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.

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.

Individual Differences in Reported Visual Imagery and Cognitive Performance

1978 ◽  
Vol 46 (2) ◽  
pp. 451-458 ◽  
Author(s):  
Stuart J. McKelvie ◽  
Mary M. Rohrberg
Keyword(s):  
Individual Differences ◽  
Cognitive Performance ◽  
Visual Imagery ◽  
Visual Space ◽  
The Other ◽  
Cognitive Tasks ◽  
Visual Images ◽  
Abstract Reasoning ◽  
Numerical Ability ◽  
And Control

Selected on the basis of their scores on the Vividness of Visual Imagery Questionnaire, 16 High Visualizers and 14 Low Visualizers (equally divided by sex) completed various cognitive tasks thought to involve visual (Space Relations, Watch Rotation) and non-visual (Verbal Reasoning, Abstract Reasoning, Numerical Ability) processes. Although Low Visualizers (particularly males) were superior to High Visualizers in Numerical Ability, both groups performed equally well on the other tests. Since correlational analyses indicated that scores on the vividness questionnaire and the Gordon Controllability of Imagery Questionnaire were not independent, particularly for females, it was suggested that questionnaires ought to be developed better to differentiate the abilities to generate and control visual images.

scholarly journals Differential and Experimental Approaches to Studying Intelligence in Humans and Non-Human Animals

2020 ◽  
Author(s):  
Alexander P. Burgoyne ◽  
Jason S. Tsukahara ◽  
Christopher Draheim ◽  
Randall W Engle
Keyword(s):  
Individual Differences ◽  
Cognitive Performance ◽  
Cognitive Abilities ◽  
Fluid Intelligence ◽  
Relevant Information ◽  
Attention Control ◽  
Cognitive Tasks ◽  
General Factor ◽  
Albino Rat ◽  
General Ability

Why do some individuals learn more quickly than others, or perform better in complex cognitive tasks? In this article, we describe how differential and experimental research methods can be used to study intelligence in humans and non-human animals. More than one hundred years ago, Spearman (1904) discovered a general factor underpinning performance across cognitive domains in humans. Shortly thereafter, Thorndike (1935) discovered positive correlations between cognitive performance measures in the albino rat. Today, research continues to shed light on the underpinnings of the positive manifold observed among ability measures. In this review, we focus on the relationship between cognitive performance and attention control: the domain-general ability to maintain focus on task-relevant information while preventing attentional capture by task-irrelevant thoughts and events. Recent work from our lab has revealed that individual differences in attention control can largely explain the positive associations between broad cognitive abilities such as working memory capacity and fluid intelligence. In research on mice, attention control has been closely linked to a general ability factor reflecting route learning and problem solving. Taken together, both lines of research suggest that individual differences in attention control underpin performance in a variety of complex cognitive tasks, helping to explain why measures of cognitive ability correlate positively. Efforts to find confirmatory and disconfirmatory evidence across species stands to improve not only our understanding of attention control, but cognition in general.

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.

scholarly journals Characterizing Bilingual Effects on Cognition: The Search for Meaningful Individual Differences

2021 ◽  
Vol 11 (1) ◽  
pp. 81
Author(s):  
Kristina C. Backer ◽  
Heather Bortfeld
Keyword(s):  
Individual Differences ◽  
Cognitive Processes ◽  
Language Background ◽  
Bilingual Advantage ◽  
The Past ◽  
General Movement ◽  
And Performance ◽  
Task Irrelevant ◽  
Analytical Approaches ◽  
The Relationship

A debate over the past decade has focused on the so-called bilingual advantage—the idea that bilingual and multilingual individuals have enhanced domain-general executive functions, relative to monolinguals, due to competition-induced monitoring of both processing and representation from the task-irrelevant language(s). In this commentary, we consider a recent study by Pot, Keijzer, and de Bot (2018), which focused on the relationship between individual differences in language usage and performance on an executive function task among multilingual older adults. We discuss their approach and findings in light of a more general movement towards embracing complexity in this domain of research, including individuals’ sociocultural context and position in the lifespan. The field increasingly considers interactions between bilingualism/multilingualism and cognition, employing measures of language use well beyond the early dichotomous perspectives on language background. Moreover, new measures of bilingualism and analytical approaches are helping researchers interrogate the complexities of specific processing issues. Indeed, our review of the bilingualism/multilingualism literature confirms the increased appreciation researchers have for the range of factors—beyond whether someone speaks one, two, or more languages—that impact specific cognitive processes. Here, we highlight some of the most salient of these, and incorporate suggestions for a way forward that likewise encompasses neural perspectives on the topic.

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