modality effect was the threshold shift occurring between each condition and the control condition, in which earmuff silencers eliminated the vibrator sounds. Continuous tones or noise had no effect upon vibrotactile thresholds. However, auditory signals synchronized with the vibrator signals did significantly elevate vibrotactile thresholds.     

Effects of three types of noncontingent auditory stimulation on vocal stereotypy in children with autism

We evaluated the effects of 3 types of noncontingent auditory stimulation (music, white noise, recordings of vocal stereotypy) on 2 children with autism who engaged in high rates of vocal stereotypy. For both participants, the music condition was the most effective in decreasing vocal stereotypy to near-zero levels, resulted in the highest parent social validity ratings, and was selected as most preferred in treatment preference evaluations.     

The influence of shyness on children's test performance

Background: Research has shown that shy children differ from their peers not only in their use of language in routine social encounters but also in formal assessments of their language development, including psychometric tests of vocabulary. There has been little examination of factors contributing to these individual differences. Aims: To investigate cognitive‐competence and social anxiety interpretations of differences in children's performance on tests of vocabulary. To examine the performance of shy and less shy children under different conditions of test administration, individually with an examiner or among their peers within the familiar classroom setting. Sample: The sample consisted of 240 Year 5 pupils (122 male, 118 female) from 24 primary schools. Method: Shy and less shy children, identified by teacher nomination and checklist ratings, completed vocabulary and mental arithmetic tests in one of three conditions, in a between‐subjects design. The conditions varied individual and group administration, and oral and written responses. Results: The conditions of test administration influenced the vocabulary test performance of shy children. They performed significantly more poorly than their peers in the two face‐to‐face conditions but not in the group test condition. A comparable trend for the arithmetic test was not statistically significant. Across the sample as a whole, shyness correlated significantly with test scores. Conclusions: Shyness does influence children's cognitive test performance and its impact is larger when children are tested face‐to‐face rather than in a more anonymous group setting. The results are of significance for theories of shyness and have implications for the assessment of schoolchildren.     

Evidence for a non-lexical influence on children's auditory repetition of familiar words

This paper examines evidence for a nonlexical influence on children's repetition of real words. We investigate the extent to which two computational models of auditory repetition can simulate the performance of 68 children aged between 5 and 11?years-old when they are attempting to repeat familiar words. Both computational accounts were derived from Foygel and Dell's (J Mem Lang 43:182-216, 2000) semantic-phonological model of picture-naming. Results showed that a dual-route model in which a lexical and a nonlexical route work together to repeat familiar words (Hanley et?al. in Cogn Neuropsychol 21:147-158, 2004) provided an accurate simulation of children's repetition, whereas Foygel and Dell (J Mem Lang 43:182-216, 2000) single lexical-route model under-predicted performance. The only exception was the repetition performance of 5?year-old children, which was over-predicted by the dual-route model. It is argued that at 5?years of age, some children have available both a lexical and a nonlexical repetition route but the output of the two routes does not summate when real words are being repeated. Some young children may lack the attentional skills that would enable them to co-ordinate the activity of the lexical and nonlexical repetition routes.