Methodological considerations in the study of delay discounting in intertemporal choice: A comparison of tasks and modes

An experimental comparison of two commonly used delay-discounting procedures (binary choice and fill in the blank) and modes of administration (paper and pencil and computer based) was conducted. Statistically significant main effects were found for task type—steeper discounting was observed in the binary-choice task— but not for mode of administration. As simple evidence of validity, hyperbolic curves consistently provided a better fit to the data than did exponential curves for both tasks. Further, magnitude effects were also observed across conditions. Correlational results varied largely as a function of the discounting index (either k or area under the curve) under consideration. Across the two tasks, discounting indices showed modest levels of reliability [r(AUC)=.33; r(k)=.75]. The findings pointed to refinements for both the methodology and criteria that are used to study delay discounting and raised questions about the commonly assumed relationship between discounting and the construct of impulsivity.     

The etiology of behavioral problems and competencies in very young twins

Although genetic and environmental influences on behavior problems in middle childhood and adolescence have been well-studied, little is known about the etiology of behavior problems in very early childhood. The present study explores genetic and environmental contributions to individual differences in behavior problems and competences in an infant-toddler sample of twins. There were 1,950 twin pairs (mean age=23.8 months) who were rated by parents on the Infant-Toddler Social and Emotional Assessment. All four domains (Externalizing, Internalizing, Dysregulation, Competence) and 20 subscales-indices on the Infant-Toddler Social and Emotional Assessment displayed significant heritability. There were also substantial shared environmental influences operating on most of the domains and subscales. Compared with behavior problems, behavioral competencies were less heritable and more influenced by shared environments.     

Morality and Freedom

What might be termed 'the problem of morality' concerns how freedom–restricting principles may be justified, given that we value our freedom. Perhaps an answer can be found in freedom itself. For if the most obvious reason for rejecting moral demands is that they invade one's personal freedom, then the price of freedom from invasive demands that others would otherwise make may well require everyone accepting freedom in general, say, as a value that provides sufficient reason for adhering to principles that serve to maximize, or at least safeguard, freedom in general. But then it is precisely such a value, freedom in general, which can be argued to ground an adequate moral system. Hence whereas the value of freedom appears at first sight to pose problems for moral systems, it can be employed to ground a certain variety of them.     

Neurocognitive development of relational reasoning

Relational reasoning is an essential component of fluid intelligence, and is known to have a protracted developmental trajectory. To date, little is known about the neural changes that underlie improvements in reasoning ability over development. In this event‐related functional magnetic resonance imaging (fMRI) study, children aged 8–12 and adults aged 18–25 performed a relational reasoning task adapted from Raven's Progressive Matrices. The task included three levels of relational reasoning demands: REL‐0, REL‐1, and REL‐2. Children exhibited disproportionately lower accuracy than adults on trials that required integration of two relations (REL‐2). Like adults, children engaged lateral prefrontal cortex (PFC) and parietal cortex during task performance; however, they exhibited different time courses and activation profiles, providing insight into their approach to the problems. As in prior studies, adults exhibited increased rostrolateral PFC (RLPFC) activation when relational integration was required (REL‐2 > REL‐1, REL‐0). Children also engaged RLPFC most strongly for REL‐2 problems at early stages of processing, but this differential activation relative to REL‐1 trials was not sustained throughout the trial. These results suggest that the children recruited RLPFC while processing relations, but failed to use it to integrate across two relations. Relational integration is critical for solving a variety of problems, and for appreciating analogies; the current findings suggest that developmental improvements in this function rely on changes in the profile of engagement of RLPFC, as well as dorsolateral PFC and parietal cortex.     

Stimulus and response conflict processing during perceptual decision making

Encoding and dealing with conflicting information is essential for successful decision making in a complex environment. In the present fMRI study, stimulus conflict and response conflict are contrasted in the context of a perceptual decision-making dot-motion discrimination task. Stimulus conflict was manipulated by varying dot-motion coherence along task-relevant and task-irrelevant dimensions. Response conflict was manipulated by varying whether or not competing stimulus dimensions provided evidence for the same or different responses. The right inferior frontal gyrus was involved specifically in the resolution of stimulus conflict, whereas the dorsal anterior cingulate cortex was shown to be sensitive to response conflict. Additionally, two regions that have been linked to perceptual decision making with dot-motion stimuli in monkey physiology studies were differentially engaged by stimulus conflict and response conflict. The middle temporal area, previously linked to processing of motion, was strongly affected by the presence of stimulus conflict. On the other hand, the superior parietal lobe, previously associated with accumulation of evidence for a response, was affected by the presence of response conflict. These results shed light on the neural mechanisms that support decision making in the presence of conflict, a cognitive operation fundamental to both basic survival and high-level cognition.     

Combating Academic Fraud: Are Students Reticent about Uncovering the Covert?

This study links Cressey’s established fraud triangle theory to a recently developed academic fraud risk triangle as a platform for identifying the determinants of academic fraud risk factors. The study then evaluates the magnitude and extent to which students are willing to confront the realities of academic fraud and move towards a culture of academic integrity. Most of the studies pertaining to combating academic fraud have primarily been the opinions of the researchers, namely, the faculty. Although students may not be expected to police the fight against academic fraud, their opinions as to what would work and what would not, have not been sufficiently examined, and this study contributes to filling that void. We explore the agreement among students and groups of students concerning specific deterrent strategies. We find two types of strategies, student action and faculty/administration action. Results from 740 students surveyed found that the most widely supported strategies are stronger penalties, parental notification, an anonymous tip line, and administering a uniform policy. The least supported strategies were academic honor code, no strategy at all, requiring an ethics course, and leaving individual instructors to determine penalties. Further, full time, domestic, undergraduate, and male students favor student action strategies, which are more reactionary and less punitive.     

Sensory Over-Responsivity in Elementary School: Prevalence and Social-Emotional Correlates

Sensory over-responsivity (SOR) towards tactile and auditory input can impact children’s participation in academic and social activities; however the prevalence of SOR behaviors and their relation to social-emotional problems and competence has not been rigorously studied. This study investigated SOR in a representative sample of elementary school-aged children (n = 925, 50% boys, ages 7–11 years) who were followed from infancy. Sixteen percent of parents reported that at least four tactile or auditory sensations bothered their children. Being bothered by certain sensations was common while others were relatively rare. Parents of children with versus without elevated SOR in school-age reported higher frequencies of early and co-occurring internalizing, externalizing, and dysregulation problems, and lower levels of concurrent adaptive social behaviors. Early identification of elevated SOR and assessment of concurrent social-emotional status are important to minimize their impact on social adaptive behaviors at school age.