Thirty-five-month-old children have spontaneous memories despite change of context for retrieval

ABSTRACT

Many parents have experienced incidents in which their preschool child spontaneously (i.e., without prompting of any kind) recall a previously experienced event. Until recently, such spontaneous memories had only been examined in non-controlled settings (e.g., diary studies). Using a novel experimental paradigm, a previous study has shown that when young children are brought back to a highly distinct setting (same room, same experimenter, same furnishing), in which they previously experienced an interesting event (a Teddy or a Game event), spontaneous memories can be triggered. However, exactly which cues (or combination of cues) are effective for the children’s memory, remains unknown. Here, we used this novel paradigm to examine the possible impact of contextual cues at the time of retrieval. We manipulated whether the 35-month-old children returned to the same room (n?=?40) or to a different, but similarly furnished, room (n?=?40) after one week. The results revealed that although the children returning to a new room produced fewer spontaneous memories than the children returning to the same room, the difference was not significant. Interestingly, despite changing rooms, the children still produced spontaneous memories. Taken together the results may shed new light on the mechanisms underlying childhood amnesia.     

Personality predictors of the time course for lung cancer onset

Numerous findings suggest that personality is linked to the incidence and experience of negative health outcomes. More specifically, trait negative affect is negatively related to a number of health outcomes. The current study expands our understanding of the link between personality and disease by examining the time course for lung cancer onset. In a sample of patients who had recently undergone surgical resection for lung cancer, a variety of negative affect related personality variables were assessed to determine their relationship with age at surgery. After controlling for smoking behavior, it was found that trait negative affect was associated with time course for lung cancer onset, such that those with higher (vs. lower) levels of trait negative affect manifested lung cancer earlier in their lives. Thus, trait negative affect represents an independent risk factor among those prone to lung cancer (i.e., smokers).     

Positive transfer and negative transfer/antilearning of problem-solving skills

In problem-solving research, insights into the relationship between monitoring and control in the transfer of complex skills remain impoverished. To address this, in 4 experiments, the authors had participants solve 2 complex control tasks that were identical in structure but that varied in presentation format. Participants learned to solve the 2nd task on the basis of their original learning phase from the 1st task or learned to solve the 2nd task on the basis of another participant's learning phase. Experiment 1 showed that, under conditions in which the participant's learning phase was experienced twice, performance deteriorated in the 2nd task. In contrast, when the learning phases in the 1st and 2nd tasks differed, performance improved in the 2nd task. Experiment 2 introduced instructional manipulations that induced the same response patterns as those in Experiment 1. In Experiment 3, further manipulations were introduced that biased the way participants evaluated the learning phase in the 2nd task. In Experiment 4, judgments of self-efficacy were shown to track control performance. The implications of these findings for theories of complex skill acquisition are discussed.     

Individual differences in negative affect repair

The extant literature implicates affect repair ability as one source of individual differences in negative affect. Emerging from this literature are three regulatory traits that should predict repair ability (negative mood regulation expectancies, monitoring, labeling), yet no experimental examination of this possibility exists. Two studies explored this issue. Participants (Ns=305, 146) watched negative affect-inducing videos and completed a repair or control writing task, before and after which they reported their affect. Results revealed wide individual differences in repair ability. Specifically, participants with high expectancies of repair success and those who attend to and understand their affect experienced the largest decreases in negative affect and largest increases in positive affect following the repair tasks. These findings advance understanding of individual differences in affect regulation and have implications for future research.     

Parental assessment of early childhood development: biological and social covariates

This study uses data from the National Longitudinal Survey of Children and Youth (N=8605) to investigate the effects of unfavourable birth outcomes and dimensions of the family environment on the development of Canadian children aged 0–47 months. Among children under 24 months of age, it was found that sex of the child, birth order and low birthweight were significant covariates while the familial environment tended to have little influence. However, among children aged 24–47 months, effects of parenting style, social support, and positive social‐structural conditions of the family supplemented the effects of sex of the child and low birthweight. The results suggest that the cumulative effects of a positive family environment begin to occlude the neonatal disadvantages in the first 47 months of life. Copyright © 2003 John Wiley & Sons, Ltd.     

Does the truth interfere with our ability to deceive?

Does the truth interfere with our ability to respond deceptively? We considered this question in the present study by examining the effects of a task set (i.e., selecting truthful or untruthful responses), both by comparing two presentations of the same task and through transfer to a different task. All participants carried out the task either under the instructions to respond both correctly and incorrectly (Experiment 1) or under the instructions to respond truthfully and deceptively (Experiment 2); the order of instructions was counterbalanced. In Experiment 2, after completing the main task, the participants also performed a Stroop task. The findings suggested that deceptive responses took longer overall, regardless of the order of instructions. Moreover, the experience of responding deceptively versus truthfully led to faster responding on a subsequent Stroop test. Although there may well be processes unique to deceptive responding, the evidence suggests that overcoming interference is a process shared by deceptive and nondeceptive tasks. orrespondence     

Cortico-spinal inhibition reflects time but not event preparation: neural mechanisms of preparation dissociated by transcranial magnetic stimulation.

Changes in cortico-spinal excitability related to time and event preparation were investigated by transcranial magnetic stimulation (TMS) of the motor cortex during the foreperiod of a movement-precuing task. Subjects performed a four alternative choice reaction time (RT) task involving a button-press with the index or middle finger (FI) of the left or right hand. Advance information about the to-be-signaled response was provided by a precue, which preceded the response signal by a 1 s foreperiod. The precue either indicated the hand (right or left) or FI (index or middle) with which the response would be executed or was uninformative. TMS was delivered to the left or right cortical hand area at one of five possible times during the foreperiod: -1000, -500, -333, -166 or 0 ms prior to the response signal. Surface EMG activity from a prime mover involved in flexion of the response FIs (Flexor digitorum superficialis) was used to measure the magnitude of the motor evoked potential (MEP) elicited by TMS. Cortico-spinal excitability--as assessed by the magnitude of the MEP evoked in the target muscle contralateral to the stimulated hemisphere--progressively decreased during the foreperiod. The identity of the precued responses, however, had no effect on MEP magnitude. These results suggest that preparation to respond at a particular time inhibited excitability of the cortico-spinal tract, while advance preparation to perform specific responses affected more central structures only.     

The point of no return in choice reaction time: controlled and ballistic stages of response preparation

A countermanding procedure and race model are used to assess separately the effects of experimental factors before and after the "point of no return" in response preparation. The results reveal details about processes that so closely precede the initiation of movement that they cannot be inhibited. These processes appear to be affected by the repetition of stimulus-response pairs, but not by the physical or semantic properties of the stimuli. A model of response preparation is supported in which response inhibition depends upon the outcome of a race between independent excitatory and inhibitory processes, and reaction time is the sum of the durations of at least two stages, separated by the point of no return.     

Development of intuitive rules: Evaluating the application of the dual-system framework to understanding children’s intuitive reasoning

Theories of adult reasoning propose that reasoning consists of two functionally distinct systems that operate under entirely different mechanisms. This theoretical framework has been used to account for a wide range of phenomena, which now encompasses developmental research on reasoning and problem solving. We begin this review by contrasting three main dual-system theories of adult reasoning (Evans & Over, 1996; Sloman, 1996; Stanovich & West, 2000) with a well-established developmental account that also incorporates a dual-system framework (Brainerd & Reyna, 2001). We use developmental studies of the formation and application of intuitive rules in science and mathematics to evaluate the claims that these theories make. Overall, the evidence reviewed suggests that what is crucial to understanding how children reason is the saliency of the features that are presented within a task. By highlighting the importance of saliency as a way of understanding reasoning, we aim to provide clarity concerning the benefits and limitations of adopting a dual-system framework to account for evidence from developmental studies of intuitive reasoning.