Relationships Between Assessments of Habituation and Cognitive Performance in the Early Years of Life

1979 ◽  
Vol 2 (2) ◽  
pp. 159-170 ◽  
Author(s):  
Dolores J. Miller ◽  
Ellen B. Ryan ◽  
Edward Aberger ◽  
Michael D. Mcguire ◽  
Elizabeth J. Short ◽  
...  
Keyword(s):  
Cognitive Performance ◽  
Strong Support ◽  
Early Years ◽  
Early Infancy ◽  
Cognitive Tasks ◽  
Habituation Rate ◽  
And Performance

Relationships between measures of habituation and performance on cognitive tasks at 27 and 39 months of age and between these and previously reported assessments (at 15 months and early infancy) were examined for 29 children. Some stability of habituation rate is evidenced, but results do not offer strong support for the notion that faster habituators are somewhat more advanced cognitively than their slower counterparts.

Habituation and Cognitive Performance: Relationships Between Measures at Four Years of Age and Earlier Assessments

1980 ◽  
Vol 3 (2) ◽  
pp. 131-146 ◽  
Author(s):  
Dolores J. Miller ◽  
Gail Spiridigliozzi ◽  
Ellen B. Ryan ◽  
Mary P. Callan ◽  
Joan E. Mclaughlin
Keyword(s):  
Individual Differences ◽  
Discriminant Analysis ◽  
Cognitive Performance ◽  
Early Infancy ◽  
Cognitive Tasks ◽  
Predicting Performance ◽  
Median Split ◽  
And Performance ◽  
Visual Habituation

Relationships between measures of visual habituation and performance on cognitive tasks at 51 months of age and between these and previous assessments (at 39, 27, 15 months and early infancy) were examined in 24 children. Results suggest that youngsters currently characterized as faster habituators, in terms of first fixation data, may be somewhat advanced cognitively compared to slower habituators. The indexing of a group of fast and of slow habituators, through median split of ranked first fixation ratios, proved effective in predicting performance across the four cognitive tasks at 51 months according to a discriminant analysis. Correlations between these ratios and both current and previous cognitive scores showed some stability of individual differences from 15 through 51 months.

Complex Cognitive Performance and Sensory Deprivation: Completing the U-Curve

1972 ◽  
Vol 34 (2) ◽  
pp. 601-602 ◽  
Author(s):  
P. Bruce Landon ◽  
Peter Suedfeld
Keyword(s):  
Cognitive Performance ◽  
Sensory Deprivation ◽  
Cognitive Tasks ◽  
Curvilinear Relationship ◽  
Control Group ◽  
Complex Tasks ◽  
Arousal Model ◽  
And Performance

As predicted from an arousal model, previous research demonstrated a curvilinear relationship between sensory deprivation (SD) and performance on simple cognitive tasks; on complex tasks, however, the sub- to optimal part of the curve was not found. The addition of a control group of 17 men who did not anticipate SD provided this missing portion, lending further support to the model and indicating an important consideration for control treatments in SD studies.

scholarly journals Chimpanzee intellect: personality, performance and motivation with touchscreen tasks

2017 ◽  
Vol 4 (5) ◽  
pp. 170169 ◽  
Author(s):  
Drew M. Altschul ◽  
Emma K. Wallace ◽  
Ruth Sonnweber ◽  
Masaki Tomonaga ◽  
Alexander Weiss
Keyword(s):  
Academic Performance ◽  
Cognitive Performance ◽  
High Performance ◽  
Learning Performance ◽  
Cognitive Tasks ◽  
And Performance ◽  
Human Intellect ◽  
Study Performance ◽  
Over Time ◽  
Related Personality

Human intellect is characterized by intercorrelated psychological domains, including intelligence, academic performance and personality. Higher openness is associated with higher intelligence and better academic performance, yet high performance among individuals is itself attributable to intelligence, not openness. High conscientiousness individuals, although not necessarily more intelligent, are better performers. Work with other species is not as extensive, yet animals display similar relationships between exploration- and persistence-related personality traits and performance on cognitive tasks. However, previous studies linking cognition and personality have not tracked learning, performance and dropout over time—three crucial elements of cognitive performance. We conducted three participatory experiments with touchscreen cognitive tasks among 19 zoo-housed chimpanzees, whose personalities were assessed 3 years prior to the study. Performance and participation were recorded across experiments. High conscientiousness chimpanzees participated more, dropped out less and performed better, but their performance could be explained by their experience with the task. High openness chimpanzees tended to be more interested, perform better and continue to participate when not rewarded with food. Our results demonstrate that chimpanzees, like humans, possess broad intellectual capacities that are affected by their personalities.

Effects of Fatigue on Cognitive Performance in Long-Duration Simulated Flight Missions

2020 ◽  
Vol 10 (2) ◽  
pp. 82-93
Author(s):  
Eduardo Rosa ◽  
Ola Eiken ◽  
Mikael Grönkvist ◽  
Roger Kölegård ◽  
Nicklas Dahlström ◽  
...  
Keyword(s):  
Executive Functions ◽  
Task Performance ◽  
Cognitive Performance ◽  
Cognitive Tasks ◽  
Fatigue Index ◽  
Fighter Aircraft ◽  
Long Duration ◽  
Metacognitive Accuracy

Abstract. Fighter pilots may be exposed to extended flight missions. Consequently, there is increasing concern about fatigue. We investigated the effects of fatigue and cognitive performance in a simulated 11-hr mission in the 39 Gripen fighter aircraft. Five cognitive tasks were used to assess cognitive performance. Fatigue was measured with the Samn–Perelli Fatigue Index. Results showed that performance in the non-executive task degraded after approximately 7 hr. Fatigue ratings showed a matching trend to the performance in this task. Performance in tasks taxing executive functions did not decline. We interpreted that fatigue can be overridden by increased attentional effort for executive tasks but not for non-executive components of cognition. Participants underestimated their performance and metacognitive accuracy was not influenced by fatigue.

STEREOTYPE THREAT AND STEREOTYPE LIFT: THE CASE OF 10 YEAR OLD GIRLS AND BOYS

2016 ◽  
Vol 12 (4) ◽  
pp. 21-32
Author(s):  
Anna Kwiatkowska ◽  
Małgorzata Mróz
Keyword(s):  
Stereotype Threat ◽  
Cognitive Performance ◽  
Significant Interaction ◽  
Self Esteem ◽  
The Self ◽  
Experimental Conditions ◽  
Significant Interaction Effect ◽  
Significant Drop ◽  
Stereotype Lift ◽  
And Performance

The aim of this study was to examine the effects of stereotypical and counter-stereotypicalinformation on the self-esteem and cognitive performance of 10-year-old children. Our sampleconsisted of 37 girls and 37 boys. Children were presented with 10 “mathematical” puzzles in threeexperimental conditions: stereotypical (boys are better), counter-stereotypical (girls are better), andthe control condition (no particular information). Self-esteem was measured using a non-verbaltask. The results showed a significant interaction effect of “condition x sex” on self-esteem andperformance. Girls revealed no significant differences between control and experimental conditions,while boys showed a significant drop in self-esteem and performance in the counter-stereotypicalcondition as compared to the control condition and a significant lift in self-esteem and performancein the stereotypical condition as compared to the control condition.

Anxiety, Processing Efficiency, and Cognitive Performance

2009 ◽  
Vol 14 (2) ◽  
pp. 168-176 ◽  
Author(s):  
Nazanin Derakshan ◽  
Michael W. Eysenck
Keyword(s):  
Control Theory ◽  
Cognitive Performance ◽  
Attentional Control ◽  
Processing Efficiency ◽  
Performance Effectiveness ◽  
Theoretical Predictions ◽  
Attentional Control Theory ◽  
Efficiency Theory ◽  
And Performance ◽  
Switching Attention

There have been many attempts to account theoretically for the effects of anxiety on cognitive performance. This article focuses on two theories based on insights from cognitive psychology. The more recent is the attentional control theory ( Eysenck, Derakshan, Santos, & Calvo, 2007 ), which developed from the earlier processing efficiency theory ( Eysenck & Calvo, 1992 ). Both theories assume there is a fundamental distinction between performance effectiveness (quality of performance) and processing efficiency (the relationship between performance effectiveness and use of processing resources), and that anxiety impairs processing efficiency more than performance effectiveness. Both theories also assume that anxiety impairs the efficiency of the central executive component of the working memory system. In addition, attentional control theory assumes that anxiety impairs the efficiency of two types of attentional control: (1) negative attentional control (involved in inhibiting attention to task-irrelevant stimuli); and (2) positive attentional control (involved in flexibly switching attention between and within tasks to maximize performance). Recent (including unpublished) research relevant to theoretical predictions from attentional control theory is discussed. In addition, future directions for theory and research in the area of anxiety and performance are presented.

The Impact of Cognitive Load on Volitional Running

2016 ◽  
Vol 60 (1) ◽  
pp. 1179-1183 ◽  
Author(s):  
Megan J. Blakely ◽  
Kyle Wilson ◽  
Paul N. Russell ◽  
William S. Helton
Keyword(s):  
Physical Activity ◽  
Cognitive Load ◽  
Cognitive Performance ◽  
Cognitive Task ◽  
High Load ◽  
Interactive Effects ◽  
Cognitive Tasks ◽  
Running Speed ◽  
Original Experiment ◽  
The Impact

The effects of physical activity on cognition and the effects of cognitive load on physical activity are complex. Both the nature of the physical activity and cognitive task may influence the interactive effects of performing a physical task while also performing a cognitive task. In a previous study examining the impact of increasing cognitive load on outdoor running speed and the impact of outdoor running on cognitive performance, Blakely et al. (2015) found running speed decreased as cognitive load increased. They also found that the impact of running itself on cognitive performance occurred when the cognitive task was itself demanding (high cognitive load). In the current study we expanded on this previous research by improving the experimental task to rule out peripheral sensory, not central or executive, interference and by incorporating heart rate measures and VO2 max estimates. Twelve runners completed five conditions, two seated cognitive tasks (one low load and one high load), two dual running cognitive tasks and one run only. Results were similar to the original experiment, as the cognitive task became more difficult, voluntary running speed decreased. Also the effects of running on cognitive performance (counting) were found only when the cognitive task was high load.

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