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911.
Angela Heine Sascha Tamm Bert De Smedt Michael Schneider Verena Thaler Joke Torbeyns 《Child neuropsychology》2013,19(5):461-477
Sixty-six primary school children were selected, of which 21 scored low on a standardized math achievement test, 23 were normal, and 22 high achievers. In a numerical Stroop experiment, children were asked to make numerical and physical size comparisons on digit pairs. The effects of congruity and numerical distance were determined. All children exhibited congruity and distance effects in the numerical comparison. In the physical comparison, children of all performance groups showed Stroop effects when the numerical distance between the digits was large but failed to show them when the distance was small. Numerical distance effects depended on the congruity condition, with a typical effect of distance in the congruent, and a reversed distance effect in the incongruent condition. Our results are hard to reconcile with theories that suggest that deficits in the automaticity of numerical processing can be related to differential math achievement levels. Immaturity in the precision of mappings between numbers and their numerical magnitudes might be better suited to explain the Stroop effects in children. However, as the results for the high achievers demonstrate, in addition to numerical processing capacity per se, domain-general functions might play a crucial role in Stroop performance, too. 相似文献
912.
Michael W. Kirkwood John W. Kirk Robert Z. Blaha Pamela Wilson 《Child neuropsychology》2013,19(6):604-618
Neuropsychological test interpretation rests upon the assumption that the examinee has exerted full effort. If an individual provides inadequate effort during exam, the resulting data will be invalid and represent an underestimate of the person's true abilities. Although youth have been assumed historically to be less capable of deception than adults, acts of deception in childhood are not uncommon, even in normative populations. Yet, very few cases of children who have provided suboptimal effort during neuropsychological exam have appeared in the scientific literature. We present six clinical cases illustrating that children down to at least age 8 years can present with noncredible performance. The cases include those in which clear external incentives could be identified to those in which intrinsic or psychological factors were presumed to predominate. The fairly diverse nature of the presented cases, along with other recent work, suggests that suboptimal effort in children is apt to occur more frequently than previously recognized, even if it might occur less often than in comparable adult samples. In most of the presented cases, noncredible performance would not have been detected definitively by clinical judgment alone, reinforcing the value of routinely incorporating symptom validity tests into the neuropsychological assessment of school-aged children. The number of effort tests that have demonstrated utility in children pales in comparison to those available to the adult practitioner, although recent research now supports the use of several standalone measures with pediatric patients. 相似文献
913.
Elyse Brauch Lehman Marcia McKinley-Pace Ann Marie Leonard David Thompson Kirk Johns 《The Journal of general psychology》2013,140(1):81-97
The main purpose of this study was to compare the relative importance of selective rehearsal and cognitive inhibition in accounting for developmental changes in the directed-forgetting paradigm developed by R. A. Bjork (1972). In two experiments, children in Grades 2 and 5 and college students were asked to remember some words or pictures and to forget others when items were categorically related. Their memory for both items and the associated remember or forget cues was then tested with recall and recognition. Fifth graders recognized more of the forget-cued words than college students did. The pattern of results suggested that age differences in rehearsal and source monitoring (i.e., remembering whether a word had been cued remember or forget) were better explanatory mechanisms for children's forgetting inefficiencies than retrieval inhibition was. The results are discussed in terms of a multiple process view of inhibition. 相似文献
914.
915.
Interest in mindfulness and its enhancement has burgeoned in recent years. In this article, we discuss in detail the nature of mindfulness and its relation to other, established theories of attention and awareness in day-to-day life. We then examine theory and evidence for the role of mindfulness in curtailing negative functioning and enhancing positive outcomes in several important life domains, including mental health, physical health, behavioral regulation, and interpersonal relationships. The processes through which mindfulness is theorized to have its beneficial effects are then discussed, along with proposed directions for theoretical development and empirical research. 相似文献
916.
Alice F. Healy Vivian I. Schneider Blu McCormick Deanna M. Fierman Carolyn J. Buck-Gengler Immanuel Barshi 《Journal of applied research in memory and cognition》2013,2(3):192-199
Three experiments involved college students receiving and following instructions of various lengths for navigating in a three-dimensional space displayed on a computer screen. The purpose was to evaluate which is the best modality for presenting navigation instructions so that they can be executed successfully. Single modalities (read, hear, and see) were considered along with dual modalities presented simultaneously or successively. It was found that when there were differences between single modalities, generally execution accuracy was best for see and worst for read. Information presented in two modalities did not yield better accuracy than information presented twice in a single modality. Also, the ordering of modalities depended on the extent of practice. Thus, presentation modality does not have a consistently large effect on receiving and following navigation instructions. Repetition and the amount of practice are much more important variables than is presentation modality in determining how well navigation instructions are followed. 相似文献
917.
918.
John F. Stins Iris K. Schneider Sander L. Koole Peter J. Beek 《Advances in cognitive psychology / University of Finance and Management in Warsaw》2015,11(3):77-83
The present study examined the differential effects of kinesthetic imagery (first
person perspective) and visual imagery (third person perspective) on postural
sway during quiet standing. Based on an embodied cognition perspective, the
authors predicted that kinesthetic imagery would lead to activations in
movement-relevant motor systems to a greater degree than visual imagery. This
prediction was tested among 30 participants who imagined various motor
activities from different visual perspectives while standing on a strain gauge
plate. The results showed that kinesthetic imagery of lower body movements, but
not of upper body movements, had clear effects on postural parameters (sway path
length and frequency contents of sway). Visual imagery, in contrast, had no
reliable effects on postural activity. We also found that postural effects were
not affected by the vividness of imagery. The results suggest that during
kinesthetic motor imagery participants partially simulated (re-activated) the
imagined movements, leading to unintentional postural adjustments. These
findings are consistent with an embodied cognition perspective on motor
imagery. 相似文献
919.
Sarah M. Jackson Amy L. Hillard Tamera R. Schneider 《Social Psychology of Education》2014,17(3):419-438
Implicit biases can foster negative attitudes and lead to damaging stereotypical behaviors. Stereotypes can negatively affect the education, hiring, promotion, and retention of women in science, technology, engineering, and mathematics (STEM). This study evaluated the impact of diversity training on university faculty ( \(N = 234\) ) by assessing changes in implicit associations and explicit attitudes toward women in STEM. Personal implicit associations about women in STEM improved for men, but not for women who already tended toward more positive implicit associations at pre-test. Men were more likely than women to explicitly endorse stereotypes about women in STEM at both pre- and post-test, and these attitudes did not change as a result of the diversity training. These findings suggest that participation in a brief diversity training can improve implicit associations about women in STEM. 相似文献
920.
K. Wolfe Schneider A. Anguiano L. Axell C. Barth K. Crow M. Gilstrap B. A. Hamlington S. Lesh L. Mullineaux A. Kulchak Rahm E. Strait M. Freivogel 《Journal of genetic counseling》2014,23(4):640-646
The recent introduction of clinically available next generation sequencing (NGS) cancer panels has presented new challenges for genetic counselors. Determining which patients are appropriate for NGS panel testing is complex. Due to the large number of genes included in the NGS panels, thorough and appropriate pre-test counseling and interpretation of NGS results can be a time-consuming and difficult process. Many of the genes associated with increased cancer risk lack published clinical management guidelines and estimates of cancer risk for individuals with deleterious mutations. In order to efficiently and effectively review the clinical utility of NGS panels, Colorado cancer genetic counselors formed a working group to gain a better understanding of the genes included in NGS cancer panels. This publication reports on the approach of this group, the process used to evaluate a selected NGS panel, future directions for this collaboration, and ideas for other genetic counselors to form similar groups to efficiently evaluate new technologies and improve practice. 相似文献