CHILDREN'S PERCEPTIONS OF CHANGES IN SIZE OF TELEVISED IMAGES

Using a Piagétan perspective, this study investigated the ways in which elementary school children perceive changes in the size of a televised image (in this case, a candy bar). The findings suggest that younger children perceive changes in image size from a medium shot to a close-up as changes in the object itself. Children's responses to changes in the televised image parallel their responses to traditional conservation tasks, but conservation of televised images occurs at a later age. In addition, children appear to use different cognitive skills to interpret how a zoom or a cut transforms the size of a televised image. When a zoom is used, children more readily perceive the object as “growing larger.”     

Cognitive Neuropsychology and Developmental Disorders: Uncomfortable Bedfellows

Cognitive neuropsychology provides a theoretical framework and methods that can be of value in the study of developmental disorders, but the "dissociation" logic at the centre of this approach is not well suited to the developmental context. This is illustrated with examples from specific language impairment. Within the developing language system there is ample evidence for interaction between levels of representation, with modularity emerging in the course of development. This means that one typically is seeking to explain a complex pattern of associated impairments, rather than highly selective deficits. For instance, a selective impairment in auditory processing can have repercussions through the language system and may lead to distinctive syntactic deficits that are seen in written as well as spoken language. Changes in the nature of representations and in the relationships between components of a developing system mean that cross-sectional data at a single point in development may be misleading indicators of the primary deficit. Furthermore, traditional cognitive neuropsychology places a disproportionate emphasis on representational (competence) deficits, with processing (performance) deficits being relatively neglected. Methods for distinguishing these two kinds of impairment are discussed, as well as other approaches for elucidating the underlying nature of developmental disorders.     

Evidence for disproportionate dual-task costs in older adults for episodic but not semantic memory

Previous research demonstrates that older adults are poor at dual tasking, but there is less agreement on whether their decrement is worse than that predicted from single-task performance. This study investigated whether task domain moderates dual-task costs in old age. In two experiments, young and older adults retrieved either previously learned associates (episodic retrieval) or overlearned category members (semantic retrieval) under single or working-memory load conditions, using cued recall (Experiment 1) and recognition (Experiment 2) procedures. In both experiments the proportional costs of dual tasking were age invariant for semantic retrieval but were particularly marked for episodic retrieval, although the size of the age effect was reduced in recognition compared to cued recall. The data suggest that age effects in dual tasking may be domain specific.     

A comparison of the effects of partial reinforcement schedules using a within-subject serial autoshaping procedure

Three experiments, each using a single group of pigeons, are reported. In Experiment 1 subjects were initially trained with two stimuli, one of which was always followed by food, the other being reinforced according to a 50% partial reinforcement schedule. Subsequently a serial procedure was adopted in which an additional stimulus, C, was consistently followed by the partially reinforced CS. A second additional stimulus, A, was followed on half of its occurrences by the continuously reinforced CS, its remaining presentations being followed by nothing. The rate of autoshaped keypecking was substantially greater during A than during C. In the remaining experiments subjects received first-order conditioning with a single stimulus that was either partially (Experiment 2) or continuously (Experiment 3) reinforced. The stimuli A and C were then again introduced for serial autoshaping. Stimulus A was occasionally paired with the CS and occasionally followed by nothing, whereas stimulus C was always followed by the CS. As in Experiment 1, the rate of responding during A was greater than during C. It is proposed that one influence on the rate of autoshaped keypecking during a CS is the accuracy with which the immediate consequences of that CS are predicted.