Do adolescents take more risks? Not when facing a novel uncertain situation

Real-life risky behavior seems to peak in adolescence, increasing the chance of negative and even irreversible outcomes, such as road traffic accidents, in this period of life. We are still lacking conclusive evidence, however, for an inverted U-shaped developmental trajectory for risk-taking. This raises the question whether adolescents are really more risk-prone or when facing a novel risky situation, they behave just as children and adults do. To answer this question, we used the Balloon Analogue Risk Task (BART) to assess the risky decision making of 188 individuals ranging in age from 7 to 30. The BART provided useful data for characterizing multiple aspects of risk-taking under uncertainty. Participants in all age groups were able to adapt their learning processes to the probabilistic environment and improve their performance during the sequential risky choice. Surprisingly, we found that adolescents were not more inclined to take risks than children or young adults at any stage of the task. Likewise, neither negative feedback reactivity nor overall task performance distinguished adolescents from the younger and older age groups. Our findings prompt (1) methodological considerations about the validity of the BART and (2) theoretical debate on whether experience accumulation on its own may account for age-related changes in decision making both in the lab and the real world, since risk-taking in a novel and uncertain situation was invariant across developmental stages

The relationship between executive function and joint attention in the second year of life

Several theories of cognitive control or executive function (EF) propose that EF development corresponds to children's ability to form and reflect on represented stimuli in the environment. However, research on early EF is primarily conducted with preschoolers, despite the fact that important developments in representation (e.g., language, gesture) occur within the first years of life within a social context (e.g., to share, communicate, and collaborate, see Tomasello, Carpenter, Call, Behne, & Moll, 2005). In the current study, children's EF performance and the relationship between EF and early representation (i.e., joint attention, language) were longitudinally examined in 47 children at 14 and 18 months of age. Results provided support for a unidirectional relationship in which earlier joint attention behavior at 14 months was related to better EF at 18 months. Specifically, higher level initiation of joint attention behaviors at 14 months (e.g., pointing to manipulate another's attention) were related to stronger, more cohesive EF performance at 18 months. Children's performance on EF tasks was low at 14 months and improved from 14 to 18 months. Although EF performance during this period revealed patterns dissimilar to later EF development in preschool (e.g., low inter-task correlations, few significant relations to language), by 18 months of age a subset of children consistently passed the majority of EF tasks, possibly indicating the emergence of a unified EF in the second year of life. These results provide evidence that preverbal means of representation (i.e., initiation of joint attention) are related to early EF (e.g., Zelazo, 2004). Further, early representation that emerges within a social context (e.g., to communicate information to another person) may underlie the emergence of a unified EF ability, as only children demonstrating higher-level initiation of joint attention behaviors were able to guide behavior across multiple EF contexts

Successfully carrying out complex learning tasks through guiding teams’ qualitative and quantitative reasoning

Slof, B., Erkens, G., Kirschner, P. A., Janssen, J., & Jaspers, J. G. M. (2012). Successfully carrying out complex learning tasks through guiding teams' qualitative and quantitative reasoning. Instructional Science, 40, 623-643. DOI: 10.1007/s11251-011-9185-2This study investigated whether and how scripting learners’ use of representational tools in a Computer Supported Collaborative Learning (CSCL)-environment fostered their collaborative performance on a complex business-economics task. Scripting the problem-solving process sequenced and made its phase-related part-task demands explicit, namely defining the problem and proposing multiple solutions, followed by determining suitability of the solutions and coming to a definitive problem solution. Two tools facilitated construction of causal or mathematical domain representations. Each was suited for carrying out the part-task demands of one specific problem-solving phase; the causal was matched to problem-solution phase and the mathematical (in the form of a simulation) to the solution-evaluation phase. Teams of learners (N = 34, Mean age = 15.7) in four experimental conditions carried out the part-tasks in a predefined order, but differed in the representational tool/tools they received during the collaborative problem-solving process. The tools were matched, partly matched or mismatched to the part-task demands. Teams in the causal-only (n = 9) and simulation-only (n = 9) conditions received either a causal or a simulation tool and were, thus, supported in only one of the two part-tasks. Teams in the simulation-causal condition (n = 9) received both tools, but in an order that was mismatched to the part-task demands. Teams in the causal-simulation condition (n = 7) received both tools in an order that matched the part-task demands of the problem phases. Results revealed that teams receiving part-task congruent tools constructed more task-appropriate representations and had more elaborated discussions about the domain. As a consequence, those teams performed better on the complex learning-task

Route repetition and route retracing: effects of cognitive aging

Retracing a recently traveled route is a frequent navigation task when learning novel routes or exploring unfamiliar environments. In the present study we utilized virtual environments technology to investigate age-related differences in repeating and retracing a learned route. In the training phase of the experiment participants were guided along a route consisting of multiple intersections each featuring one unique landmark. In the subsequent test phase, they were guided along short sections of the route and asked to indicate overall travel direction (repetition or retracing), the direction required to continue along the route, and the next landmark they would encounter. Results demonstrate age-related deficits in all three tasks. More specifically, in contrast to younger participants, the older participants had greater problems during route retracing than during route repetition. While route repetition can be solved with egocentric response or route strategies, successfully retracing a route requires allocentric processing. The age-related deficits in route retracing are discussed in the context of impaired allocentric processing and shift from allocentric to egocentric navigation strategies as a consequence of age-related hippocampal degeneration. - See more at: http://journal.frontiersin.org/Journal/10.3389/fnagi.2012.00007/abstract#sthash.xK4Htsfy.dpu

Task Persistence: A Potential Mediator of the Income-Achievement Gap

Background: The pervasive gap in achievement among impoverished children has been investigated primarily in terms of parental investments, specifically parent to child speech and other forms of cognitive stimulation (e.g., toys, print materials). This research extends that literature by considering the role of a non-cognitive factor, namely task persistence, in the income-achievement gap. Using task persistence as the hypothesized mediator, duration of childhood in poverty is used to predict two educational variables - perceived academic competence and educational attainment. Although bivariate relationships between each of the variables have been demonstrated in past research, a full model linking task persistence with the income-achievement gap has not been investigated thus far. Methods: Using multiple waves of longitudinal data, duration of childhood poverty (ages 0-9) is used to predict both perceived academic competence (age 17) and educational attainment (age 23) with task persistence (average of ages 9, 13, 17) as a mediator. Results: With task persistence included in each model, the relationships between duration of childhood in poverty and both perceived academic competence and educational attainment are significantly reduced, confirming a mediational influence of task persistence. Conclusions: As hypothesized, task persistence statistically mediates the relationship between duration of childhood in poverty and educational outcomes. The implications of these findings on school success and intergenerational poverty are addressed, as well as suggestions for future research

Wayfinding and Glaucoma: A Virtual Reality Experiment.

PurposeWayfinding, the process of determining and following a route between an origin and a destination, is an integral part of everyday tasks. The purpose of this study was to investigate the impact of glaucomatous visual field loss on wayfinding behavior using an immersive virtual reality (VR) environment.MethodsThis cross-sectional study included 31 glaucomatous patients and 20 healthy subjects without evidence of overall cognitive impairment. Wayfinding experiments were modeled after the Morris water maze navigation task and conducted in an immersive VR environment. Two rooms were built varying only in the complexity of the visual scene in order to promote allocentric-based (room A, with multiple visual cues) versus egocentric-based (room B, with single visual cue) spatial representations of the environment. Wayfinding tasks in each room consisted of revisiting previously visible targets that subsequently became invisible.ResultsFor room A, glaucoma patients spent on average 35.0 seconds to perform the wayfinding task, whereas healthy subjects spent an average of 24.4 seconds (P = 0.001). For room B, no statistically significant difference was seen on average time to complete the task (26.2 seconds versus 23.4 seconds, respectively; P = 0.514). For room A, each 1-dB worse binocular mean sensitivity was associated with 3.4% (P = 0.001) increase in time to complete the task.ConclusionsGlaucoma patients performed significantly worse on allocentric-based wayfinding tasks conducted in a VR environment, suggesting visual field loss may affect the construction of spatial cognitive maps relevant to successful wayfinding. VR environments may represent a useful approach for assessing functional vision endpoints for clinical trials of emerging therapies in ophthalmology

An internet study of prospective memory across adulthood

In an Internet study, 73,018 18-79-year-olds were asked to “remember to click the smiley face when it appears”. A smiley face was present/absent at encoding, and participants were told to expect it “at the end of the test”/“later in the test.” In all 4 conditions, it occurred after 20 min of retrospective memory tests. Prospective remembering benefited at all ages from both prior target exposure and temporal uncertainty; moreover, it resembled working memory in its linear decline from young adulthood. The study demonstrates the power of Internet methodology to reveal age-related deficits in a single-trial prospective memory task outside the laboratory

Supporting Memorization and Problem Solving with Spatial Information Presentations in Virtual Environments

While it has been suggested that immersive virtual environments could provide benefits for educational applications, few studies have formally evaluated how the enhanced perceptual displays of such systems might improve learning. Using simplified memorization and problem-solving tasks as representative approximations of more advanced types of learning, we are investigating the effects of providing supplemental spatial information on the performance of learning-based activities within virtual environments. We performed two experiments to investigate whether users can take advantage of a spatial information presentation to improve performance on cognitive processing activities. In both experiments, information was presented either directly in front of the participant or wrapped around the participant along the walls of a surround display. In our first experiment, we found that the spatial presentation caused better performance on a memorization and recall task. To investigate whether the advantages of spatial information presentation extend beyond memorization to higher level cognitive activities, our second experiment employed a puzzle-like task that required critical thinking using the presented information. The results indicate that no performance improvements or mental workload reductions were gained from the spatial presentation method compared to a non-spatial layout for our problem-solving task. The results of these two experiments suggest that supplemental spatial information can support performance improvements for cognitive processing and learning-based activities, but its effectiveness is dependent on the nature of the task and a meaningful use of space