Attention performance in an epidemiological sample of urban children: The role of gender and verbal intelligence

Abstract

We administered a comprehensive attentional battery to an epidemiologically defined sample of 435 first-and second-grade children to assess the influence of gender and verbal intelligence on attention. The battery included three versions of the continuous performance test (CPT), two digit cancellation tasks, three subtests from the WISC-R, and the Wisconsin Card Sorting Test. The results indicated that both gender and intelligence had an impact on attentional performance. Girls performed better than boys; they made fewer errors on the CPT and obtained higher scores on the digit cancellation task and the Coding subtest of the WISC-R. Children with higher verbal intelligence also performed better on the attentional tests, but this advantage was not observed across measures or levels of performance. For example, children with limited verbal skills performed significantly worse than their peers only in measures with high processing demands (the degraded CPT and the distraction version of the digit cancellation task).     

Behavioral Approach System (BAS) Sensitivity and Bipolar Spectrum Disorders: A Retrospective and Concurrent Behavioral High-Risk Design

In this article, we tested the vulnerability hypothesis of the behavioral approach system (BAS) hypersensitivity model of bipolar disorders. We examined whether self-reported BAS sensitivity predicts lifetime bipolar spectrum diagnoses as well as symptoms and personality characteristics associated with bipolar disorder using a retrospective and concurrent behavioral high-risk design. Participants with high (HBAS; n=28) or moderate (MBAS; n=24) BAS sensitivity were selected and given a lifetime psychiatric diagnostic interview and self-report measures of proneness to bipolar symptoms, current symptoms, and personality characteristics relevant to bipolarity. HBAS participants were significantly and substantially more likely to have a lifetime bipolar spectrum disorder diagnosis than were MBAS participants, but did not differ from MBAS participants in their likelihood of a unipolar depression diagnosis. Also, the HBAS group exhibited higher impulsivity and proneness to hypomanic symptoms than the MBAS group, and BAS-reward responsiveness predicted hypomanic personality characteristics. Finally, high behavioral inhibition system (BIS) sensitivity was associated with proneness to and current depressive symptoms.

Object boundaries influence toddlers' performance in a search task

Previous research has shown that young children have difficulty searching for a hidden object whose location depends on the position of a partly visible physical barrier. Across four experiments, we tested whether children's search errors are affected by two variables that influence adults' object-directed attention: object boundaries and proximity relations. Toddlers searched for a car that rolled down a ramp behind an occluding panel and stopped on contact with a barrier. The car's location on each trial depended on the placement of the barrier behind one of two doors in the panel. In Experiment 1, when a part of the car (a pompom on an antenna) was visible at the same distance from the object as the barrier wall in past research, search performance was above chance but below ceiling. In Experiments 2 and 3, when the visible part was close to the hidden body of the car and could be seen through one of two windows in the doors of the occluding panel, performance was near ceiling. In Experiment 4, when only the barrier was visible through one of the same windows, performance was at chance. Toddlers' search for a hidden object therefore is affected by the proximity of a visible part of the object, though not by the proximity of a separate visible landmark. These findings suggest a parallel between the object representations of young children and those of adults, whose attention is directed to objects and spreads in a gradient-like fashion within an object.     

Promoting the participation of minorities in research

The current policy of the National Institute of Health designed to increase the participation of women and minorities is radically different from previous policies designed to protect minorities from abuses in research studies. The principal arguments to support this policy are twofold: 1) Increased representation of minorities and women in research would increase the generalizability of research data and allow for valid analyses of differences in subpopulations; and 2) being in a clinical research study is advantageous to participants regardless of the final research study results. It remains unclear whether minorities find these arguments compelling. Instead of telling minorities that participation in research is good for them, the research community should focus on understanding what minority communities want from clinical research and then tailoring the message to meet this need. Persuasive arguments to promote long-term increased representation of minorities in clinical research must come from within minority communities.     

What do two-year-olds understand about hidden-object events?

Preferential-looking studies suggest that by 2 months of age, infants may have knowledge about some object properties, such as solidity. Manual search studies of toddlers examining these same concepts, however, have failed to provide evidence for the same understanding. Investigators have recently attempted to reconcile this disparity but failed to control for the visual novelty of test outcomes. The current design corrected this problem and also tested toddlers' predictions of the object's location. The task involved the same events and apparatus that have been used in manual search tasks but used looking as the dependent measure. Children looked longer when an agent opened the correct door and found no ball than when an incorrect door was opened to reveal no ball. A 2nd experiment indicated that children's preferential-looking performance did not differ from that in manual search tasks simply because additional response time had been allowed to respond. Previous comparisons of looking versus reaching tested children's postdiction response to an object in an unexpected location, but these findings indicate that toddlers can predict where the object should be.     

Learning from successful and failed experience: the moderating role of kind of after-event review

The claim that appropriate "after-event review (AER)" may increase the relative value of drawing lessons from successes, as compared with failures, was examined in the present study. The study was a laboratory experiment in which the effect of type of AER (failure-focused, success-focused, failure- and success-focused, and no AER review) on performance improvement and causal attributions was tested under conditions of earlier success and earlier failure. In general, 2 results were demonstrated: (a) Drawing lessons from successful experience is feasible, and its effectiveness is contingent upon the type of AER. More specifically, after successful events, the most effective review is that of wrong actions, whereas after failed events, any kind of event review (correct or wrong actions) is effective. (b) AERs elicit more internal (as opposed to external) and specific (as opposed to general) attributions. These 2 classifications moderate the effect of AERs on task performance.     

Training student teachers to reposition infants frequently

We evaluated the effects of an intervention designed to increase the variety of positions experienced by infants in a child-care setting. Six student teachers were trained, using a multicomponent intervention, to reposition infants according to a chart. The intervention was successful in increasing the mean percentage of correct position changes made by all 6 student teachers, and performance gains by 3 student teachers persisted when supervisor feedback was briefly removed.