Student driver propensity to engage with distractions – a self-report survey

This paper reports a survey of engagement with, and ratings of, driver distraction, for undergraduate student drivers. Survey data was collected using an anonymous online questionnaire. 530 respondents contributed to the survey during a seven-year data collection period.Results indicate that the three internal-to-vehicle behaviours rated as most distracting when driving were ‘writing text messages’, ‘internet use’, and ‘reading text messages’. The three most frequently undertaken distractions were, ‘(interactions with) adults’, ‘daydreaming’, and ‘eating, drinking or smoking’. Considering external-to-vehicle distractions, the top three rated were ‘environmental conditions’, ‘unexpected objects or events’, and ‘animals behaving unexpectedly’; while the most frequently experienced external distractions were ‘people (behaving normally), ‘busy roads’ and ‘official signage’. Some evidence was found that internal-to-vehicle distractions were relatively more distracting than external-to-vehicle ones, along with limited findings showing significant variation in the amount of engagement with distractions over time. Significant predictive models for engagement with distraction were calculated (for both work-related and non-work-related driving) and found to be broadly in agreement with previous research, although accounting for less variance in the models. Significantly greater engagement with distractions was found during non-work-related driving, when compared to work-related.The data present a picture of ongoing and substantial engagement with distracting behaviours for this population over the data collection period. For example, on a daily or weekly basis, more than three-fifths of respondents reported willingness to read text messages with the vehicle in motion; while just under half indicated that they typically write text messages in the same circumstances. However, the findings do offer some promise that interventions targeted towards non-work-related driving behaviours may be effective to reduce volitional engagement with distractions.     

动作视频游戏对发展性阅读障碍者阅读技能的影响及其内在机制

发展性阅读障碍是一种在获得阅读技能方面的特殊困难, 这种障碍会严重影响个体的发展, 如何帮助发展性阅读障碍者改善其阅读技能是近年来研究的焦点。传统的干预方法主要针对发展性阅读障碍者的语音缺陷, 这类方法存在一些问题, 如费时费力、给阅读障碍者带来阅读压力等。近年来, 大部分研究表明通过趣味性的动作视频游戏训练可以显著地提高发展性阅读障碍者的阅读技能, 但是其背后的机制尚不明确。基于大细胞通路缺陷理论框架, 从视觉空间注意、注意跨通道转换、视觉运动加工等方面来梳理动作视频游戏与阅读之间的关系, 揭示了动作视频游戏训练对阅读效率影响的可能内在机制。未来的研究可以在大细胞通路缺陷理论的框架下, 深入分析动作视频游戏改善阅读的神经机制, 并尝试开发更适合发展性阅读障碍者的干预程序。     

Timing the “magical number seven”: Presentation rate and regularity affect verbal working memory performance

The informative value of time and temporal structure often remains neglected in cognitive assessments. However, next to information about stimulus identity we can exploit temporal ordering principles, such as regularity, periodicity, or grouping to generate predictions about the timing of future events. Such predictions may improve cognitive performance by optimising adaptation to dynamic stimuli. Here, we investigated the influence of temporal structure on verbal working memory by assessing immediate recall performance for aurally presented digit sequences (forward digit span) as a function of standard (1000 ms stimulus-onset-asynchronies, SOAs), short (700 ms), long (1300 ms) and mixed (700–1300 ms) stimulus timing during the presentation phase. Participant's digit spans were lower for short and mixed SOA presentation relative to standard SOAs. This confirms an impact of temporal structure on the classic “magical number seven,” suggesting that working memory performance can in part be regulated through the systematic application of temporal ordering principles.     

A cognitive model of insomnia

Insomnia is one of the most prevalent psychological disorders, causing sufferers severe distress as well as social, interpersonal, and occupational impairment. Drawing on well-validated cognitive models of the anxiety disorders as well as on theoretical and empirical work highlighting the contribution of cognitive processes to insomnia, this paper presents a new cognitive model of the maintenance of insomnia. It is suggested that individuals who suffer from insomnia tend to be overly worried about their sleep and about the daytime consequences of not getting enough sleep. This excessive negatively toned cognitive activity triggers both autonomic arousal and emotional distress. It is proposed that this anxious state triggers selective attention towards and monitoring of internal and external sleep-related threat cues. Together, the anxious state and the attentional processes triggered by it tricks the individual into overestimating the extent of the perceived deficit in sleep and daytime performance. It is suggested that the excessive negatively toned cognitive activity will be fuelled if a sleep-related threat is detected or a deficit perceived. Counterproductive safety behaviours (including thought control, imagery control, emotional inhibition, and difficulty problem solving) and erroneous beliefs about sleep and the benefits of worry are highlighted as exacerbating factors. The unfortunate consequence of this sequence of events is that the excessive and escalating anxiety may culminate in a real deficit in sleep and daytime functioning. The literature providing preliminary support for the model is reviewed and the clinical implications and limitations discussed.     

Infants' reasoning about opaque and transparent occluders in an individuation task

Two experiments document that conceptual knowledge influences 3-year-olds' extension of novel words. In Experiment 1, when objects were described as having conceptual properties typical of artifacts, children extended novel labels for these objects on the basis of shape alone. When the very same objects were described as having conceptual properties typical of animate kinds, children extended novel labels for these objects on the basis of both shape and texture. Moreover, providing a salient perceptual cue (Experiment 2) did not interfere with children's reliance on conceptual information in extending novel words: when an object with eyes was labeled with a novel word in the context of a story describing the object as an artifact, children extended the label on the basis of shape alone (i.e. as though the object were an artifact). These results, which challenge directly the position that 'dumb attentional mechanisms' can account for word learning, stand as evidence for the central role of conceptual information in mapping words to meaning.     

Interruptions improve choice performance in gray jays: prolonged information processing versus minimization of costly errors

Under the assumption that selection favors minimization of costly errors, erroneous choice may be common when its fitness cost is low. According to an adaptive-choice model, this cost depends on the rate at which an animal encounters the choice: the higher this rate, the smaller the cost of choosing a less valuable option. Errors should thus be more common when interruptions to foraging are shorter. A previous experiment supported this prediction: gray jays, Perisoreus canadensis, were more error prone when subjected to shorter delays to access to food rewards. This pattern, though, is also predicted by an attentional-constraints model. Because the subjects were able to inspect the rewards during delays, their improved performance when subjected to longer delays could have been a byproduct of the experimentally prolonged opportunity for information processing. To evaluate this possibility, a follow-up experiment manipulated both delay to access and whether rewards could be inspected during delays. Depriving jays of the opportunity to inspect rewards (using opaque lids) induced only a small, nonsignificant increase in error rate. This effect was independent of length of delay and so the jays' improved performance when subjected to longer delays was not simply a byproduct of prolonged information processing. More definitively, even when the jays were prevented from inspecting rewards during delays, their performance improved when subjected to longer delays. The findings are thus consistent with the adaptive-choice model. Electronic Publication     

Psychosocial Treatment Strategies in the MTA Study: Rationale, Methods, and Critical Issues in Design and Implementation

The Collaborative Multimodal Treatment Study of Children with Attention Deficit Hyperactivity Disorder (ADHD), the MTA, is the first multisite, cooperative agreement treatment study of children, and the largest psychiatric/psychological treatment trial ever conducted by the National Institute of Mental Health. It examines the effectiveness of Medication vs. Psychosocial treatment vs. their combination for treatment of ADHD and compares these experimental arms to each other and to routine community care. In a parallel group design, 579 (male and female) ADHD children, aged 7–9 years, 11 months, were randomly assigned to one of the four experimental arms, and then received 14 months of prescribed treatment (or community care) with periodic reassessments. After delineating the theoretical and empirical rationales for Psychosocial treatment of ADHD, we describe the MTA's Psychosocial Treatment strategy applied to all children in two of the four experimental arms (Psychosocial treatment alone; Combined treatment). Psychosocial treatment consisted of three major components: a Parent Training component, a two-part School Intervention component, and a child treatment component anchored in an intensive Summer Treatment Program. Components were selected based on evidence of treatment efficacy and because they address comprehensive symptom targets, settings, comorbidities, and functional domains. We delineate key conceptual and logistical issues faced by clinical researchers in design and implementation of Psychosocial research with examples of how these issues were addressed in the MTA study.Deceased