INCREASING OBSERVATIONAL LEARNING OF CHILDREN WITH AUTISM: A PRELIMINARY ANALYSIS

We evaluated the effects of monitoring responses on the acquisition of sight words with 3 children with autism. In the training condition, we taught participants a vocal imitation and matching response related to a peer's reading response. In another condition, participants were exposed only to a peer's reading responses. Participants read the words more accurately during test sessions when the monitoring response was required. Results and discussion highlight the importance of identifying component responses of observational learning and the need for additional research in this area.     

Specifying the Interrelationship Between Exposure to Violence and Parental Monitoring for Younger Versus Older Adolescents: A Five Year Longitudinal Test

Five waves of longitudinal data collected from 349 African American youth living in extreme poverty were used to examine the interrelationship between exposure to violence and parenting during adolescence. Semi-parametric group based modeling was used to identify trajectories of parental monitoring and exposure to violence from T1 to T5. Results from these analyses revealed: (1) a trajectory of declining parental monitoring for 48% of youth; and (2) four distinct trajectories of exposure to violence. Multivariate findings were largely consistent with the ecological-transactional model of community violence. Youth with stable and/or increasing trajectories of exposure to violence were more likely than youth with stable-low exposure to violence to have declining parental monitoring, but additional analyses revealed a similar pattern of findings for younger adolescents (age 9–11 T1), but no evidence of linkages between trajectories of exposure to violence and parental monitoring for older adolescents (age 12–16 T1). The theoretical and policy implications of these findings as well as areas for future research are also discussed.     

Hemispheric asymmetries in the activation and monitoring of memory errors

Previous research on the lateralization of memory errors suggests that the right hemisphere's tendency to produce more memory errors than the left hemisphere reflects hemispheric differences in semantic activation. However, all prior research that has examined the lateralization of memory errors has used self-paced recognition judgments. Because activation occurs early in memory retrieval, with more time to make a decision, other memory processes, like strategic monitoring processes, may affect memory errors. By manipulating the time subjects were given to make memory decisions, this study separated the influence of automatic memory processes (activation) from strategic memory processes (monitoring) on the production of false memories. The results indicated that when retrieval was fast, the right hemisphere produced more memory errors than the left hemisphere. However, when retrieval was slow, the left hemisphere's error-proneness increased compared to the fast retrieval condition, while the right hemisphere's error-proneness remained the same. These results suggest that the right hemisphere's errors are largely due to activation, while the left hemisphere's errors are influenced by both activation and monitoring.     

Conflicts as aversive signals

Theories of human action control deal with the question of how cognitive control is dynamically adjusted to task demands. The conflict monitoring theory of anterior cingulate (ACC) function suggests that the ACC monitors for response conflicts in the ongoing processing stream thereby triggering the mobilization of cognitive control. Alternatively, the outcome evaluation account of ACC function suggests that the ACC monitors for negative performance outcomes, an information that serves as an aversive learning signal for future action selection. Botvinick (2007) recently suggested that both theories might converge on the detection of aversive signals in general. Here, the authors provide first evidence that conflicts are registered as aversive signals. Congruent and incongruent Stroop color-words served as primes, and positive and negative stimuli as targets in an affective priming paradigm. Negative targets were evaluated faster after incongruent than after congruent Stroop primes, and positive targets were evaluated slower after incongruent than after congruent primes. The finding that conflicts are actually registered as aversive signals bridges the gap between competing theories of ACC function and has broad theoretical and behavioral implications as it makes the conflict monitoring theory applicable to a much wider range of situations and tasks.     

当代生态危机的认识论根源及出路

对自然的数学化必然导致人类对自然的对象化思维,从而把自然当作可以加以征服和驾驭的对象物;近代以来科学技术的成功运用更是助长了人类对自然的狂妄,误认为以人类有限的智慧能认识自然的无限奥秘。这是造成当代全球性生态危机的认识论根源。因此,为了走出当代生态危机,人类必须深刻认识到自己认识的有限性,找回“有学识的无知”,从而对无限的终极实在保持应有的敬畏之感。     

Movement Control Strategies in a Dynamic Balance Task in Children With and Without Developmental Coordination Disorder

Abstract

Our study aimed to analyze movement control strategies using predefined criteria for amplitude and differences in these strategies between children with and without DCD. Children with (n?=?28) and without DCD (n?=?15) were included. A video-observation-tool was used to score the moving body parts during a Wii Fit slalom task over multiple time points. Two-step cluster analysis was used to extract distinct movement strategies. Two different movement strategies were identified that were independently validated by a measure of task performance and a subjective mark of quality of the movement. Initial differences between groups and changes over time toward the more successful strategy were found in both groups, albeit in a different percentage. This study shows that the more efficient movement strategy is seen in the majority of the TD children and only in a small number of children with DCD, even after practice.     

Consciously monitored grasping is vulnerable to perceptual intrusions

The idea of functional differentiation between vision-for-action and vision-for-perception has been supported by evidence from different domains. According to this account, perception is based on consciously accessible, relative representations, whereas vision-for-action is performed in an analytic, automatic manner. Support for this idea comes from studies that showed that unlike perception, grasping movements are refractory to illusions and to Weber’s law. Yet, interactions between the systems may occur when an action is performed in a less automated fashion. To test this idea, we asked participants to monitor their fingers apertures in flight and to halt their movement for a short duration when they felt that their aperture reached a maximum amount. The results showed that movements in the monitored condition were biased by the Ponzo illusion and showed atypical adherence to Weber's law. These results show that action and perception are more likely to interact when movements are performed in a controlled manner.     

A Proposal for the Demarcation of Theory and Knowledge

Research communication in interdisciplinary research projects requires a way of demarcation of theory and knowledge that is easy to communicate, is inconsequential for the framework of concepts, results, and procedures within existing scientific disciplines, and abstains from trying to resolve the dispute between (neo)positivists and constructivists. A simple way of demarcation starts from the notion of language-independent and language-dependent reality. Currently, what passes for knowledge (“news”) and myth (“fake news”) depends, besides on sheer volume and frequency of the messages, increasingly on the internal consistency of (computer) language-dependent reality and decreasingly on language-independent reality. All language is instruction, and knowledge is to know which instructions (that is, theory) are predictive of a result, state, or situation in language-independent reality. Any theory that doesn’t reduce outcome space, or contains one or more empirically/physically impossible instructions, or produces wrong predictions, or falls short of demonstration is not knowledge.