TENI: A comprehensive battery for cognitive assessment based on games and technology

TENI (Test de Evaluación Neuropsicológica Infantil) is an instrument developed to assess cognitive abilities in children between 3 and 9 years of age. It is based on a model that incorporates games and technology as tools to improve the assessment of children’s capacities. The test was standardized with two Chilean samples of 524 and 82 children living in urban zones. Evidence of reliability and validity based on current standards is presented. Data show good levels of reliability for all subtests. Some evidence of validity in terms of content, test structure, and association with other variables is presented. This instrument represents a novel approach and a new frontier in cognitive assessment. Further studies with clinical, rural, and cross-cultural populations are required.     

Keeping an “I” on PRIDE: Measuring Imitation in Parent-Child Interaction Therapy

In parent–child interaction therapy (PCIT), therapists encourage parents to imitate child behaviors in order to convey approval of the child’s actions and promote the development of linguistic and social–cognitive skills. However, the Dyadic Parent-Child Interaction Coding System (DPICS-IV), used to measure skills taught during PCIT, does not include guidelines for coding parent–child imitation, making it difficult to determine how PCIT affects it. The current study addresses this problem by developing guidelines for coding imitation, which were then used to code DPICS-IV segments from 58 Mexican American families that participated in a past clinical trial. Results suggest that these coding guidelines can be used to reliably measure parent and child imitation. A series of additional analyses supported the construct validity of the codes. Specifically, there was a trend for parent imitation, but not child imitation, to increase more from pre–post treatment in PCIT relative to treatment as usual. In addition, parents who imitate their children were found to have children who imitate them more in return. Finally, improvement in parent imitation, but not child imitation, was significantly related to a decrease in child behavior problems. Further study is needed to determine the optimal frequency of imitation, and findings suggest that additional attention to coaching imitation may be warranted.     

Mechanisms of contextual control when contexts are informative to solve the task

An experiment was conducted using a human instrumental learning task with the goal of evaluating the mechanisms underlying the deleterious effect of context-switching on responding to an unambiguous stimulus when contexts are informative to solve the task. Participants were trained in a context-based reversal discrimination in which two discriminative stimuli (X and Y) interchange their meaning across contexts A and B. In context A, discriminative stimulus Z consistently announced that the relationship between a specific instrumental response (RI) and a specific outcome (O1) was in effect. Performance in the presence of stimulus Z was equally deteriorated when the test was conducted outside the training context, regardless of whether the test context was familiar (context B) or new (context C). This result is consistent with the idea that participants code all the information presented in an informative context as context-specific with the context playing a role akin to an occasion setter.     

Bayesian Rationality for the Wason Selection Task? A Test of Optimal Data Selection Theory

Oaksford and Chater (1994) proposed to analyse the Wason selection task as an inductive instead of a deductive task. Applying Bayesian statistics, they concluded that the cards that participants tend to select are those with the highest expected information gain. Therefore, their choices seem rational from the perspective of optimal data selection. We tested a central prediction from the theory in three experiments: card selection frequencies should be sensitive to the subjective probability of occurrence for individual cards. In Experiment 1, expected frequencies of the p- and the q-card were manipulated independently by concepts referring to large vs. small sets. Although the manipulation had an effect on card selection frequencies, there was only a weak correlation between the predicted and the observed patterns. In the second experiment, relative frequencies of individual cards were manipulated more directly by explicit frequency information. In addition, participants estimated probabilities for the four logical cases and of the conditional statement itself. The experimental manipulations strongly affected the probability estimates, but were completely unrelated to card selections. This result was replicated in a third experiment. We conclude that our data provide little support for optimal data selection theory.     

The Gettier Intuition from South America to Asia

Journal of Indian Council of Philosophical Research - This article examines whether people share the Gettier intuition (viz. that someone who has a true justified belief that p may nonetheless fail...     

Time and order effects on causal learning

Five experiments were conducted to explore trial order and retention interval effects upon causal predictive judgments. Experiment 1 found that participants show a strong effect of trial order when a stimulus was sequentially paired with two different outcomes compared to a condition where both outcomes were presented intermixed. Experiment 2 found that a 48-h retention interval eliminates the trial order effect, so that participants gave a global judgment about the relationship between the stimulus and the two outcomes equivalent to the one given by participants that received the two phases intermixed. This result was replicated in Experiment 3 in a situation in which the probability of the outcome in the presence of the cue was changed from .5 for both outcomes (Experiments 1, 2, 4, and 5) to .75 and .25 for outcomes 1 and 2, respectively. Experiment 4 found that retention intervals ranging from 45 min to 48 h eliminated the trial order effect similarly. Experiment 5 found that a 10-min retention interval replicated the effect of time upon sequential training found in precedent experiments, regardless of whether participants remained within the laboratory during the retention interval or spent it outside. The combined results of this experimental series suggest that retention intervals reduce retroactive interference in causal learning by allowing participants to use all the information presented across phases, rather than differentially increasing or decreasing retrieval of information about each of them.     

Partial reinforcement and context switch effects in human predictive learning

Human participants were trained in a trial-by-trial contingency judgements task in which they had to predict the probability of an outcome (diarrhoea) following different cues (food names) in different contexts (restaurants). Cue P was paired with the outcome on half of the trials (partial reinforcement), while cue C was paired with the outcome on all the trials (continuous reinforcement), both cues in Context A. Test was conducted in both Context A and a different but equally familiar context (B). Context change decreased judgements to C, but not to P (Experiment 1). This effect was found only in the cue trained in the context where a different cue was partially reinforced (Experiment 2). Context switch effects disappeared when different cues received partial reinforcement in both contexts of training (Experiment 3). The implications of these results for an explanation of context switch effects in terms of ambiguity in the meaning of the cues prompting attention to the context (e.g., Bouton, 1997) are discussed.     

Context change and retention interval can have additive, rather than interactive, effects after taste aversion extinction

Spontaneous forgetting is often attributed to retrieval failure caused by natural changes in the background context that occur over time. However, some investigators have argued that the context-change account of forgetting is paradoxical, because context-change effects themselves decrease over time. To resolve the paradox, we have suggested that organisms may merely forget the physical context as the temporal context in which it is embedded changes; this explanation accepts a fundamental similarity between time and physical context. The present experiment tested an implication of this analysis by examining the interaction between retention interval and context change in rats after a taste aversion was conditioned and then extinguished. Importantly, subjects tested at the longer (24-day) retention interval received reminder exposure to the physical contexts before testing. Under these conditions, retention interval and context change both caused relapse of the extinguished aversion (spontaneous recovery and renewal, respectively), and the strongest overall relapse was observed when the two treatments were combined. Such additivity (rather than interactivity) is consistent with a context-change account of forgetting and sets the stage for resolution of the context-forgetting paradox.