A cognitive-behavioral analysis of parental facilitation of children's social-cognitive problem solving

The present study used a case study framework to examine ways in which parental belief systems and parental teaching strategies interact to enhance children's social-cognitive problem solving and school adjustment. The focus of the investigation was to examine the robustness of several postulated typologies of interrelationship among the key variables, as well as antecedents and consequences of means-ends problem solving exhibited by children. Four intact families with second grade children were observed in the home as they participated in discussion and decision making concerning problematic social situations. The data suggested these major points: Parental behavior was generally consistent with their beliefs; parents could most effectively elicit means-ends verbalizations from children through direct questioning; families differed in the extent to which children's inputs into family decision making were valued and the degree of interparental discord concerning beliefs and strategies. The latter points suggest a reconceptualization of how parental variables can be linked to the development of social-cognitive and behavioral competence in children. Specific implications for theory and recommendations for research are discussed.     

Object tracking and search in infancy: A review of data and a theoretical evaluation

Most research on infants' development of object and spatial concepts is based on object search tasks or visual tracking studies. In this review, it is concluded that many phenomena, particularly the tracking data, can be accounted for in terms of objective spatial perception in early infancy. However, some phenomena, particularly the stage IV search error, cannot be explained in these terms. A theoretical framework is put forward that integrates aspects of theory of direct perception with constructionist theory. First, it is proposed that objective properties of the basic spatial array are directly perceived, but that because perception is derived from action in the environment, there are initial limits to the scope and coherence of perception that diminish as the infant gains effective motor control. Second, it is proposed that in attempts to decipher the structure of social interchanges over objects, infants construct functional categorizations of objects that allow them to overcome limited awareness of their physical properties. Finally, it is suggested that these functional concepts provide an adequate means of interpreting the world, so that concepts based on the physical properties of objects, including their permanence, are relatively late developments.     

A physiologically motivated model for change detection in audition

Burbeck & Luce (Perception & Psychophysics, 1982, 32 (2), 117–133) argue that their simple reaction time data is best accounted for by the parallel operation of a change and a level detector. Here a specific example of such a compound model is tested. The primary focus is on the change detector which is modeled after a post inhibitory rebound (PIR) neuron. PIR neurons are plausible candidates for the “off” units found throughout the auditory system. The level detector is assumed to be a simple leaky integrator. Computer simulations of the compound model are compared to simple reaction time data. The results, although not without some deficiencies, support the model.     

A developmental study of learning disabilities and memory

Seven-, ten-, and thirteen-year-old learning-disabled (LD) and non-learning-disabled (NORM) children were presented specially structured lists of 38 words each and tested for free recall. Each list contained only four semantically related words. Two of the four related words were presented contiguously (serial positions 9 and 10) and the other two words were spaced (serial positions 20 and 30). All children recalled disproportionately more adjacent words (item 9 or 10) than any other words. Spaced words (items 20 and 30) were less likely to be recalled by the younger children than by the older children and by the LDs than by the NORMS. These findings provided support for the distinction between automatic and purposive semantic processing. NORMs' recall was governed by purposive semantic processing to a greater extent than was LDs' recall. However, no group or age differences were observed in automatic semantic processing.     

Immediate memory span, recognition memory for subspan series of words, and serial position effects in recognition memory for supraspan series of verbal and nonverbal items in Broca's and Wernicke's aphasia

Four Broca's aphasics, four Wernicke's aphasics, and four matched controls were investigated on three verbal and one visual short-term memory tasks. Experiment 1 considered memory span and subspan recognition memory for verbal items and Experiment 2 assessed serial position effects in supraspan verbal recognition memory. The Broca's aphasics demonstrated verbal memory deficits, which could not be attributed to linguistic disturbances, while the verbal memory deficiencies seen with the Wernicke's aphasics could be regarded as secondary to linguistic defects. In Experiment 3, where visual recognition memory was investigated, only the Broca's aphasics showed deficient performance. The wider context of deficient mnemonic performance in aphasia is discussed.     

Time urgency and the Type A behavior pattern: Implications for time investment and psychological entrapment

Type A's have been described as more time urgent than Type B's, and research indicates that they underestimate the passage of fixed time intervals. The present study examined the implications of these differences in time perception for decisions where time is a resource that can be invested. Type A's and B's were given an initial stake of $4 and provided the opportunity to invest some or all of that amount for the chance to win an additional $2. Investment occurred as a function of time, with subjects believing they would win the additional $2 if a counter reached a randomly determined number. Each unit increment on the counter also resulted in the loss of 1¢ from the initial stake, thus as the counter progressed, goal attainment became more certain, but expenses also increased. Subjects could stop the counter at any time and keep the remainder of their initial stake or continue to invest until the initial stake was depleted (the counter was programmed to never hit the “jackpot”). Half of the subjects could monitor the counter directly, while the other half could not and had to rely on their subjective time estimates. Results indicated that when objective time passage cues were present, Type A's and B's did not differ in their investment decisions. When subjects had to estimate time passage, however, Type A's invested far more than Type B's. These results indicate that under appropriate conditions, Type A's are more susceptible than Type B's to psychological entrapment.