Understanding deliberate practice in preschool-aged children

Deliberate practice is essential for skill acquisition and expertise and may be a direct consequence of episodic foresight. However, little is known about how deliberate practice develops in children. We present two experiments testing children's ability to selectively practise a behaviour that was going to be useful in future and to reason about the role of practice in skill formation. Five-year-olds demonstrated an explicit understanding of deliberate practice both in selectively choosing to practise a future-relevant skill and in predicting skill change in others based on their practice. Four-year-olds showed some capacities, but failed to demonstrate consistent understanding of the relationship between practice and skill improvement. Children's understanding of this relationship was significantly related to their understanding of how information leads to knowledge, suggesting that both may draw on similar cognitive developmental changes.     

Masked orthographic priming: The effect of prime-target legibility

The occurrence of extensive orthographic form-priming may provide reasons for preferring connectionist-type models over table-lookup (algorithmic) ones. Short-term masked priming procedures, using either tachistoscopic identification or lexical decision as the response measure, have shown consistent form-priming effects. Unfortunately, different results emerge depending on the procedure used. With the identification procedure, almost any orthographic overlap between prime and target is sufficient for priming to occur, but with the lexical decision procedure, form priming effects are much more limited in scope. The experiments reported here show that accuracy in the masked identification paradigm is influenced by the legibility of the target stimulus when superimposed on an image of the prime, even though there is no orthographic overlap between the two stimuli. Yet for the lexical decision version of the masked priming procedure there is no difference in latency or error rate as a function of legibility. It is further shown that the presence or absence of the legibility effect has little to do with the nature of the task required of the subject, but is instead a function of the duration of the target--i.e. the legibility effect depends on having the prime and the target both displayed rapidly, and both masked. Failing to take legibility effects into account may lead to problems in interpreting the exact extent of form-priming effects in studies that use the identification procedure.     

Interpreting Direction of Anxiety Within Hanin's Individual Zone of Optimal Functioning

Abstract

The purpose of this study was to examine Jones' (1991) directionality hypothesis and Hanin's (2000) individual zone of optimal functioning model. Swimmers' performance was examined to determine if cognitive and somatic anxiety was within cognitive and somatic individual zones of optimal functioning (IZOFs). Direction of cognitive and somatic anxiety was examined to determine if anxiety within IZOFs would be reported as facilitative to performance. One 3×3 (cognitive anxiety X somatic anxiety) ANOVA was calculated using ipsative t scores as the performance dependent variable. Two separate one factor ANOVAs for cognitive anxiety and somatic anxiety were calculated using ipsatized cognitive and somatic direction scores as the dependent variables. Results indicated support for Hanin's IZOF theory relative to intensity of cognitive anxiety, however, interpretations of anxiety within IZOFs failed to provide support for the directional hypothesis. Results are explained via examination of extant anxiety-performance and directionality literature. Potential limitations and implications for future research are discussed.     

Psychological Skills Do Not Always Help Performance: The Moderating Role of Narcissism

Psychological skills are typically viewed as beneficial to performance in competition. Conversely, narcissists appear to thrive in competitive environments so should not need psychological skills to the same degree as less narcissistic individuals. To investigate this moderating hypothesis high-standard ice-skaters completed measures of narcissism, psychological skills, and anxiety before performing their competition routine during training. A week later, participants performed the same routine in competition. Performance was operationalized as the difference between competition and training scores. Moderated regression analyses revealed that narcissism moderated the relationship between psychological skills and performance. Psychological skill effectiveness depends on an individual's degree of narcissism.     

The Relationship between Socio-demographic Characteristics, Family Environment, and Caregiver Coping in Families of Children with Cancer

The factors that influence caregiver coping mechanism preferences after a child’s diagnosis with cancer are not fully understood. This study examines the relationship between caregivers’ socio-demographic characteristics and the coping strategies they use to adapt to childhood cancer. Sixty caregivers of pediatric cancer patients completed a socio-demographic questionnaire, the Family Environment Scale, and the COPE inventory. There were no significant differences in family environment by income or education. Caregiver educational attainment was positively associated with use of planning and active coping styles, while income was not associated with caregiver coping style. Mothers were more likely than fathers to use active coping, instrumental support, religious coping, and emotional support. Men with lower education engaged in greater substance use coping and lower planning. The findings show that educational attainment and caregiver gender influence caregiver coping styles following a pediatric cancer diagnosis and suggest that educational attainment rather than financial resources drive the association between SES and coping. Programs that address educational gaps and teach caregivers planning and active coping skills may be beneficial for parents with lower educational attainment, particularly men.