Integration and Reuse in Cognitive Skill Acquisition

Previous accounts of cognitive skill acquisition have demonstrated how procedural knowledge can be obtained and transformed over time into skilled task performance. This article focuses on a complementary aspect of skill acquisition, namely the integration and reuse of previously known component skills. The article posits that, in addition to mechanisms that proceduralize knowledge into more efficient forms, skill acquisition requires tight integration of newly acquired knowledge and previously learned knowledge. Skill acquisition also benefits from reuse of existing knowledge across disparate task domains, relying on indexicals to reference and share necessary information across knowledge components. To demonstrate these ideas, the article proposes a computational model of skill acquisition from instructions focused on integration and reuse, and applies this model to account for behavior across seven task domains.     

龙生龙,凤生凤？领导创新性工作表现对下属创造力的影响

根据社会认知理论,探讨组织情景中领导者创新性工作表现对下属创造力的影响,将领导成员交换关系和威权型领导作为情景因素,来探索它们的交互效应对下属创造力的影响。本研究采用问卷法,选取领导-下属配对数据,通过两个子研究来验证假设。研究结果显示：(1)领导创新性工作表现与下属创造力存在积极的正相关关系,创新的内在动机在其中起着中介作用;(2)威权型领导能够有效地调节这种关系;(3)领导创新性工作表现、领导成员交换关系和威权型领导对下属创造力存在三重的交互作用。最后,文章讨论了研究的局限与启示,并指出未来可能的研究方向。     

Differential Development of Learning Strategies on a Pictorial Verbal Learning Test (PVLT) in Primary-School Children

The aim of this study was to test the hypothesis that developmental differences exist in the use of learning strategies in primary school children. Serial and subjective clustering in a multitrial Pictorial Verbal Learning Test (PVLT) were compared in 79 children aged 6–12. Correlation analyses indicated that serial clustering yielded better performance when information was presented on the initial trials of the test. Subjective clustering was superior when information was presented repeatedly, i.e., after three or more trials. Analyses of variance indicated that subjective clustering was used more often in older children with repeated presentations. On the other hand, there was no increase in the use of serial clustering with age and with repeated presentations. The findings imply that training in the use of proper strategies could have benefit for children who use an inefficient learning strategy and/or have a learning problem. In addition, they point to the importance of the factor “age” in relation to the way information is presented to children.     

Verbal learning and memory as measured by the Rey-Auditory Verbal Learning Test: ADHD with and without learning disabilities

The primary purpose of the present study is to examine the effects of attention deficits, learning disability, and the combined effects of both on the learning and memory processes, as measured by the Rey Auditory Verbal Learning Test (AVLT). Thirty children (age range 12–17) diagnosed with attention deficit/hyperactivity disorder (ADHD), 18 children (age range 11–17) diagnosed with learning disabilities (LD), and 64 children (age range 12–17) diagnosed with ADHD as well as with LD, and 28, 18, and 62 matched controls, respectively, participated in this study. It was found that the children diagnosed with ADHD did not differ in any of the verbal learning and memory measures derived from the Rey AVLT. The group with LD was impaired in the overall number of words recalled across the learning phase. Performance of the children diagnosed with ADHD +LD showed a similar impairment as the group with LD (i.e., overall amount of words learned) and, in addition, their retrieval efficiency was also impaired. In conclusion, this study indicates that verbal memory is preserved in children with ADHD if they have no LD and their intelligence is in the normal range or above. LD by itself leads to difficulties in acquisition, but the combination of ADHD+LD leads to additional impairment in retrieval processes.     

The Nature of the Automatization Deficit in Chinese Children with Dyslexia

Clarifying whether automatization deficits constitute the primary causes or symptoms of developmental dyslexia, we focused on three critical issues of the dyslexic automatization deficit, namely universality, domain specificity, and severity. Thirty Chinese dyslexic children (mean age 10 years and 5 months), 30 chronological-age-, and 30 reading-level-matched children were tested in 4 areas of automaticity: motor, visual search, Stroop facilitation effects, and automatic word recognition. The results showed that the dyslexic children performed significantly worse than the CA-controls but not the RL-controls in all the tasks except for Stroop congruent-color words, on which they performed worse than children in both control groups. The deficits reflect a lag in reading experiences rather than a persistent cognitive deficit.     

Nonverbal learning disabilities: A critical review

This article presents a critical review of the term and concept of nonverbal learning disability (NLD). After a brief historical introduction, the article focuses on the apparent rarity of NLD; the hypothesis of the frequent co-occurrence of emotional disorder, depression, and suicide in NLD; the white matter hypothesis as an explanation of the origin of NLD; and the question of NLD as part of a variety of other disorders. It is argued that NLD presents a broad hypothesis, but that there is little evidence to support its use in clinical practice.     

Visual Perception and Memory Impairments in Children at Risk of Nonverbal Learning Disabilities

Visuospatial working memory (VSWM) and visual perception were examined in two groups aged 11–13, one with children displaying symptoms of nonverbal learning disability (NLD) (n = 18) and the other a control group without learning disabilities (n = 18). The two groups were matched for general verbal abilities, age, gender, and socioeconomic level. The children were presented with VSWM tests involving visual and spatial-simultaneous processes, and also with a classical visual illusion, a classical ambiguous figure, as well as visual perception tests specifically devised for the present study. Results revealed that performance of children at risk of NLD was worse than controls in some VSWM and in visual perception tests without memory involvement; these latter required comparisons of visual stimuli and locations in space with distractors. Moreover, the two groups differed in perceiving the classical ambiguous figure. Findings are discussed in the light of both theoretical and clinical implications.     

Validity of a short form of the WISC-III in children with traumatic head injury

The concurrent, construct, and criterion validities of Donders' (in press) short form of the Wechsler Intelligence Scale for Children - Third Edition (WISC-III) were evaluated in a sample of 171 children with traumatic head injury (THI). Correlations between the short-form deviation quotients and their full-length counterparts were statistically significant. Confirmatory factor analysis revealed that a four-factor model (composed of Verbal Comprehension, Perceptual Organization, Freedom from Distractibility, and Processing Speed) fit the data relatively well. The short-form deviation quotients also had statistically significant correlations with length of coma. It is concluded that this short form is an accurate and valid alternative to the full-length WISC-III in children with THI.     

Memory for symmetry and perceptual binding in patients with schizophrenia

The present study investigated the use of perceptual binding processes in schizophrenic (SC) patients and matched healthy controls, by examining their performance on the recall of symmetrical (vertical, horizontal and diagonal) and asymmetrical patterns varying in length between 2 and 9 items. The results showed that, although SC patients were less accurate than controls in all conditions, both groups recalled symmetrical patterns better than asymmetrical ones. The impairment of SC patients was magnified with supra-span symmetrical arrays, and they were more likely to reproduce symmetrical patterns as asymmetrical, particularly at medium and high length levels. Hierarchical regression analyses further indicated that the between-group differences in the recall of supra-span vertical and horizontal arrays, which require a greater involvement of visual pattern processes, remained significant after removing the variance associated with performance on asymmetrical patterns, which primarily reflects intrafigural spatial processes. It is proposed that schizophrenia may be associated with a specific deficit in the formation and retrieval of the global visual images of studied patterns and in the use of the on-line information about the type of symmetry being tested to guide retrieval processes.     

“I control my own emotions for the sake of the team”: Emotional self-regulation and interpersonal emotion regulation among female high-performance curlers

ObjectivesThe purpose of this study was to examine emotional self-regulation and interpersonal emotion regulation within a team of competitive athletes.DesignInstrumental case study approach (Stake, 1995).MethodData collection involved multiple semi-structured interviews with all four members of a female high-performance curling team, as well as observation of team meetings, practices, and games over the entire season.ResultsAnalyses produced the main themes of emotional self regulation (body language and self-censorship) and interpersonal emotional regulation (providing positive and/or technical feedback, humour, cueing teammates about their emotions, prosocial actions and indirect actions). We also identified factors influencing emotional regulation (length of time together, team dynamics/cohesion, context, social norms and team roles, and seeking support outside the team).ConclusionsAthletes were aware of and took into account social and contextual factors (e.g., social norms and role on team) when regulating emotions in a team context, and they also identified challenges associated with emotional regulation within the team. Findings highlight the complex interplay between athletes' emotions, emotional expression, and self-regulation to achieve multiple goals (e.g., positive performances, positive social relationships), as well as the importance of examining interpersonal processes related to emotion and emotion regulation within team sports.