Can infant self-locomotion and spatial exploration predict spatial memory at school age?

According to an embodied view of development sensorimotor activity plays a central role in cognitive development. Following this idea, we studied whether the age of achieving self-locomotion milestones and spatial exploration during the first years of life predict spatial memory at (pre)school age. Spatial memory was assessed in 51 children at ages four and six years. Parents reported retrospectively about ages of attainment of self-locomotion milestones and about the children's spatial exploration behaviour during infancy and early toddlerhood. Results show that spatial exploration positively predicts spatial memory at both ages. The age of attainment of self- locomotion does not predict spatial memory at ages four and six. These findings extend previous work that showed a relation between exploration and spatial cognition over a short period of time. Results provide preliminary support to the hypothesis, suggesting that spatial exploration predicts spatial memory also over longer periods of time.     

The ideomotor approach to imitative learning (IMAIL) in infancy: Challenges and future perspectives

The article presents the ideomotor approach to imitative learning (IMAIL). According to IMAIL, imitation rests on the acquisition of bidirectional action–effect associations through the observations of others’ actions and their sensory consequences. The article first outlines the challenges and demands that motivated the development of the theory. Then, it describes the theory in greater detail and presents empirical evidence supporting IMAIL. Finally, it concludes by discussing challenges and avenues for further research.     

Predictors of rapid versus thoughtful judgments of meaning in life

As with other measures of subjective well-being, self-reports of meaning in life (MIL) can be influenced by transient, contextual factors. Further, the sources of information used in judging MIL can vary depending on their relevance and cognitive accessibility. This study examined the effects of differing instructions on the sources of information used to judge MIL. Participants (N?=?103) completed measures of positive affect (PA), religious commitment, and the satisfaction of the needs for competency, autonomy, and relatedness and then were randomly assigned to complete a measure of MIL rapidly, thoughtfully, or using typical instructions. Results showed that condition moderated reliance on PA, autonomy and social relatedness need satisfaction: PA was a stronger predictor of MIL in the thoughtful condition while autonomy and relatedness were more strongly related to MIL in the rapid condition. Implications for our understanding of MIL and future directions are discussed.     

Altruism and health outcomes in multiple sclerosis: The effect of cognitive reserve

Despite age-associated decreases in cognitive and physical abilities, age is not associated with a decrease in ratings of well-being; this phenomenon is termed the ‘paradox of well-being.’ One potential explanation for this paradox may be that older adults place less value on cognitive abilities that have been shown to decrease with age (e.g., memory) and more value on cognitive abilities shown to increase with age (e.g., knowledge). Using online methods, 358 individuals between the ages of 18 and 88 completed a survey assessing the values placed on everyday cognitive abilities, self-ratings for those same abilities, and life satisfaction. Results indicated that there were minimal age-related differences in values placed on everyday cognitive abilities and that values generally did not moderate the relationship between perceptions of cognitive functioning and life satisfaction. Of note, values placed on cognition significantly predicted life satisfaction in younger adults, but not in middle-aged and older adults.     

The SNARC effect in the processing of second-language number words: Further evidence for strong lexico-semantic connections

We present new evidence that word translation involves semantic mediation. It has been shown that participants react faster to small numbers with their left hand and to large numbers with their right hand. This SNARC (spatial-numerical association of response codes) effect is due to the fact that in Western cultures the semantic number line is oriented from left (small) to right (large). We obtained a SNARC effect when participants had to indicate the parity of second-language (L2) number words, but not when they had to indicate whether L2 number words contained a particular sound. Crucially, the SNARC effect was also obtained in a translation verification task, indicating that this task involved the activation of number magnitude.     

Sex differences in mental rotation with polygons of different complexity: Do men utilize holistic processes whereas women prefer piecemeal ones?

Sex differences in mental rotation were investigated as a function of stimulus complexity with a sample size of N = 72. Replicating earlier findings with polygons, mental rotation was faster for males than for females, and reaction time increased with more complex polygons. Additionally, sex differences increased for complex polygons. Most importantly, however, mental rotation speed decreased with increasing complexity for women but did not change for men. Thus, the sex effects reflect a difference in strategy, with women mentally rotating the polygons in an analytic, piecemeal fashion and men using a holistic mode of mental rotation.     

Goal relevance and artificial grammar learning

This investigation used a newly developed artificial grammar learning (AGL) paradigm in which participants were exposed to sequences of stimuli that varied in two dimensions (colours and letters) that were superimposed on each other. Variation within each dimension was determined by a different grammar. The results of two studies strongly suggest that implicit learning in AGL depends on the goal relevance of the to-be-learned dimension. Specifically, when only one of the two stimulus dimensions was relevant for their task (Experiment 1) participants learned the structure underlying the relevant, but not that of the irrelevant dimension. However, when both dimensions were relevant, both structures were learned (Experiment 2). These findings suggest that implicit learning occurs only in dimensions to which we are attuned. Based on the present results and on those of Eitam, Hassin, and Schul (2008) we suggest that focusing on goal relevance may provide new insights into the mechanisms underlying implicit learning.     

Motion coordination affects movement parameters in a joint pick-and-place task

This study examined influences of social context on movement parameters in a pick-and-place task. Participants' motion trajectories were recorded while they performed sequences of natural movements either working side-by-side with a partner or alone. It was expected that movement parameters would be specifically adapted to the joint condition to overcome the difficulties arising from the requirement to coordinate with another person. To disentangle effects based on participants' effort to coordinate their movements from effects merely due to the other's presence, a condition was included where only one person performed the task while being observed by the partner. Results indicate that participants adapted their movements temporally and spatially to the joint action situation: Overall movement duration was shorter, and mean and maximum velocity was higher when actually working together than when working alone. Pick-to-place trajectories were also shifted away from the partner in spatial coordinates. The partner's presence as such did not have an impact on movement parameters. These findings are interpreted as evidence for the use of implicit strategies to facilitate movement coordination in joint action tasks.     

The effect of mathematics anxiety on the processing of numerical magnitude

In an effort to understand the origins of mathematics anxiety, we investigated the processing of symbolic magnitude by high mathematics-anxious (HMA) and low mathematics-anxious (LMA) individuals by examining their performance on two variants of the symbolic numerical comparison task. In two experiments, a numerical distance by mathematics anxiety (MA) interaction was obtained, demonstrating that the effect of numerical distance on response times was larger for HMA than for LMA individuals. These data support the claim that HMA individuals have less precise representations of numerical magnitude than their LMA peers, suggesting that MA is associated with low-level numerical deficits that compromise the development of higher level mathematical skills.     

Measuring the approximate number system

Recent theories in numerical cognition propose the existence of an approximate number system (ANS) that supports the representation and processing of quantity information without symbols. It has been claimed that this system is present in infants, children, and adults, that it supports learning of symbolic mathematics, and that correctly harnessing the system during tuition will lead to educational benefits. Various experimental tasks have been used to investigate individuals' ANSs, and it has been assumed that these tasks measure the same system. We tested the relationship across six measures of the ANS. Surprisingly, despite typical performance on each task, adult participants' performances across the tasks were not correlated, and estimates of the acuity of individuals' ANSs from different tasks were unrelated. These results highlight methodological issues with tasks typically used to measure the ANS and call into question claims that individuals use a single system to complete all these tasks.