A latent variables examination of processing speed, response inhibition, and working memory during typical development

This study addressed three related aims: (a) to replicate and extend previous work regarding the nonunitary nature of processing speed, response inhibition, and working memory during development; (b) to quantify the rate at which processing speed, response inhibition, and working memory develop and the extent to which the development of these latter abilities reflect general changes in processing speed; and (c) to evaluate whether commonly used tasks of processing speed, response inhibition, and working memory are valid and reliable when used with a developmentally diverse group. To address these aims, a latent variables approach was used to analyze data from 147 participants 6-24 years of age. Results showed that processing speed, response inhibition, and working memory were separable abilities and that the extent of this separability was stable across the age range of participants. All three constructs improved as a function of age; however, only the effect of age on working memory remained significant after processing speed was controlled. The psychometric properties of tasks used to assess the constructs were age invariant, thereby validating their use in studies of executive development.     

Exploring the developmental changes in automatic two-digit number processing

Even when two-digit numbers are irrelevant to the task at hand, adults process them. Do children process numbers automatically, and if so, what kind of information is activated? In a novel dot-number Stroop task, children (Grades 1-5) and adults were shown two different two-digit numbers made up of dots. Participants were asked to select the number that contained the larger dots. If numbers are processed automatically, reaction time for dot size judgment should be affected by numerical characteristics. The results suggest that, like adults, children process two-digit numbers automatically. Based on the current findings, we propose a developmental trend for automatic two-digit number processing that goes from decomposed sequential (activation of decade digit followed by that of unit digit) to decomposed parallel processing (simultaneous activation of decade and unit digits).     

Changes in infants' affect related to the onset of independent locomotion

Previous research suggests that after gaining several weeks of independent locomotor experience, infants may show both more negative and more positive affect toward parents. However, this prior work has been based largely on parent report, and no studies have used longitudinal or naturalistic methods to chart changes in infants’ affective expressions as they gain locomotor ability. Fifteen infants were observed at home before, during, and after learning to crawl in two naturalistic contexts, free play and dyadic play. Expressions of negative affect during free play decreased after the onset of crawling, but there was no change in expressions of positive affect. At the same time, however, mothers reported an increase in both negative and positive reactivity. These results are discussed in terms of the contexts typically assessed during observations and the different sensitivities of mothers to infants’ expressions of affect. Several lines of evidence point to a potential role for independent locomotion in the reorganization of affective expressions.     

What You are Feeling and Why: Two Distinct Types of Emotional Clarity

Individual difference approaches have typically treated emotional clarity (i.e., one’s understanding of one’s own emotions) as a unitary construct. Based on strong theoretical reasons, in this study we explored two related aspects of emotional clarity in a student sample. The first, type awareness, refers to the extent to which people typically can identify and distinguish the types of emotions they experience. The second, source awareness, refers to the extent to which people typically know the causes of their emotions. We psychometrically distinguished self-report items of source and type awareness. Items measuring type awareness were obtained from traditional measures of the construct, clarity of emotions. As no existing measures assess individual differences in source awareness, we developed a set of items with strong face validity. Our results provide initial evidence that one can measure source and type awareness separately.     

The factor structures of the STEM and the STEU

The factor structures of two recently developed measures of emotional intelligence, the Situational Test of Emotional Understanding and Situational Test of Emotion Management (STEU, STEM; MacCann & Roberts, 2008) were examined. The results did not support a factor structure of either measure’s subscales indicated by the approach used in developing the test items, and examination of the factors obtained using parallel analysis to determine the number of factors to extract did not yield interpretable factors. These findings suggest that only total scale scores should be used for these tests, although the general factor extracted from the items was not strong for either test; further development work on these tests is indicated.     

Positive emotions, emotional intelligence, and successful experiential learning

This study explored the role that positive emotions and emotional intelligence play in experiential learning. Students’ field practicum journals were analyzed using the Linguistic Inquiry and Word Count Program (LIWC) and a measure of emotional intelligence was obtained using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Positive emotion words were robustly associated with almost all dimensions of supervisors’ ratings of students’ performance, but showed weak associations with students’ ratings of perceived benefits associated with their practicum experiences. Overall EI scores were correlated with several of the supervisor rating items and the Facilitating Thought and Managing Emotions subscales of the EI were robustly correlated with many of the student rating items. This study thus yielded a more differentiated view of the role of positive emotions and emotional intelligence in adaptive functioning and underscored the importance of using multiple informants to assess a complex construct such as successful experiential learning.     

Socioeconomic status, a forgotten variable in lateralization development

Socioeconomic status (SES), a variable combining income, education, and occupation, is correlated with a variety of social health outcomes including school dropout rates, early parenthood, delinquency, and mental illness. Several studies conducted in the 1970s and 1980s largely failed to report a relationship between SES and hemispheric asymmetry as measured by lateral differences in dichotic listening, tactile dot enumeration, and visual emotion and word recognition. However, none of the studies used asymmetry measures correcting for both ceiling and floor effects in accuracy, raising the question of whether lower and higher SES groups were comparable. Here the published data are reanalyzed using a laterality coefficient that corrects for such effects. The results are consistent across studies in revealing reduced lateralization in lower SES groups. Developmentally, this finding is consistent with either maturation delay or reduced functional specialization, or both. Suggestions are made for further research that include the use of behavioral asymmetry measures to screen tasks for structural and functional brain imaging.     

Effects of analytical and experiential self-focus on stress-induced cognitive reactivity in eating disorder psychopathology

Previous research suggests distinct modes of self-focus, each with distinct functional properties: Analytical self-focus appears maladaptive, with experiential self-focus having more adaptive effects on indices of cognitive-affective functioning (e.g., Watkins, Moberly, & Moulds, 2008). The authors applied this framework to eating disorder (ED) psychopathology and manipulated the mode of self-focus prior to exposure to a stressor (imagining eating a large meal; Shafran, Teachman, Kerry, & Rachman, 1999). Study 1 showed that students high in ED psychopathology reported lower post-stressor feelings of weight or shape change and less subsequent attempts to neutralise (e.g., imagining exercising) after experiential relative to analytical self-focus. Study 2 found that partially weight restored patients with anorexia nervosa had lower post-stressor estimates of their own weight and reported lower urge to cancel stressor effects following experiential compared to analytical self-focus. Experiential self-focus was also followed by less neutralisation than analytical self-focus. Results suggest that the mode of self-focus affects cognitive reactivity following a stressor in individuals with ED psychopathology. Examining the mode within which individuals with ED psychopathology focus on self and body may raise important implications for understanding of psychopathology and open new possibilities for augmenting current treatments.     

Development of implicit and explicit category learning

We present two studies that examined developmental differences in the implicit and explicit acquisition of category knowledge. College-attending adults consistently outperformed school-age children on two separate information-integration paradigms due to children’s more frequent use of an explicit rule-based strategy. Accuracy rates were also higher for adults on a unidimensional rule-based task due to children’s more frequent use of the irrelevant dimension to guide their behavior. Results across these two studies suggest that the ability to learn categorization structures may be dependent on a child’s ability to inhibit output from the explicit system.     

Generating keywords improves metacomprehension and self-regulation in elementary and middle school children

The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners; however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.