Rethinking speed theories of cognitive development. Increasing the rate of recall without affecting accuracy

Researchers have suggested that developmental improvements in immediate recall stem from increases in the speed of mental processes. However, that inference has depended on evidence from correlation, regression, and structural equation modeling. We provide counter-examples in two experiments in which the speed of spoken recall was manipulated. In one experiment, second-grade children and adults recalled lists of digits more quickly than usual when the lists were presented at a rapid rate of two items per second. In a second experiment, children received lists at a rate of one item per second; half the children were trained (successfully) to speak their responses more quickly than usual, at a rate similar to adults' usual rate. Recall accuracy was completely unaffected by either of these response-speed manipulations. Thus, although response rate is a strong marker of an individual's maturational level, it does not appear to determine the accuracy of immediate recall. These results have important methodological and theoretical implications for human development.     

Intermittent vision and one-handed catching: the effect of general and specific task experience

In Experiment 1, 15 skilled and 15 less skilled participants performed 1-handed catching in 4 conditions. For both groups, catching performance deteriorated significantly when no visual information was available for 40 ms between 20-ms visual samples (20/40) and continued to decline with subsequent increases in the duration between visual samples (i.e., 20/80 and 20/120). In Experiment 2, 50 participants performed a pretest and a posttest in a 20/80 condition, separated by 4 blocks of practice (N=80). Participants who practiced with intermittent vision (20/40, 20/80, and 20/120) exhibited a significant improvement between pretest and posttest. Although general practice with intermittent vision enabled some adaptation, posttest performance did not equal performance in the 1st block of continuous vision.     

Visual illusions affect both movement planning and on-line control: a multiple cue position on bias and goal-directed action

Over the last decade, there has been an interest in the impact of visual illusions on the control of action. Much of this work has been motivated by Milner and Goodale's two visual system model of visual processing. This model is based on a hypothesized dissociation between cognitive judgments and the visual control of action. It holds that action is immune to the visual context that provides the basis for the illusion-induced bias associated with cognitive judgments. Recently, Glover has challenged this position and has suggested that movement planning, but not movement execution is susceptible to visual illusions. Research from our lab is inconsistent with both models of visual-motor processing. With respect to the planning and control model, kinematic evidence shows that the impact of an illusion on manual aiming increases as the limb approaches the target. For the Ebbinghaus illusion, this involved a decrease in the time after peak velocity to accommodate the 'perceived' size of the target. For the Müller-Lyer illusion, the influence of the figure's tails increased from peak velocity to the end of the movement. Although our findings contradict a strong version of the two visual systems hypothesis, we did find dissociations between perception and action in another experiment. In this Müller-Lyer study, perceptual decisions were influenced by misjudgment of extent, while action was influenced by misjudgment of target position. Overall, our findings are consistent with the idea that it is often necessary to use visual context to make adjustments to ongoing movements.     

Self-selected visual information during discrete manual aiming

The authors examined strategic selection of visual samples during manual aiming. Participants (N = 12) wore liquid-crystal goggles while performing discrete movements to a small target. Initially, participants controlled a 40-ms visual sample via a switch in their nonaiming hand. Subsequently, experimenter-imposed strategies required participants to take visual samples before movement initiation or early or late in the movement. Although participants adopted a variety of strategies to optimize the use of vision, they were more likely to select a sample during the early stages of the movement. Experimenter-imposed early and late instructions resulted in longer movement times than did self-selected sampling. Compared with late sampling, early sampling resulted in a temporal advantage with similar accuracy.     

Self- and cross-citations in the Journal of Applied Behavior Analysis and the Journal of the Experimental Analysis of Behavior: 1993-2003

Self- and cross-citations in JABA and JEAB from 1993 through 2003 were examined. Yearly mean levels of self-citation for JABA and JEAB were 34.9% and 33.2%, respectively. Overall, 7.8% of JABA citations were JEAB articles, and 0.6% of JEAB citations were JABA articles. The former value, but not the latter, is substantially higher than the cross-citation level reported for earlier years. The two JEAB articles most often cited in JABA were published over 20 years ago and are concerned with establishing operations and the matching law.     

The effects of a pre-movement delay on the kinematics of prehension in middle childhood

The present study examined the effects of a pre-movement delay on the kinematics of prehension in middle childhood. Twenty-five children between the ages of 5 and 11 years made visually open-loop reaches to two different sized objects at two different distances along the midline. Reaches took place either (i) immediately, or (ii) 2 s after the occlusion of the stimulus. In all age groups, reaches following the pre-movement delay were characterised by longer movement durations, lower peak velocities, larger peak grip apertures and longer time spent in the final slow phase of the movement. This pattern of results suggests that the representations that control the transport and grasp component are affected similarly by delay, and is consistent with the results previously reported for adults. Such representations therefore appear to develop before the age of 5.     

Online versus offline processing of visual feedback in the control of movement amplitude

Researchers have suggested that visual feedback not only plays a role in the correction of errors during movement execution but that visual feedback from a completed movement is processed offline to improve programming on upcoming trials. In the present study, we examined the potential contribution of online and offline processing of visual feedback by analysing spatial variability at various kinematic landmarks in the limb trajectory (peak acceleration, peak velocity, peak negative acceleration and movement end). Participants performed a single degree of freedom video aiming task with and without vision of the cursor under four criterion movement times (225, 300, 375 and 450 ms). For movement times of 225 and 300 ms, the full vision condition was less variable than the no vision condition. However, the form of the variability profiles did not differ between visual conditions suggesting that the contribution of visual feedback was due to offline processes. In the 375 and 450 ms conditions, there was evidence for both online and offline control as the form of the variability profiles differed significantly between visual conditions.     

Procedural learning in perceptual categorization

In two experiments, observers learned two types of category structures: those in which perfect accuracy could be achieved via some explicit rule-based strategy and those in which perfect accuracy required integrating information from separate perceptual dimensions at some predecisional stage. At the end of training, some observers were required to switch their hands on the response keys, whereas the assignment of categories to response keys was switched for other observers. With the rule-based category structures, neither change in response instructions interfered with categorization accuracy. However, with the information-integration structures, switching response key assignments interfered with categorization performance, but switching hands did not. These results are consistent with the hypothesis that abstract category labels are learned in rule-based categorization, whereas response positions are learned in information-integration categorization. The association to response positions also supports the hypothesis of a procedural-learning-based component to information integration categorization.     

Hillel and Confucius: The prescriptive formulation of the golden rule in the Jewish and Chinese Confucian ethical traditions

A prospective convert asked Hillel to teach him the entire Torahwhile standing on one foot. Hillel replied, “What is hateful to yourself, do not do to your fellow man. That isthe whole of Torah and the remainder is but commentary. Go and study it.” (Hillel:Shab. 31; emphasis added)Zigong: “Is there asingle word that can serve as a guide to conduct throughout one’s life?” Confucius said: “Perhaps the word ‘shu’, ‘reciprocity’: ‘Do not do to others what you would not want others to do to you’.” (Analects: 15.24; see alsoAnalects. 12 andZhongyong. 13.3; emphasis added)¹     

Prozeß-Erlebnisorientierte Psychotherapie – Ein Überblick: Teil 2

Zusammenfassung Die Proze?-erlebnisorientierte Psychotherapie ist eine neohumanistische Behandlungsform, in der versucht wird, eine kreative Verbindung zwischen einer eher klientzentrierten, echten, wertsch?tzenden und empathischen Beziehung und einem eher aktiven, aufgabenorientierten und proze?-direktiven Stil der Gestalt-Psychotherapie herzustellen. Diese Therapieform ist wissenschaftlich fundiert (im Sinne von Grawe 1997). Ihre Krankheitslehre wurde durch Beitr?ge aus der modernen psychologischen Theorie erg?nzt. Die Behandlung umfa?t eine Reihe wesentlicher therapeutischer Aufgaben, die charakterisiert sind durch spezifische Hinweise oder Zeichen auf Klientenseite, L?sungsstufen, verschiedene Schritte, die ein Klient auf dem Weg zur L?sung der Aufgaben durchl?uft und therapeutische Interventionen, die den Klienten auf diesem Weg unterstützen. In diesem zweiten Teil der übersicht werden spezifische therapeutische Aufgaben beschrieben. Schlie?lich werden praktische Implikationen diskutiert und Ergebnisse zum Therapieeffekt berichtet.