What cognitive abilities are involved in trail-making performance?

The cognitive abilities involved in the Connections (Salthouse, et al., 2000) version of the trail making test were investigated by administering the test, along with a battery of cognitive tests and tests of complex span and updating conceptualizations of working memory, to a sample of over 3600 adults. The results indicate that this variant of the trail making test largely reflects individual differences in speed and fluid cognitive abilities, with the relative contributions of the two abilities varying according to particular measure of performance considered (e.g., difference, ratio, or residual). Relations of age on trail making performance were also examined. Although strong age differences were evident in the Connections and working memory measures, with both sets of variables there was nearly complete overlap of the age differences with individual differences in speed and fluid cognitive abilities.     

Exploring the interplay between sport modality and cognitive function in open- and closed-skill athletes

The degree to which each sport modality relies on cognitive visual skills is hitherto under-researched. This study sought to further understanding of the relationship between sport modality and visual search ability, visual working memory, and reasoning. Ninety-five participants took part in the present study. In order to assess visual search ability, we employed the Visual Search Task. Visual working memory was assessed through the Corsi Block Tapping – Backwards Task. Reasoning abilities were assessed through the Cognitive Reflection Task. Results indicate that visual search skills appear to benefit to a higher extent from open-skill sports when compared to closed-skill sports. It is important to emphasize, however, that this result was associated with a small effect size. Moreover, the present findings indicate that closed-skill athletes do not differ in terms of visual search abilities, working memory, and reasoning abilities when compared to control individuals.     

Driving manoeuvre during lane maintenance in older adults: Associations with neuropsychological scores

Older drivers experience difficulties in lane maintenance under challenging driving sections due to age-related cognitive declines, yet there is little comprehensive evidence on associations between cognitive functions and the lane maintenance in this population. In this study, fifty older drivers completed an on-road driving assessment and a battery of standard neuropsychological tests. Mean Lane Position (MLP), Standard Deviation of Lane Position (SDLP) and manoeuvre time calculated from precise vehicle movement trajectories were used as the lane maintenance parameters. The GNSS tracking vehicle movement presents comprehensive and reliable vehicle position data, which is more sensitive for detecting subtle variations of lane maintenance in older drivers. Statistical analysis results showed that lower visual attention (selective and divided attention) was associated with higher MLP and SDLP; MLP was also correlated to spatial abilities, executive function, and motor speed; manoeuvre time was negatively correlated with drivers’ risk-taking personality (all p < .01). Selective attention was found to be the best predictor of MLP in lane maintenance. A combined eight variables from three neuropsychological tests, UFOV 2 and 3, BD and BJLO, D-KEFS TMT 1, 2, 3, and 4, correctly classified 80.4% of participants with good versus low-performing lane maintenance.     

Testing autocorrelation and partial autocorrelation: Asymptotic methods versus resampling techniques

Autocorrelation and partial autocorrelation, which provide a mathematical tool to understand repeating patterns in time series data, are often used to facilitate the identification of model orders of time series models (e.g., moving average and autoregressive models). Asymptotic methods for testing autocorrelation and partial autocorrelation such as the 1/T approximation method and the Bartlett's formula method may fail in finite samples and are vulnerable to non-normality. Resampling techniques such as the moving block bootstrap and the surrogate data method are competitive alternatives. In this study, we use a Monte Carlo simulation study and a real data example to compare asymptotic methods with the aforementioned resampling techniques. For each resampling technique, we consider both the percentile method and the bias-corrected and accelerated method for interval construction. Simulation results show that the surrogate data method with percentile intervals yields better performance than the other methods. An R package pautocorr is used to carry out tests evaluated in this study.     

User-related assessment of a Driver Assistance System for Continuous Support – A field trial

A Driver Assistance System for Continuous Support continuously evaluates the status of the host vehicle as well as the surrounding traffic based on information from on-board sensors. When the system detects a hazard, it issues a warning to the driver, depending on the degree of the hazard. The effects of this system on driver behaviour and acceptance were evaluated in a field trial carried out in 2013. Twenty-four drivers took part in test drives with a within-subject design along a 53 km test route containing motorway and rural-road sections. Driving data was logged and the test drivers were observed by means of an in-car observation method (Wiener Fahrprobe); in this case by two observers in the car along with the driver. Questionnaires were used to assess the drivers’ comprehension of and reaction to the system. The system was successful in affecting driver behaviour in terms of lower speed when negotiating curves. Positive effects were found in the form of better speed adaptation to the situation during driving with the system activated. Also, lane choice and lane change improved with the system on. When it came to speed limit compliance, driving speed in general and longitudinal and lateral positioning, no effects could be found. No major differences were found regarding distance to the vehicle in front, overtaking manoeuvres, stopping behaviour at intersections, driving against yellow at traffic lights and interaction behaviour with other road users while driving with or without the system. On the negative side, it was noted that only during driving with the system activated did the test drivers make turns at intersections at too high speeds. In addition, more errors associated with dangerous distance to the side were observed with the system activated. In terms of the emotional state of the driver, the only difference found was that the drivers felt an increase in irritation. Regarding subjective workload, the drivers only assessed one item, i.e. whether their performance decreased statistically significantly while driving with the system. The test drivers were of the opinion that the system was useful, and that it would enhance safety especially in overtaking manoeuvres on motorways. The blind-spot warning was found especially useful in the overtaking process. The drivers appreciated the fact that the system did not give information all the time.     

The Development of Attribute Dominance in the Knowledge Base

Two cuing, free-recall studies were conducted to test Bach and Underwood's (1970) hypothesis that acoustic encoding is dominant among second graders and semantic encoding is dominant among sixth graders. When retrieval cues were presented with to-be-remembered items at both input and output (Experiment 1), and when cues were presented only at output (Experiment 2), semantic cues were more efficient in elevating recall than were acoustic cues for both second and sixth graders. When these and other results generally found using recognition, sorting, incidental learning, and free-recall experimental designs are compared, it seems plausible that item presentation and memory-testing formats interact with age, and that these factors account for the different patterns of attribute dominance found in the literature. The knowledge base cannot be understood by focusing on either subject or task analyses, but only by focusing on interactions between subject and task variables as they change over time. The educational implications for young grade-school children are discussed.     

Diferencias individuales en cognición: una nueva aproximación a la inteligencia

RESUMEN

El hecho de las diferencias individuales en el funcionamiento mental es una realidad. Su amplitud y naturaleza tiene unas consecuencias tan importantes en nuestra cultura que hace que la sociedad demande una forma de medir la inteligencia. No obstante algunos psicólogos opinan que los tests de inteligencia son un instrumento de medida que no representa adecuadamente un modelo formal de la dinámica de los procesos de pensamiento. Este artículo consiste en una serie de argumentos teóricos y empíricos contra la separación de los tests y las teorías cognitivas. Se piensa, en este artículo, que se pueden producir substanciales beneficios del acercamiento entre el psicólogo experimental y el psicómetra; los datos disponibles indican cómo se puede producir este acercamiento.     

Medición de la visualización espacial mediante tests informatizados

Resumen

Desde la corriente cognitiva que impulsa la construcción de tests polifacéticos, se han diseñado cuatro tests informatizados de Visualización Espacial empleando tareas similares a las clásicas de doblado de papel, desarrollo de superficies, recuento de bloques y rompecabezas. En una muestra de 501 alumnos universitarios se analizan los efectos de las facetas sobre los tiempos de reacción y la precisión. Como se esperaba, sólo algunas condiciones de las tareas implican el uso de las transformaciones mentales definitorias del constructo de Visualización. Se enfatiza la importancia de estos resultados para la construcción y validación de los tests espaciales.     

G-DINA认知诊断模型在语言测验中的验证

G-DINA模型是DINA 模型的一般化模型,具有补偿性和饱和性两个主要特征。G-DINA模型的补偿性特征契合了语言测验的综合性和多元性,G-DINA模型的饱和性特征则可以比较理想地应对语言技能的抽象性和难区分性。此项研究以代表性的语言测验类型阅读测验为案例,应用G-DINA模型对1029名被试的PISA英语阅读测验结果进行实证分析,证明了两个假设：补偿饱和型认知诊断模型对多元抽象的语言测验的适应程度较高;G-DINA这一新生认知诊断模型可以被用来诊断较为复杂抽象的语言测验,且经得起统计学和语言学理论的双重考验。