Development of learning-disabled and normally achieving children's causal attributions

The causal attributions of learning-disabled (LD) and normally achieving (NA) children in grades 3 through 8 were compared. Attributions were measured by two scales that asked children to attribute hypothetical academic failure situations to factors that were either within (e.g., insufficient effort) or beyond (e.g., insufficient ability, blaming others) their control. Consistent with a learned helplessness hypothesis, LD girls, regardless of age, were more likely than NA children to attribute their failures to factors beyond their control. In contrast, LD boys' explanations for their failures paralleled those of NA children. That is, with increasing age the LD boys were more likely to attribute their failures to insufficient effort. Explanations and implications of sex differences in developmental patterns of LD children's causal attributions are discussed.The authors wish to thank Ruth Dusseault and Betty Wallace for their help in conducting this research. We also wish to thank the teachers, children, and administrators from the Leon County Schools for their cooperation.     

Intuition in insight and noninsight problem solving

People’s metacognitions, both before and during problem solving, may be of importance in motivating and guiding problem-solving behavior. These metacognitions could also be diagnostic for distinguishing among different classes of problems, each perhaps controlled by different cognitive processes. In the present experiments, intuitions on classic insight problems were compared with those on noninsight and algebra problems. The findings were as follows: (1) subjective feeling of knowing predicted performance on algebra problems but not on insight problems; (2) subjects’ expectations of performance greatly exceeded their actual performance, especially on insight problems; (3) normative predictions provided a better estimate of individual performance than did subjects’ own predictions, especially on the insight problems; and, most importantly, (4) the patterns-of-warmth ratings, which reflect subjects’ feelings of approaching solution, differed for insight and noninsight problems. Algebra problems and noninsight problems showed a more incremental pattern over the course of solving than did insight problems. In general, then, the data indicated that noninsight problems were open to accurate predictions of performance, whereas insight problems were opaque to such predictions. Also, the phenomenology of insight-problem solution was characterized by a sudden, unforeseen flash of illumination. We propose that the difference in phenomenology accompanying insight and noninsight problem solving, as empirically demonstrated here, be used to define insight.     

Duration of negative practice and the reduction of leg pounding of a traumatically brain-injured adult

This study evaluated the relative efficacy of long (1 minute) and short (15 seconds) durations of negative practice for reducing self-stimulatory leg pounding of a traumatically brain-injured adult. In individual social skill training classes, long negative practice and short negative practice were administered concurrently in an alternating treatments design. Generalization of treatment effects outside of training sessions was assessed during the client's lunch period. The results revealed that both durations of negative practice were equally effective in reducing leg pounding during training sessions. However, the effects of training did not generalize to settings in which the practice contingency was not enforced. Pounding was more frequent and negative practice somewhat less effective during periods of high social stimulation.     

Visual attention to own- versus other-race faces: Perspectives from learning mechanisms and task demands

Multiple factors have been proposed to contribute to the other-race effect in face recognition, including perceptual expertise and social-cognitive accounts. Here, we propose to understand the effect and its contributing factors from the perspectives of learning mechanisms that involve joint learning of visual attention strategies and internal representations for faces, which can be modulated by quality of contact with other-race individuals including emotional and motivational factors. Computational simulations of this process will enhance our understanding of interactions among factors and help resolve inconsistent results in the literature. In particular, since learning is driven by task demands, visual attention effects observed in different face-processing tasks, such as passive viewing or recognition, are likely to be task specific (although may be associated) and should be examined and compared separately. When examining visual attention strategies, the use of more data-driven and comprehensive eye movement measures, taking both spatial–temporal pattern and consistency of eye movements into account, can lead to novel discoveries in other-race face processing. The proposed framework and analysis methods may be applied to other tasks of real-life significance such as face emotion recognition, further enhancing our understanding of the relationship between learning and visual cognition.     

The relationship between numerical mapping abilities,maths achievement and socioeconomic status in 4- and 5-year-old children

Background

Early numeracy skills are associated with academic and life-long outcomes. Children from low-income backgrounds typically have poorer maths outcomes, and their learning can already be disadvantaged before they begin formal schooling. Understanding the relationship between the skills that support the acquisition of early maths skills could scaffold maths learning and improve life chances.

Aims

The present study aimed to examine how the ability of children from different SES backgrounds to map between symbolic (Arabic numerals) and non-symbolic (dot arrays) at two difficulty ratios related to their math performance.

Sample

Participants were 398 children in their first year of formal schooling (Mean age = 60 months), and 75% were from low SES backgrounds.

Method

The children completed symbolic to non-symbolic and non-symbolic to symbolic mapping tasks at two difficulty ratios (1:2; 2:3) plus standardized maths tasks.

Results

The results showed that all the children performed better for symbolic to non-symbolic mapping and when the ratio was 1:2. Mapping task performance was significantly related to maths task achievement, but low-SES children showed significantly lower performance on all tasks.

Conclusion

The results suggest that mapping tasks could be a useful way to identify children at risk of low maths attainment.     

Dimensional salience as a function of educational attainment and method of discrimination training

The effects of three methods of selective-attention training with 4-sided forms on the salience of an invagination physical dimension in discrimination judgments with a stimulus domain of 12-sided forms were examined for 6-year-old Ss of low and high educational attainment. The results demonstrated that training procedures involving perceptual demonstration or manipulation increase the invagination dimension salience in the 12-sided stimulus domain more than a verbal training procedure for low educational attainment Ss. Implications for the psychophysical study of relatedness of stimulus domains are discussed.     

The relationship between cognitive,motor-kinesthetic,and oculomotor adaptation

The literature concerning adaptation to prism indicates that several adaptive mechanisms may be important. The particular mechanism or mechanisms involved depends (at least in part) upon the type of adaptive exposure. In the present study. three adaptive mechanisms (cognitive. oculomotor, and motor-kinesthetic) were investigated. Ss were asked to point in the dark at an illuminated target. The target was seen displaced from its veridical position due to a wedge prism placed before S’s right eye. The left eye was occluded. Ss then viewed their visual target pointing errors through the displacing prism without seeing any part of their bodies. One group of Ss was instructed to ignore these prism-induced errors and to continue pointing at the target’s visual position. A second group of Ss was instructed to compensate fully for their errors and to at tempt to eliminate them on all future trials. For the latter group errors were completely eliminated, while for Ss instructed to ignore their errors, relatively small improvement in visual target settings occurred. This improvement was called cognitive adaptation, since it depended on the S’s conscious control. In addition. for both conditions. evidence was found that allowing Ss to view their prism-induced pointing errors resulted in some form of motor-kinesthetic adaptation. This adaptation was hypothesized to represent a change in the judged position of the pointing hand relative to its felt position. It was concluded that this motor-kinesthetic adaptation was dependent, in part, upon cognitive information concerning the effects of the prism and that it serves to reduce conflict between cognitive and visual cues, i.e., between what S believes and what he sees.     

Oculomotor adaptation to wedge prisms with no part of the body seen

When S looks at a visual target through prisms, adaptive shifts in reaching behavior occur even though he sees no part of his body through the prisms. These shifts are caused by a change in the judgment of the direction of gaze (oculomotor change), which in turn is caused by two secondary prismatic effects: (a) asymmetry of the visual display and (b) apparent rotation about a vertical axis of a panel or wall facing S. The “asymmetry” factor contributes 22% of the total oculomotor change, and the “rotation” effect contributes the remaining 78%. Oculomotor change is not facilitated by eye-movement activity. The adaptive oculomotor change induces a non-adaptive proprioception change about one-tenth as large as the oculomotor change. These findings are capable of accounting for the previously unexplained results reported by Wooster in 1923, and also for the current controversy about the role of reafferent stimulation in sensorymotor adaptation.