Search results for "Problem Solving"
showing 10 items of 168 documents
Jumping to conclusions, general intelligence, and psychosis liability: Findings from the multi-centre EU-GEI case-control study
2021
This study was funded by the Medical Research Council, the European Community’s Seventh Framework Program grant [agreement HEALTH-F2-2009-241909 (Project EU-GEI)], São Paulo Research Foundation (grant 2012/0417-0), the National Institute for Health Research (NIHR) Biomedical Research Centre (BRC) at South London and Maudsley NHS Foundation Trust and King’s College London, the NIHR BRC at University College London and the Wellcome Trust (grant 101272/Z/12/Z).
Executive Functions, Episodic Autobiographical Memory, Problem-Solving Capacity, and Depression Proposal for a Structural Equations Model
2019
The executive functions play an important role in storing and recovering autobiographical memories, especially episodic memories. These types of memories provide information about solutions and experiences from the past that can be utilized as examples in the present when seeking solutions to any problem. In addition, a close relationship between depression and the executive functions has been widely recognized. This study aims to elaborate a structural equations model that empirically supports the relationships among the executive functions, episodic autobiographical memory, and the adaptive capacity to solve problems, taking into account the depressed mood state. In all, 32 healthy elder…
Multiple representations and mechanisms for visuomotor adaptation in young children
2012
International audience; In this study, we utilized transformed spatial mappings to perturb visuomotor integration in 5-yr-old children and adults. The participants were asked to perform pointing movements under five different conditions of visuomotor rotation (from 0° to 180°), which were designed to reveal explicit vs. implicit representations as well as the mechanisms underlying the visual-motor mapping. Several tests allowed us to separately evaluate sensorimotor (i.e., the dynamic dimension of movement) and cognitive (i.e., the explicit representations of target position and the strategies used by the participants) representations of visuo-proprioceptive distortion. Our results indicate…
What users think about the differences between caffeine and illicit/prescription stimulants for cognitive enhancement
2012
Pharmacological cognitive enhancement (CE) is a topic of increasing public awareness. In the scientific literature on student use of CE as a study aid for academic performance enhancement, there are high prevalence rates regarding the use of caffeinated substances (coffee, caffeinated drinks, caffeine tablets) but remarkably lower prevalence rates regarding the use of illicit/prescription stimulants such as amphetamines or methylphenidate. While the literature considers the reasons and mechanisms for these different prevalence rates from a theoretical standpoint, it lacks empirical data to account for healthy students who use both, caffeine and illicit/prescription stimulants, exclusively f…
Bringing the Cognitive Estimation Task into the 21st Century: Normative Data on Two New Parallel Forms
2014
The Cognitive Estimation Test (CET) is widely used by clinicians and researchers to assess the ability to produce reasonable cognitive estimates. Although several studies have published normative data for versions of the CET, many of the items are now outdated and parallel forms of the test do not exist to allow cognitive estimation abilities to be assessed on more than one occasion. In the present study, we devised two new 9-item parallel forms of the CET. These versions were administered to 184 healthy male and female participants aged 18–79 years with 9–22 years of education. Increasing age and years of education were found to be associated with successful CET performance as well as gend…
The Associations of Objectively Measured Physical Activity and Sedentary Time with Cognitive Functions in School-Aged Children
2014
Abstract. Low levels of physical activity among children have raised concerns over the effects of a physically inactive lifestyle, not only on physical health but also on cognitive prerequisites of learning. This study examined how objectively measured and self- reported physical activity and sedentary behavior are associated with cognitive functions in school-aged children. The study population consisted of 224 children from five schools in the Jyva ̈ skyla ̈ school district in Finland (mean age 12.2 years; 56% girls), who participated in the study in the spring of 2011. Physical activity and sedentary time were measured objectively for seven consecutive days using the ActiGraph GT1M/GT3X …
Practice effects on visuomotor and problem-solving tests by children.
2001
Practice effects on a visuomotor test (the Developmental Test of Visuo-Motor Integration), a timed visual discrimination test (the Underlining Test), and two problem-solving tests (the Porteus Mazes Test and the Tower of Hanoi Test) were analyzed. Children of two age groups ( Ms: 7.7 and 11.6 yr.) were chosen to study the effect of age on practice effects. The tests were repeated nine times with test-retest intervals of 2 mo. The Developmental Test of Visuo-Motor Integration showed no practice effects, while the Porteus Mazes Test, the Underlining Test, and the Tower of Hanoi Test showed significant practice effects. Practice effects were larger for the older age group on all the tests, ex…
Conceptual implicit memory: a developmental study.
1995
The widely accepted standpoint that implicit memory emerges earlier in development than explicit memory, and is more stable from childhood to adult age, is based on experimental data essentially collected in perceptual tasks. The present study was aimed at investigating whether these findings still hold when a more conceptual task is used. We compared the performance of children at two age levels (2nd and 4th grades) on a category-exemplar generation task. Results showed that performances of the two groups were comparable when the target items were typical of their categories, as in Experiment 2, and for a subset of the items in Experiment 1. However, the older children outperformed the you…
What makes working memory spans so predictive of high-level cognition?
2005
Working memory (WM) span tasks involving a complex activity performed concurrently with item retention have proven to be good predictors of high-level cognitive performance. The present study demonstrates that replacing these complex self-paced activities with simpler but computer-paced processes, such as reading successive letters, yields more predictive WM span measures. This finding suggests that WM span tasks evaluate a fundamental capacity that underpins complex as well as elementary cognitive processes. Moreover, the higher predictive power of computer-paced WM span tasks suggests that strategic factors do not contribute to the relationship between WM spans and high-level cognition.
Mentally Simulated Motor Actions in Children
2009
The present study investigated the effects of age and arm preference on motor imagery ability. Children (groups: 6.5, 8.3, and 10.1 years) and young adults (22.4 years) physically or mentally performed a drawing motor task with the right or the left arm. Imagery ability, accessed by the timing correspondence between executed and imagined movements, was poor at 6 and 8 years but improved at age 10, and was robust in adults. The arm condition had no influence on imagery ability. We suggest that maturation of parietal and prefrontal cortices during development may contribute to improvement of action representation.