Clever
Can counter-stereotypes boost flexible thinking?
Małgorzata Gocłowska, Richard Crisp & Kirsty Labuschagne
Group Processes & Intergroup Relations, March 2013, Pages 217-231
Abstract:
To reduce prejudice psychologists design interventions requiring people to think of counter-stereotypes (i.e., people who defy stereotypic expectations - a strong woman, a Black President). Grounded in the idea that stereotypes constrain the ability to think flexibly, we propose that thinking of counter-stereotypes can have benefits that extend beyond the goal of prejudice reduction - in particular to tasks measuring cognitive flexibility and creative performance. Findings supported this conjecture. In Experiment 1 priming a gender counter-stereotype enhanced cognitive flexibility. This effect could not be attributed to changes in mood. In Experiment 2, using a gender-independent manipulation, priming various social counter-stereotypes brought a boost to creative performance. We discuss implications of these extended benefits of counter-stereotypic thinking for developing future prejudice-reduction interventions.
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An increase of intelligence in Saudi Arabia, 1977-2010
Adel Batterjee et al.
Intelligence, March-April 2013, Pages 91-93
Abstract:
Normative data for 8-15 year olds for the Standard Progressive Matrices in Saudi Arabia were obtained in 1977 and 2010. The 2010 sample obtained higher average scores than the 1977 sample by .78d, equivalent to 11.7 IQ points. This represents a gain of 3.55 IQ points a decade over the 33 year period.
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Michael Mrazek et al.
Psychological Science, forthcoming
Abstract:
Given that the ability to attend to a task without distraction underlies performance in a wide variety of contexts, training one's ability to stay on task should result in a similarly broad enhancement of performance. In a randomized controlled investigation, we examined whether a 2-week mindfulness-training course would decrease mind wandering and improve cognitive performance. Mindfulness training improved both GRE reading-comprehension scores and working memory capacity while simultaneously reducing the occurrence of distracting thoughts during completion of the GRE and the measure of working memory. Improvements in performance following mindfulness training were mediated by reduced mind wandering among participants who were prone to distraction at pretesting. Our results suggest that cultivating mindfulness is an effective and efficient technique for improving cognitive function, with wide-reaching consequences.
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Evangelia Chrysikou et al.
Cognitive Neuroscience, forthcoming
Abstract:
Recent neuroscience evidence suggests that some higher-order tasks might benefit from a reduction in sensory filtering associated with low levels of cognitive control. Guided by neuroimaging findings, we hypothesized that cathodal (inhibitory) transcranial direct current stimulation (tDCS) will facilitate performance in a flexible use generation task. Participants saw pictures of artifacts and generated aloud either the object's common use or an uncommon use for it, while receiving cathodal tDCS (1.5mA) either over left or right PFC, or sham stimulation. A forward digit span task served as a negative control for potential general effects of stimulation. Analysis of voice-onset reaction times and number of responses generated showed significant facilitative effects of left PFC stimulation for the uncommon, but not the common use generation task and no effects of stimulation on the control task. The results support the hypothesis that certain tasks may benefit from a state of diminished cognitive control.
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Cultural differences in the development of processing speed
Robert Kail et al.
Developmental Science, forthcoming
Abstract:
The aim of the present work was to examine cultural differences in the development of speed of information processing. Four samples of US children (N = 509) and four samples of East Asian children (N = 661) completed psychometric measures of processing speed on two occasions. Analyses of the longitudinal data indicated that, although processing speed was comparable among US and East Asian children at the youngest age (~4.5 years), it developed more rapidly in some but not all of the East Asian samples. Results are discussed in terms of factors that may promote more rapid development of processing speed in some East Asian cultures.
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The Effects of Poor Neonatal Health on Children's Cognitive Development
David Figlio et al.
NBER Working Paper, February 2013
Abstract:
We make use of a new data resource, merged birth and school records for all children born in Florida from 1992 to 2002, to study the effects of birth weight on cognitive development from kindergarten through schooling. Using twin fixed effects models, we find that the effects of birth weight on cognitive development are essentially constant through the school career; that these effects are very similar across a wide range of family backgrounds; and that they are invariant to measures of school quality. We conclude that the effects of poor neonatal health on adult outcomes are therefore set very early.
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Enhancing Cognition with Video Games: A Multiple Game Training Study
Adam Oei & Michael Patterson
PLoS ONE, March 2013
Background: Previous evidence points to a causal link between playing action video games and enhanced cognition and perception. However, benefits of playing other video games are under-investigated. We examined whether playing non-action games also improves cognition. Hence, we compared transfer effects of an action and other non-action types that required different cognitive demands.
Methodology/Principal Findings: We instructed 5 groups of non-gamer participants to play one game each on a mobile device (iPhone/iPod Touch) for one hour a day/five days a week over four weeks (20 hours). Games included action, spatial memory, match-3, hidden- object, and an agent-based life simulation. Participants performed four behavioral tasks before and after video game training to assess for transfer effects. Tasks included an attentional blink task, a spatial memory and visual search dual task, a visual filter memory task to assess for multiple object tracking and cognitive control, as well as a complex verbal span task. Action game playing eliminated attentional blink and improved cognitive control and multiple-object tracking. Match-3, spatial memory and hidden object games improved visual search performance while the latter two also improved spatial working memory. Complex verbal span improved after match-3 and action game training.
Conclusion/Significance: Cognitive improvements were not limited to action game training alone and different games enhanced different aspects of cognition. We conclude that training specific cognitive abilities frequently in a video game improves performance in tasks that share common underlying demands. Overall, these results suggest that many video game-related cognitive improvements may not be due to training of general broad cognitive systems such as executive attentional control, but instead due to frequent utilization of specific cognitive processes during game play. Thus, many video game training related improvements to cognition may be attributed to near-transfer effects.
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Common DNA Markers Can Account for More Than Half of the Genetic Influence on Cognitive Abilities
Robert Plomin et al.
Psychological Science, forthcoming
Abstract:
For nearly a century, twin and adoption studies have yielded substantial estimates of heritability for cognitive abilities, although it has proved difficult for genomewide-association studies to identify the genetic variants that account for this heritability (i.e., the missing-heritability problem). However, a new approach, genomewide complex-trait analysis (GCTA), forgoes the identification of individual variants to estimate the total heritability captured by common DNA markers on genotyping arrays. In the same sample of 3,154 pairs of 12-year-old twins, we directly compared twin-study heritability estimates for cognitive abilities (language, verbal, nonverbal, and general) with GCTA estimates captured by 1.7 million DNA markers. We found that DNA markers tagged by the array accounted for .66 of the estimated heritability, reaffirming that cognitive abilities are heritable. Larger sample sizes alone will be sufficient to identify many of the genetic variants that influence cognitive abilities.
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Kevin Beaver
Personality and Individual Differences, forthcoming
Abstract:
Selective attrition is a potentially serious problem that can bias the findings that are generated from longitudinal samples. Although the extent to which IQ might be involved in selective attrition has been studied, the results from these studies have been decidedly mixed. The current study adds to the literature examining the link between IQ and selective attrition by examining four waves of data from the National Longitudinal Study of Adolescent Health. Analysis of these data revealed that IQ is related to attrition, with lower IQ respondents more likely to drop out of the study when compared against higher IQ respondents. The evidence suggests that dropouts score about 4.5 IQ points lower than subjects who did not drop out. Limitations of the study are noted and directions for future research are discussed.
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The joys of spring: Changes in mental alertness and brain function
Leigh Riby
Experimental Psychology, Spring 2013, Pages 71-79
Abstract:
This study used Vivaldi's Four Seasons, an extraordinary example of program music, to explore the consequence of music exposure on cognitive event-related potentials (ERPs). Seventeen participants performed a three-stimulus visual odd-ball task while ERPs were recorded. Participants were required to differentiate between a rare target stimulus (to elicit a memory updating component; P3b), a rare novel stimulus (to elicit a novelty attention component; P3a), and a frequent nontarget stimulus. During task performance participants listened to the four concertos: Spring, Summer, Autumn, and Winter in comparison to a silent control condition. Additionally, the three movements of each concerto have a fast, slow, fast structure that enabled examination of the impact of tempo. The data revealed that "Spring," particularly the well-recognized, vibrant, emotive, and uplifting first movement, had the ability to enhance mental alertness and brain measures of attention and memory.
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Chewing gum moderates the vigilance decrement
Kate Morgan, Andrew Johnson & Christopher Miles
British Journal of Psychology, forthcoming
Abstract:
We examine the impact of chewing gum on a Bakan-type vigilance task that requires the continual updating of short-term order memory. Forty participants completed a 30-min auditory Bakan-task either with, or without, the requirement to chew gum. Self-rated measures of mood were taken both pre- and post-task. As expected, the vigilance task produced a time-dependent performance decrement indexed via decreases in target detections and lengthened correct reaction times (RTs), and a reduction in post-task self-rated alertness scores. The declines in both performance and subjective alertness were attenuated in the chewing-gum group. In particular, correct RTs were significantly shorter following the chewing of gum in the latter stages of the task. Additionally, the gradients of decline for target detection and incline for correct RTs were both attenuated for the chewing-gum group. These findings are consistent with the data of Tucha and Simpson (2011), Appetite, 56, 299-301, who showed beneficial effects of chewing gum in the latter stages of a 30 min visual attention task, and extend their data to a task that necessitates the continuous updating of order memory. It is noteworthy that our data contradict the claim (Kozlov, Hughes, & Jones, 2012, Q. J. Exp. Psychology, 65, 501-513) that chewing gum negatively impacts short-term memory task performance.
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Does Multitasking Impair Studying? Depends on Timing
Harold Pashler, Sean Kang & Renita Ip
Applied Cognitive Psychology, forthcoming
Abstract:
It is often said that contemporary students frequently study while 'multitasking'. However, this rather diffuse term encompasses situations that vary as to the whether the learner controls the pace at which educational materials are provided. On the basis of prior cognitive research, we hypothesize that this may well be a critical determinant of interference. Three studies required students to read or listen to several short historical narratives and also to engage in five to eight very short conversations (akin to an instant messaging conversation). In Experiment 1, subjects read the narratives; here, multitasking marginally increased total time spent reading the narratives, especially when it occurred at random times. However, final memory for the narratives was not significantly affected. Similar results were obtained when the narratives were presented in audio format and the learner could pause them while conversing (Experiment 2). By contrast, when audio narratives did not pause, interruptions reduced comprehension performance (Experiment 3).
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Mikko Myrskylä et al.
American Journal of Epidemiology, 1 April 2013, Pages 649-655
Abstract:
Parental ages are increasing in the developed world, and postponed parenthood may have a negative association with the cognitive ability of offspring. There is, however, inconclusive evidence regarding the impact of both maternal and paternal ages. We have been able to reduce or eliminate unobserved confounding by using methods that account for fixed parental characteristics shared by brothers. Associations between parental age and intelligence quotient (IQ) among 565,433 Swedish males (birth cohorts 1951 to 1976) were analyzed, with IQ measured at conscription examinations (given between ages 17 and 20 years). When we accounted for the IQ time trend by adjusting for birth year, advanced paternal age showed no association with offspring IQ; however, maternal ages above 30 years were inversely associated with offspring IQ. For example, maternal ages 40-44 years were associated with an offspring IQ that was 0.07 standard deviations lower than that for maternal ages 25-29 years (P < 0.001). However, the IQ trend more than offset the impact of age, as without birth year adjustment, advanced maternal age was positively associated with IQ. Although the results confirmed that maternal age was negatively associated with offspring IQ, the association was small enough that delaying parenthood resulted in higher offspring IQ scores because of the positive IQ test score trend.
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The Genetic Correlation between Height and IQ: Shared Genes or Assortative Mating?
Matthew Keller et al.
PLoS Genetics, April 2013
Abstract:
Traits that are attractive to the opposite sex are often positively correlated when scaled such that scores increase with attractiveness, and this correlation typically has a genetic component. Such traits can be genetically correlated due to genes that affect both traits ("pleiotropy") and/or because assortative mating causes statistical correlations to develop between selected alleles across the traits ("gametic phase disequilibrium"). In this study, we modeled the covariation between monozygotic and dizygotic twins, their siblings, and their parents (total N = 7,905) to elucidate the nature of the correlation between two potentially sexually selected traits in humans: height and IQ. Unlike previous designs used to investigate the nature of the height-IQ correlation, the present design accounts for the effects of assortative mating and provides much less biased estimates of additive genetic, non-additive genetic, and shared environmental influences. Both traits were highly heritable, although there was greater evidence for non-additive genetic effects in males. After accounting for assortative mating, the correlation between height and IQ was found to be almost entirely genetic in nature. Model fits indicate that both pleiotropy and assortative mating contribute significantly and about equally to this genetic correlation.
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White-black differences in g and non-g effects for the SAT and ACT
Thomas Coyle, Jason Purcell & Anissa Snyder
Personality and Individual Differences, forthcoming
Abstract:
This research examined g and non-g effects for the SAT and ACT for whites and blacks. SAT scores, ACT scores, and college GPAs were obtained from the National Longitudinal Survey of Youth. g was estimated using the Armed Services Vocational Aptitude Battery. Results indicated that (a) the g loadings of SAT and ACT composite scores were lower for whites than blacks, (b) group differences in the g loadings were related to the math subtests of the SAT and ACT, and (c) non-g variance accounted for surprisingly large percentages of SAT-GPA and ACT-GPA relations (range = 37-67%). The findings are discussed in terms of Spearman's Law of Diminishing Returns.
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Marsha Zhang et al.
PLoS ONE, February 2013
Abstract:
Does frequent head-to-ball contact cause cognitive dysfunctions and brain injury to soccer players? An iPad-based experiment was designed to examine the impact of ball-heading among high school female soccer players. We examined both direct, stimulus-driven, or reflexive point responses (Pro-Point) as well as indirect, goal-driven, or voluntary point responses (Anti-Point), thought to require cognitive functions in the frontal lobe. The results show that soccer players were significantly slower than controls in the Anti-Point task but displayed no difference in Pro-Point latencies, indicating a disruption specific to voluntary responses. These findings suggest that even subconcussive blows in soccer can result in cognitive function changes that are consistent with mild traumatic brain injury of the frontal lobes. There is great clinical and practical potential of a tablet-based application for quick detection and monitoring of cognitive dysfunction.
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Perceptual-cognitive expertise in elite volleyball players
Heloisa Alves et al.
Frontiers in Psychology, March 2013
Abstract:
The goal of the current study was to investigate the relationship between sport expertise and perceptual and cognitive skills, as measured by the component skills approach. We hypothesized that athletes would outperform non-athlete controls in a number of perceptual and cognitive domains and that sport expertise would minimize gender differences. A total of 154 individuals (87 professional volleyball players and 67 non-athlete controls) participated in the study. Participants performed a cognitive battery, which included tests of executive control, memory, and visuo-spatial attention. Athletes showed superior performance speed on three tasks (two executive control tasks and one visuo-spatial attentional processing task). In a subset of tasks, gender effects were observed mainly in the control group, supporting the notion that athletic experience can reduce traditional gender effects. The expertise effects obtained substantiate the view that laboratory tests of cognition may indeed enlighten the sport-cognition relationship.