The effect of articulatory suppression and manual tapping on serial recall

Concurrent tasks, such as articulatory suppression and manual tapping, are used to understand the mechanisms underlying short-term memory by overloading domain-specific resources. The present study addresses the debate regarding the theoretical frameworks accounting for interference in serial recall by comparing the effects of both the modality of concurrent tasks (verbal vs. spatial) as well as the state of the tasks (steady vs. changing) in both verbal and spatial recall. The findings indicate that the verbal changing-state concurrent task significantly impaired digit recall, whereas the spatial changing-state concurrent task significantly impaired block recall. The theoretical implications are discussed in the context of a multimodal working memory model with domain-specific resources and a unitary approach to short-term memory.     

Relations among peer acceptance,inhibitory control,and math achievement in early adolescence

This study examined relations among peer acceptance, inhibitory control, and math achievement in ninety-nine 4th and 5th grade early adolescents. Teachers rated students on peer acceptance and students completed a computerized executive function task assessing inhibitory control. Math achievement was assessed via end of year math grades. Results indicated that both inhibitory control and peer acceptance were positively and significantly related to math achievement. In addition, peer acceptance significantly mediated the relationship between inhibitory control and math grades when all three variables were entered simultaneously in a linear regression model. These results suggest that peer acceptance is an important indicator of social functioning and plays a significant part in academic success in the classroom. Results also suggest that indicators of social functioning – such as peer acceptance – need to be included in addition to cognitive functioning, when examining academic achievement in early adolescence.     

POST-TRAUMATIC STRESS REACTIONS AMONGST RESCUE WORKERS AFTER A MAJOR RAIL ACCIDENT

Abstract

Rescue tasks under heavy strain may act as traumatic events creating stress reactions among the rescue workers. After a major rail accident the rescue workers were examined by questionnaire at 3 and 7 months postaccident using the General Health Questionnaire-28 (GHQ), Impact of Event Scale (IES) and a structured questionnaire made for the purpose. Eighteen percent of the 77 rescue workers who participated in the study had GHQ-case-score and 10% had IES-case-score at 7 months using the usual GHQ-cut-off (4/5) and a low IES-cut-off (19/20). For the case-scorers there was a tendency towards increased GHQ- and IES-scores from 3 to 7 months. Five (6%) had post-traumatic stress disorders (PTSD) of low to moderate severity at 7 months.     

Analytical Inverse Optimization in Two-Hand Prehensile Tasks

The authors explored application of analytical inverse optimization (ANIO) method to the normal finger forces in unimanual and bimanual prehensile tasks with discrete and continuously changing constraints. The subjects held an instrumented handle vertically with one or two hands. The external torque and grip force changed across trials or within a trial continuously. Principal component analysis showed similar percentages of variance accounted for by the first two principal components across tasks and conditions. Compared to unimanual tasks, bimanual tasks showed significantly more frequent inability to find a cost function leading to a stable solution. In cases of stable solutions, similar second-order polynomials were computed as cost functions across tasks and condition. The bimanual tasks, however, showed significantly worse goodness-of-fit index values. The authors show that ANIO can be used in tasks with slowly changing constraints making it an attractive tool to study optimality of performance in special populations. They also show that ANIO can fail in multifinger tasks, likely due to irreproducible behavior across trials, more likely to happen in bimanual tasks compared to unimanual tasks.     

Visual,Tactile, and Auditory “Not Just Right” Experiences: Associations With Obsessive-Compulsive Symptoms and Perfectionism

“Not just right” experiences (NJREs), or uncomfortable sensations associated with the immediate environment not feeling “right,” are thought to contribute to obsessive-compulsive disorder (OCD) symptomatology. The literature suggests that NJREs are experienced across sensory modalities; however, existing in vivo measures have been restricted to visual inductions (e.g., viewing and/or rearranging a cluttered table). The present study used a large undergraduate sample (N = 284) to examine 4 in vivo tasks designed to elicit and assess NJREs across separate sensory modalities (i.e., visual, tactile, and auditory). Task ratings (discomfort evoked, and urge to counteract task-specific stimuli) were uniquely associated with self-report measures of NJREs, OC symptoms (ordering/arranging, checking, and washing), and certain maladaptive domains of perfectionism (doubts about actions, and organization). Findings have implications for experimental research and clinical work targeting NJREs specific to particular senses.     

Delis-Kaplan Executive Function System

The purpose of the current study was to examine the performance of children with and without ADHD in time reproduction tasks involving varying durations and modalities. Twenty children with ADHD and 20 healthy controls completed time reproduction tasks in three modalities (auditory, visual, and a unique combined auditory/visual condition) and six durations (1 second, 4 seconds, 12 seconds, 24 seconds, 48 seconds, and 60 seconds). Consistent with our predictions, we found main effects of group (participants with ADHD were significantly less accurate than those without ADHD), duration (accuracy decreased as temporal duration increased), and modality (responses in the combined condition were more accurate than those in the auditory condition, which in turn were more accurate than those in the visual condition). Furthermore, predicted interactions between group and duration (the discrepancy in performance between the two groups grew as temporal duration increased), and group and modality (the modality effect was of greater for participants with ADHD) were supported. A marginal, nonsignificant interaction between group, modality, and duration was also found. These findings are discussed in relation to current theory on the nature of cognitive deficits evident in individuals with ADHD, and methodological limitations are noted.     

Age-related differences in inhibitory control in the early school years

The transition to school is associated with a greater requirement to inhibit irrelevant or inappropriate thought and behavior in order to concentrate on effective learning and to interact successfully with peers. Current knowledge of inhibitory control development in the early school years is limited due to a lack of normative data from age-appropriate, sensitive measures. In this study, three pictorial versions of the Stroop task were administered to investigate inhibitory control development in early school-aged children. Age-related trajectories of inhibition and effects of gender were examined in 80 children (42 boys) aged 5 to 8 years. All children were assessed with the Cognitive Assessment System Expressive Attention subtest (Big-Small Stroop), Fruit Stroop, and Boy-Girl Stroop. The Big-Small Stroop revealed substantial age-related improvement in inhibition from 5 to 7 years with a levelling of performance at 8 years of age, while the Fruit Stroop and Boy-Girl Stroop demonstrated clear but nonsignificant age trends. In particular, older children committed fewer errors and corrected their errors more frequently than younger children. Performance on all Stroop tasks correlated significantly, providing evidence that they tap similar cognitive abilities. Some gender differences were found. This study indicates that inhibitory skills develop rapidly in the early school years and suggests that error awareness may be a useful indicator of the development of cognitive inhibition for this age group.     

Internalization as the Change Process

Abstract

The process of change can be understood from a variety of perspectives. Using the case of a self-mutilating woman whose educational, social, and psychological impairments resulted from years of childhood abuse and neglect, this article demonstrates an object relational perspective whereby internalized “bad” self and object representations are modified and replaced by more benign internalizations. Additionally, a wide variety of techniques are suggested and illustrated, including those that represent our strong social work training coupled with interventions that are more usually associated with psychodynamic psychotherapy.     

The enactment effect is due to more than guesses and beliefs

Three experiments examined whether the enactment effect - that is, higher recall of enacted than of corresponding non-enacted information - might be explained by guessing rates and performance expectancies. Experiment 1 checked whether the guessing rate of target items would be higher as a result of a narrowed sampling space defined by the enactment condition. By means of pre-experimental instructions, the subjects in Experiments 2 and 3 were induced to expect respectively a positive enactment effect, a negative enactment effect, or no difference in amount of recall of enacted and non-enacted materials. Experiment 2 had a within-subject design, Experiment 3 a between-subject design. The experiments failed to support the proposed explanations.     

How do young children determine location? Evidence from disorientation tasks

Previous studies show that following disorientation children use the geometry of an enclosed space to locate an object hidden in one of the corners [e.g. (Hermer, L., & Spelke, E. (1996). Modularity and development: A case of spatial reorientation. Cognition, 61, 195-232)]. These studies have used a disorientation procedure that involves rotating the viewer (with eyes closed). Here, we examine 18- to 25-month-olds' spatial coding in two disorientation tasks--involving either viewer or space rotation. Importantly, the rotational movements in both tasks could not be visually tracked. Children were tested in either task (viewer- or space-movement) from either inside or outside a triangular (isosceles) space (with one unique and two equivalent corners). In the viewer-movement task, performance was above chance, regardless of which corner contained the object. In the space-movement task, performance was above chance at only the unique corner. On both tasks, performance was better from inside the space than from outside. The implications for how children determine location are discussed.