Subitizing speed,subitizing range,counting speed,the Stroop effect,and aging: capacity differences and speed equivalence

Thirty younger and 29 older adults were tested on reaction times for set size of a display of 1 to 9 digits. On half of the trials, the nominal value of the digits was equal to the size of the set displayed; on the other half, the value differed by 1 from the set size (Stroop interference). We found evidence for age differences in subitizing span (2.83 vs. 2.07). Once individual differences in subitizing range were taken into account, no age differences were found in the rate of either subitizing or counting, and no individual differences were apparent in subitizing speed. There was no age difference in the susceptibility to the Stroop effect. The results suggest that, with advancing age, the size of the focus of attention may shrink, but speed of access to elements in the focus of attention may remain constant.     

The Influence of a Manager's Own Performance Appraisal on the Evaluation of Others

This study examined the possibility that the performance appraisal process is affected by a pervasive and inherent effect that has heretofore been unidentified. This effect derives from the results of the performance appraisal most recently performed on the manager who subsequently conducts appraisals of others. The nature of this effect was examined in four studies. In a case study, the ratings received by two area coordinators in a university academic department affected their subsequent ratings of faculty. In a simulation, 30 managers received hypothetical feedback regarding their own job performance. The managers subsequently evaluated an employee on videotape. Managers who received positive feedback about their performance subsequently rated the employee significantly higher than managers who received negative feedback regarding their own performance. This occurred despite the fact that the managers knew the evaluation of them was bogus. The results of two follow‐up field studies involving 74 manager–employee dyads in a manufacturing company in Canada and 39 manager–subordinate dyads in a retail organization in Turkey are consistent with the view that one's own performance appraisal is related to the subsequent appraisal of one's subordinates. Both anchoring with insufficient adjustment and a mood induction may explain this effect, but the results are more consistent with the former explanation than the latter.     

Aging, task complexity, and efficiency modes: the influence of working memory involvement on age differences in response times for verbal and visuospatial tasks

We examined the information-processing functions (response-time x load) of younger and older adults for two verbal and one visuo-spatial task; each task was implemented in a baseline and a high-complexity condition. Heightened complexity transformed the baseline functions in either an additive or a multiplicative fashion. The processing efficiency of older adults was defined as the old-young ratio of the slopes of the load functions. Three levels of efficiency could be distinguished. The first level, with an age-related slowing factor of about 1.2, consisted of low-complexity verbal processing and additive-complexity verbal processing. The second level, associated with a slowing factor of about 1.6, consisted of a mixture of verbal-high-multiplicative-complexity processing and visuo-spatial-low-complexity processing. The third level, with a slowing factor of about 4, consisted of visuo-spatial processing of high multiplicative complexity. The results go against any common factor theory of aging. Instead, they suggest that a shift from a higher to a lower mode of efficiency is triggered by a greater degree of working memory involvement.     

A working memory workout: how to expand the focus of serial attention from one to four items in 10 hours or less

Five individuals participated in an extensive practice study (10 1-hr sessions, 11,000 trials total) on a self-paced identity-judgment (1)n-back task (n ranging from 1 to 5). Within Session 1, response time increased abruptly by about 300 ms in passing from n = 1 to n > 1, suggesting that the focus of attention can accommodate only a single item (H. Caravan, 1998; B. McElree, 2001). Within Session 10, response time was dramatically reduced and increased linearly with n for n < or = 4, with a slope of about 30 ms. The data suggest that working memory consists of a focus of attention governed by a limited-capacity search, expandable through practice, and a content-addressable region outside the focus of attention.     

Performance gains from directed training do not transfer to untrained tasks

Given the increasing complexity of the tasks and skills needed in modern society, developing effective training strategies is of tremendous practical importance. Furthermore, training that improves performance of both trained and untrained tasks would be highly efficient. In the present study, we examined how directed training contributes to skill acquisition, and more importantly, to engendering transfer of training to untrained tasks. Participants learned a complex video game for 30 h (Space Fortress, Donchin, Fabiani, & Sanders, 1989) using one of two training regimens: Hybrid Variable-Priority Training (HVT), with a focus on improving specific skills and managing task priority, or Full Emphasis Training (FET) in which participants simply practiced the game to obtain the highest overall score. We compared game performance, retention of training gains, and transfer of training to untrained tasks as a function of the training regimen. Compared to FET, HVT learners reached higher levels of mastery on the game and HVT was particularly beneficial for initially poor performing participants. This benefit persisted seven months after training. However, contrary to expectation, both HVT and FET were unsuccessful in producing transfer to untrained tasks compared to a group that received limited game experience, suggesting that directed training and practice can produce task-specific improvements, but improvements do not necessarily transfer from trained to untrained tasks.     

Aging and Working Memory Inside and Outside the Focus of Attention: Dissociations of Availability and Accessibility

ABSTRACT

Two experiments used the N-Back task to test for age differences in working memory inside and outside the focus of attention. Manipulations of the difficulty of item-context binding (Experiment 1) and of stimulus feature binding (Experiment 2) were used to create conditions that varied in their demand on working memory, with the expectation that greater demand might increase age differences in focus-switching costs and the search rate outside the focus of attention. Results showed, however, that although age differences were evident in measures of overall speed and accuracy, and the manipulations significantly affected response times and accuracy in the expected direction, the experimental manipulations had no impact on age differences. Findings instead pointed to age-related reductions in accuracy but not speed of focus-switching and search outside the focus of attention. Thus, age-related deficits appear to involve the availability of representations in working memory, but not their accessibility.     

Regional differences in brain volume predict the acquisition of skill in a complex real-time strategy videogame

Previous studies have found that differences in brain volume among older adults predict performance in laboratory tasks of executive control, memory, and motor learning. In the present study we asked whether regional differences in brain volume as assessed by the application of a voxel-based morphometry technique on high resolution MRI would also be useful in predicting the acquisition of skill in complex tasks, such as strategy-based video games. Twenty older adults were trained for over 20 h to play Rise of Nations, a complex real-time strategy game. These adults showed substantial improvements over the training period in game performance. MRI scans obtained prior to training revealed that the volume of a number of brain regions, which have been previously associated with subsets of the trained skills, predicted a substantial amount of variance in learning on the complex game. Thus, regional differences in brain volume can predict learning in complex tasks that entail the use of a variety of perceptual, cognitive and motor processes.     

Aging and working memory inside and outside the focus of attention: dissociations of availability and accessibility

Two experiments used the N-Back task to test for age differences in working memory inside and outside the focus of attention. Manipulations of the difficulty of item-context binding (Experiment 1) and of stimulus feature binding (Experiment 2) were used to create conditions that varied in their demand on working memory, with the expectation that greater demand might increase age differences in focus-switching costs and the search rate outside the focus of attention. Results showed, however, that although age differences were evident in measures of overall speed and accuracy, and the manipulations significantly affected response times and accuracy in the expected direction, the experimental manipulations had no impact on age differences. Findings instead pointed to age-related reductions in accuracy but not speed of focus-switching and search outside the focus of attention. Thus, age-related deficits appear to involve the availability of representations in working memory, but not their accessibility.     

Are expert athletes ‘expert’ in the cognitive laboratory? A meta‐analytic review of cognition and sport expertise

Recent literature has demonstrated the usefulness of fitness and computer‐based cognitive training as a means to enhance cognition and brain function. However, it is unclear whether the combination of fitness and cognitive training that results from years of extensive sport training also results in superior performance on tests of cognitive processes. In this study we examine, in a quantitative meta‐analysis (k = 20), the relationship between expertise in sports and laboratory‐based measures of cognition. We found that athletes performed better on measures of processing speed and a category of varied attentional paradigms, and athletes from interceptive sport types and males showed the largest effects. Based on our results, more research should be done with higher‐level cognitive tasks, such as tasks of executive function and more varied sub‐domains of visual attention. Furthermore, future studies should incorporate more female athletes and use a diverse range of sport types and levels of expertise. Copyright © 2009 John Wiley & Sons, Ltd.     

Transfer of skill engendered by complex task training under conditions of variable priority

We explored the theoretical underpinnings of a commonly used training strategy by examining issues of training and transfer of skill in the context of a complex video game (Space Fortress, Donchin, 1989). Participants trained using one of two training regimens: Full Emphasis Training (FET) or Variable Priority Training (VPT). Transfer of training was assessed with a large battery of cognitive and psychomotor tasks ranging from basic laboratory paradigms measuring reasoning, memory, and attention to complex real-world simulations. Consistent with previous studies, VPT accelerated learning and maximized task mastery. However, the hypothesis that VPT would result in broader transfer of training received limited support. Rather, transfer was most evident in tasks that were most similar to the Space Fortress game itself. Results are discussed in terms of potential limitations of the VPT approach.