New evidence for the prediction of intelligence from infancy

An assumption is made that tests of the infant's ability to recognize a previously seen target tap early cognitive processes similar to those processes employed to solve later tests of intelligence. The recognition memory abilities of normal infants have been found to be superior to those of infants considered to be at risk for later intellectual deficit. Evidence for the predictive validity of infant recognition memory tests emerges from longitudinal studies in which the relationship between the extent of infants' visual preferences for novel targets and later performance on standard tests of intelligence has been examined. Various theoretical and practical consequences flow from these initial discoveries of continuity in intelligent functioning from infancy to childhood.     

The relationship of novelty preferences during infancy to later intelligence and later recognition memory

In the present study, a group of children originally tested for visual novelty preferences at 7 months and seen for estimates of intelligence at 3 years were revisited and tested for intellectual functioning and for visual recognition performance at 5 years. Prediction from performance at 7 months to intellectual functioning at 5 years was significant and remained at the same level as prediction from 7 months to 3 years (r = .42 at each point). In addition, it was shown that data on early novelty preferences could be combined with information on birth-order and parental education to achieve good prediction (R = .65) of five-year IQ scores. A further goal of the present study was to discover if infants' preferences for visual novelty, assumed to be an early measure of visual recognition memory would be more highly associated with later visual recognition performance or with later intellectual level. The results indicate that novelty preferences were more highly related to later intelligence quotients than to later recognition performance and such a pattern of relationships did not to be artificial.     

Compulsory schooling, child study, clinical psychology, and special education. Origins of school psychology.

The historical development of school psychology is discussed in the context of circumstances and individuals significant to its origins. The contributions of Witmer's clinical psychology and Hall's child study demonstrate how early forms of school psychology evolved from their conceptualizations. Even though the specialty did not achieve a stable national identity until the second half of the 20th century, the provision of psychological services in schools is among the earliest fields of applied psychology and has distinct connections to Witmer and Hall.     

Infants' delayed recognition memory and forgetting

Infants 21- to 25-weeks-old devoted more visual fixation to novel than to previously exposed stimuli on immediate and delayed tests of recognition. Abstract black and white patterns were recognized following a 48-hour delay and photos of faces after a 2-week delay. A decline in recognition over 3 hours for targets (face masks) most akin to objects (real faces) in S's environment led to studies of the effect on delayed recognition of exposure to stimuli similar to those to be retained. One-minute delayed recognition for face photos was disrupted by intervening exposure to intermediate similarity stimuli (rotated photos) but was unaffected by exposure to either high (upright photos) or low (rotated line drawings) similarity stimuli. Differentiation among intervening stimuli occurred only for the upright photos used as high-similarity intervening material. In addition, immediate exposure to rotated photos also prevented 3-hour-delayed recognition of upright photos but had no such effect when delayed for 3 hours. The present experiments confirm the existence of long-term recognition memory for pictorial stimuli in the early months of life and show that one source of forgetting is due to a diversion of the infant's attention to material bearing some perceptual similarity to the material to be retained. This diversion of attention must occur soon after immediate recognition testing to produce a reduction of recognition and such deleterious effects last for an appreciable period of time.     

Optimal classifier feedback improves cost-benefit but not base-rate decision criterion learning in perceptual categorization

Unequal payoffs engender separate reward- and accuracy-maximizing decision criteria; unequal base rates do not. When payoffs are unequal, observers place greater emphasis on accuracy than is optimal. This study compares objective classifier (the objectively correct response) with optimal classifier feedback (the optimal classifier's response) when payoffs or base rates are unequal. It provides a critical test of Maddox and Bohil's (1998) competition between reward and accuracy maximization (COBRA) hypothesis, comparing it with a competition between reward and probability matching (COBRM) and a competition between reward and equal response frequencies (COBRE) hypothesis. The COBRA prediction that optimal classifier feedback leads to better decision criterion leaning relative to objective classifier feedback when payoffs are unequal, but not when base rates are unequal, was supported. Model-based analyses suggested that the weight placed on accuracy was reduced for optimal classifier feedback relative to objective classifier feedback. In addition, delayed feedback affected learning of the reward-maximizing decision criterion.     

Contingency management in an introductory psychology course produces better learning

For the contingency management techniques first devised by Keller (1966, 1968) to become a widely accepted teaching method, it is necessary that they be shown (1) to be applicable to general subject matter and (2) to be superior to traditional lecture methods. The present study demonstrated (1) by successfully teaching the material from a standard psychology text. The superiority of contingency management was established by direct comparison of final examination scores from comparable groups taught the same subject matter by either Keller's method or traditional methods. Students taught by Keller's method also rated the course more favorably.     

The strength-based mirror effect in subjective strength ratings: The evidence for differentiation can be produced without differentiation

Criss (Cognitive Psychology 59:297?C319, 2009) reported that subjective ratings of memory strength showed a mirror effect pattern in which strengthening the studied words increased ratings for targets and decreased ratings for lures. She interpreted the effect on lure items as evidence for differentiation, a process whereby lures produce a poorer match to strong than to weak memory traces. However, she also noted that participants might use different mappings between memory evidence and levels of the rating scale when they expected strong versus weak targets; that is, the effect might be produced by decision processes rather than differentiation. We report two experiments designed to distinguish these accounts. Some participants studied pure lists of weak or strong items (presented once or five times, respectively), while others studied mixed lists of half weak and half strong items. The participants from both groups had pure-strength tests: Only strong or only weak items were tested, and the participants were informed of which it would be before the test. The results showed that strength ratings for lures were lower when strong versus weak targets were tested, regardless of whether the study list was pure or mixed. In the mixed-study condition, the effect was produced even after identical study lists, and thus the same degree of differentiation in the studied traces. Therefore, our results suggest that the strength-rating mirror effect is produced by changes in decision processes.     

Difficulty processing temporary syntactic ambiguities in Lewy body spectrum disorder

While grammatical aspects of language are preserved, executive deficits are prominent in Lewy body spectrum disorder (LBSD), including Parkinson’s disease (PD), Parkinson’s dementia (PDD) and dementia with Lewy bodies (DLB). We examined executive control during sentence processing in LBSD by assessing temporary structural ambiguities. Using an on-line word detection procedure, patients heard sentences with a syntactic structure that has high-compatibility or low-compatibility with the main verb’s statistically preferred syntactic structure, and half of the sentences were lengthened strategically between the onset of the ambiguity and its resolution. We found selectively slowed processing of lengthened ambiguous sentences in the PDD/DLB subgroup. This correlated with impairments on measures of executive control. Regression analyses related the working memory deficit during ambiguous sentence processing to significant cortical thinning in frontal and parietal regions. These findings emphasize the role of prefrontal disease in the executive limitations that interfere with processing ambiguous sentences in LBSD.     

Diffusion model drift rates can be influenced by decision processes: An analysis of the strength-based mirror effect

Improving memory for studied items (targets) often helps participants reject nonstudied items (lures), a pattern referred to as the strength-based mirror effect (SBME). Criss (2010) demonstrated the SBME in diffusion model drift rates; that is, the target drift rate was higher and the lure drift rate was lower for lists of words studied 5 times versus lists of words studied once. She interpreted the drift rate effect for lures as evidence for the differentiation process, whereby strong memory traces produce a poorer match to lure items than do weak memory traces. However, she noted that strength may have also affected a model parameter called the drift criterion-a participant-controlled decision parameter that defines the zero point in drift rate. We directly contrasted the differentiation and drift-criterion accounts by manipulating list strength either at both encoding and retrieval (which produces a differentiation difference in the studied traces) or at retrieval only (which equates differentiation from the study list but provides the opportunity to change decision processes based on strength). Across 3 experiments, results showed that drift rates for lures were lower on strong tests than on weak tests, and this effect was observed even when strength was varied at retrieval alone. Therefore, results provided evidence that the SBME is produced by changes in decision processes, not by differentiation of memory traces. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Longitudinal Associations among Fathers' Perception of Coparenting,Partner Relationship Quality,and Paternal Stress during Early Childhood

This study examined the longitudinal and concurrent associations among fathers' perceptions of partner relationship quality (happiness, conflict), coparenting (shared decision making, conflict), and paternal stress. The sample consisted of 6,100 children who lived with both biological parents at 24 and 48 months in the Early Childhood Longitudinal Study‐Birth Cohort data set. The results showed that there are significant and concurrent associations between fathers' perceptions of the coparenting relationship and paternal stress, and between partner relationship quality and paternal stress. There was also a positive direct longitudinal association between partner relationship conflict and paternal stress. However, we found only one longitudinal cross‐system mediation effect: fathers' perception of coparenting conflict at 48 months mediated the association between partner relationship conflict at 24 months and paternal stress at 48 months. The family practice implications of these findings are discussed.