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Participants' Ability (participant + ability)
Selected AbstractsEmotional processing in children with conduct problems and callous/unemotional traitsCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 2 2008M. Woodworth Abstract Background A considerable body of evidence now suggests that conduct problem (CP) children with callous/unemotional (CU) traits differ in many ways from CP children without these characteristics. Previous research has suggested that there are important differences for youth with CP and CU characteristics in their ability to process emotional information. The current study investigated the ability of children with disruptive behaviour disorders to label emotional faces and stories. Methods Participants (aged 7,12) were involved in a summer day treatment and research programme for children with disruptive behaviour problems. Two tasks were administered that were designed to measure participant's ability to recognize and label facial expressions of emotion, as well as their ability to label emotions in hypothetical situations. Results Results indicated that children with higher levels of CU traits, regardless of whether they had elevated CP scores, were less accurate in identifying sad facial expressions. Interestingly, children with higher CU scores were more accurate in labelling fear than were children with lower CU scores, while children with high CP but low CU traits were less accurate than other children in interpreting fearful facial emotions. Further, children's recognition of various emotional vignettes was not associated with CP, CU traits or their interaction. Conclusions The current study demonstrated that it was the combination of CP and a high number of CU traits that differentiated emotional attributions. Consistent with previous research, youth with CU traits had more difficulty in identifying sad facial expressions. However, contrasting with some previous studies, higher CU traits were associated with more accurate perceptions of fearful expressions. It is possible that there is something specific to fear recognition for individuals with more psychopathic, CU traits that actually make them more successful for observing or recognizing fearful expressions. Additional research is needed to clarify both the recognition and processing of fear expression in CP children with and without CU. [source] Attributing Social Meaning to Ambiguous Visual Stimuli in Higher-functioning Autism and Asperger Syndrome: The Social Attribution TaskTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 7 2000Ami Klin More able individuals with autism and Asperger syndrome (AS) have been shown to pass relatively high level theory of mind (ToM) tasks without displaying commensurate levels of social adaptation in naturalistic settings. This paper presents a social cognitive procedure,the Social Attribution Task (SAT),that reduces factors thought to facilitate ToM task performance without facilitating real-life social functioning. Sixty participants with autism (N= 20), AS (N= 20), and normally developing adolescents and adults (N= 20) with normative IQs were asked to provide narratives describing Heider and Simmel's (1944) silent cartoon animation in which geometric shapes enact a social plot. These narratives were coded in terms of the participants' abilities to attribute social meaning to the geometric cartoon. The SAT provides reliable and quantified scores on seven indices of social cognition. Results revealed marked deficits in both clinical groups across all indices. These deficits were not related to verbal IQ or level of metalinguistic skills. Individuals with autism and AS identified about a quarter of the social elements in the story, a third of their attributions were irrelevant to the social plot, and they used pertinent ToM terms very infrequently. They were also unable to derive psychologically based personality features from the shapes' movements. When provided with more explicit verbal information on the nature of the cartoon, individuals with AS improved their performance slightly more than those with autism, but not significantly so. [source] The lateral-occipital and the inferior-frontal cortex play different roles during the naming of visually presented objectsHUMAN BRAIN MAPPING, Issue 12 2009Philippe A. Chouinard Abstract We reasoned that if an area is devoted to processing only the visual features of objects, then transcranial magnetic stimulation (TMS) applied to this area in either hemisphere would affect the naming of objects presented in contralateral but not ipsilateral space. In contrast, if an area is involved in language, then one might expect to see effects of TMS when applied over the left but not the right hemisphere, regardless whether objects are in contralateral or ipsilateral space. Our experiments reveal two important findings. First, TMS delivered to the lateral-occipital complex (LOC), a visual-form area, affected the naming of objects presented in contralateral but not ipsilateral space, independent of which hemisphere was stimulated. In two additional experiments, when participants named the color of objects or made judgments about the size of stimuli as shown physically on a computer screen, TMS over the contralateral LOC did not affect color naming but did affect the participants' ability to make size judgments. Second, TMS delivered to the left but not the right posterior inferior-frontal gyrus (pIFG) affected the naming of objects irrespective of whether objects were presented in contralateral or ipsilateral space. In a separate experiment, when participants were asked to either read or categorize words, TMS over the left but not the right pIFG affected word categorization but not word reading. On the basis of these findings, we propose that when people name visually-presented objects, LOC processes the visual form of objects while the left pIFG processes the semantics of objects. Hum Brain Mapp, 2009. © 2009 Wiley-Liss, Inc. [source] The effects of interleaved practiceAPPLIED COGNITIVE PSYCHOLOGY, Issue 6 2010Kelli Taylor Previous research shows that interleaving rather than blocking practice of different skills (e.g. abcbcacab instead of aaabbbccc) usually improves subsequent test performance. Yet interleaving, but not blocking, ensures that practice of any particular skill is distributed, or spaced, because any two opportunities to practice the same task are not consecutive. Hence, because spaced practice typically improves test performance, the previously observed test benefits of interleaving may be due to spacing rather than interleaving per se. In the experiment reported herein, children practiced four kinds of mathematics problems in an order that was interleaved or blocked, and the degree of spacing was fixed. The interleaving of practice impaired practice session performance yet doubled scores on a test given one day later. An analysis of the errors suggested that interleaving boosted test scores by improving participants' ability to pair each problem with the appropriate procedure. Copyright © 2009 John Wiley & Sons, Ltd. [source] | ||||||||||