Effect of prior beliefs and cognitive deficits on learning in first-episode schizophrenia patients.

Introduction: It is known that cognitive deficits are a core feature of schizophrenia and that in the general population, prior beliefs significantly influence learning and reasoning processes. However, the interaction of prior beliefs with cognitive deficits and their impact on performance in schizophrenia patients is still poorly understood. This study investigates the role of beliefs and cognitive variables (CVs) like working memory, associative learning, and processing speed on learning processes in individuals with schizophrenia. We hypothesize that beliefs will influence the ability to learn correct predictions and that first-episode schizophrenia patients (FEP) will show impaired learning due to cognitive deficits. Methods: We used a predictive-learning task to examine how FEP (n = 23) and matched controls (n = 23) adjusted their decisional criteria concerning physical properties during the learning process when predicting the sinking behavior of two transparent containers filled with aluminum discs when placed in water. Results: On accuracy, initial differences by group, trial type, and interaction effects of these variables disappeared when CVs were controlled. The differences by conditions, associated with differential beliefs about why the objects sink slower or faster, were seen in patients and controls, despite controlling the CVs' effect. Conclusions: Differences between groups were mainly explained by CVs, proving that they play an important role than what is assumed in this type of task. However, beliefs about physical events were not affected by CVs, and beliefs affect in the same way the decisional criteria of the control or FEP patients' groups.

Addressing the educational challenges of urban poverty: a case for solution-based research.

Introduction: Math achievement for economically disadvantaged students remains low, despite positive developments in research, pedagogy, and funding. In the current paper, we focused on the research-to-practice divide as possible culprit. Our argument is that urban-poverty schools lack the stability that is necessary to deploy the trusted methodology of hypothesis-testing. Thus, a type of efficacy methodology is needed that could accommodate instability. Method: We explore the details of such a methodology, building on already existing emancipatory methodologies. Central to the proposed solution-based research (SBR) is a commitment to the learning of participating students. This commitment is supplemented with a strength-and-weaknesses analysis to curtail researcher bias. And it is supplemented with an analysis of idiosyncratic factors to determine generalizability. As proof of concept, we tried out SBR to test the efficacy of an afterschool math program. Results: We found the SBR produced insights about learning opportunities and barrier that would not be known otherwise. At the same time, we found that hypothesis-testing remains superior in establishing generalizability. Discussion: Our findings call for further work on how to establish generalizability in inherently unstable settings.

Creating Time: Social Collaboration in Music Improvisation.

Musical collaboration emerges from the complex interaction of environmental and informational constraints, including those of the instruments and the performance context. Music improvisation in particular is more like everyday interaction in that dynamics emerge spontaneously without a rehearsed score or script. We examined how the structure of the musical context affords and shapes interactions between improvising musicians. Six pairs of professional piano players improvised with two different backing tracks while we recorded both the music produced and the movements of their heads, left arms, and right arms. The backing tracks varied in rhythmic and harmonic information, from a chord progression to a continuous drone. Differences in movement coordination and playing behavior were evaluated using the mathematical tools of complex dynamical systems, with the aim of uncovering the multiscale dynamics that characterize musical collaboration. Collectively, the findings indicated that each backing track afforded the emergence of different patterns of coordination with respect to how the musicians played together, how they moved together, as well as their experience collaborating with each other. Additionally, listeners' experiences of the music when rating audio recordings of the improvised performances were related to the way the musicians coordinated both their playing behavior and their bodily movements. Accordingly, the study revealed how complex dynamical systems methods (namely recurrence analysis) can capture the turn-taking dynamics that characterized both the social exchange of the music improvisation and the sounds of collaboration more generally. The study also demonstrated how musical improvisation provides a way of understanding how social interaction emerges from the structure of the behavioral task context.

Hands-on experience can lead to systematic mistakes: A study on adults' understanding of sinking objects.

In line with theories of embodied cognition, hands-on experience is typically assumed to support learning. In the current paper, we explored this issue within the science domain of sinking objects. Adults had to make a guess about which of two objects in a pair would sink faster. The crucial manipulation was whether participants were handed real-life objects (real-objects condition) or were shown static images of objects (static-images condition). Results of Experiment 1 revealed more systematic mistakes in the real-objects than the static-images condition. Experiment 2 investigated this result further, namely by having adults make predictions about sinking objects after an initial training. Again, we found that adults made more mistakes in the real-objects than the static-images condition. Experiment 3 showed that the negative effect of hands-on experiences did not influence later performance. Thus, the negative effects of hands-on experiences were short-lived. Even so, our results call into question an undifferentiated use of manipulatives to convey science concepts. Based on our findings, we suggest that a nuanced theory of embodied cognition is needed, especially as it applies to science learning.

Addressing the Math-Practice Gap in Elementary School: Are Tablets a Feasible Tool for Informal Math Practice?

Students rarely practice math outside of school requirements, which we refer to as the "math-practice gap". This gap might be the reason why students struggle with math, making it urgent to develop means by which to address it. In the current paper, we propose that math apps offer a viable solution to the math-practice gap: Online apps can provide access to a large number of problems, tied to immediate feedback, and delivered in an engaging way. To substantiate this conversation, we looked at whether tablets are sufficiently engaging to motivate children's informal math practice. Our approach was to partner with education agencies via a community-based participatory research design. The three participating education agencies serve elementary-school students from low-SES communities, allowing us to look at tablet use by children who are unlikely to have extensive access to online math enrichment programs. At the same time, the agencies differed in several structural details, including whether our intervention took place during school time, after school, or during the summer. This allowed us to shed light on tablet feasibility under different organizational constraints. Our findings show that tablet-based math practice is engaging for young children, independent of the setting, the student's age, or the math concept that was tackled. At the same time, we found that student engagement was a function of the presence of caring adults to facilitate their online math practice.

Heavy objects and small children: Developmental data extend the passive frame theory.

Passive frame theory is compatible with modern complexity theory and the idea that conflict drives the emergence of a novel structural organization. After describing new developmental data, we suggest that this conflict needs to be expanded to include not only conflict between action options, but also between action and perception.

Beliefs as Self-Sustaining Networks: Drawing Parallels Between Networks of Ecosystems and Adults' Predictions.

In this paper, we argue that beliefs share common properties with the self-sustaining networks of complex systems. Matching experiences are said to couple with each other into a mutually reinforcing network. The goal of the current paper is to spell out and develop these ideas, using our understanding of ecosystems as a guide. In Part 1 of the paper, we provide theoretical considerations relevant to this new conceptualization of beliefs, including the theoretical overlap between energy and meaning. In Part 2, we discuss the implications of this new conceptualization on our understanding of belief emergence and belief change. Finally, in Part 3, we provide an analytical mapping between beliefs and the self-sustaining networks of ecosystems, namely by applying to behavioral data a measure developed for ecosystem networks. Specifically, average accuracies were subjected to analyses of uncertainty (H) and average mutual information. The ratio between these two values yields degree of order, a measure of how organized the self-sustained network is. Degree of order was tracked over time and compared to the amount of explained variance returned by a categorical non-linear principal components analysis. Finding high correspondence between the two measures of order, together with the theoretical groundwork discussed in Parts 1 and 2, lends preliminary validity to our theory that beliefs have important similarities to the structural characteristics of self-sustaining networks.

Conceptual influences on induction: A case for a late onset.

This research examines the mechanism of early induction, the development of induction, and the ways attentional and conceptual factors contribute to induction across development. Different theoretical views offer different answers to these questions. Six experiments with 4- and 5-year-olds, 7-year-olds and adults (N=208) test these competing theories by teaching categories for which category membership and perceptual similarity are in conflict, and varying orthogonally conceptual and attentional factors that may potentially affect inductive inference. The results suggest that early induction is similarity-based; conceptual information plays a negligible role in early induction, but its role increases gradually, with the 7-year-olds being a transitional group. And finally, there is substantial contribution of attention to the development of induction: only adults, but not children, could perform category-based induction without attentional support. Therefore, category-based induction exhibits protracted development, with attentional factors contributing early in development and conceptual factors contributing later in development. These results are discussed in relation to existing theories of development of inductive inference and broader theoretical views on cognitive development.

Correlational Research to Examine the Relation Between Attachment and Sensory Modulation in Young Children.

This study investigated whether a relation exists between attachment and sensory modulation in young children. Participants were 68 children ages 3-6 yr recruited through the local community. Caregivers were asked to complete a standardized behavioral inventory of sensory modulation patterns, and parent-child interactions were observed in their home. The evaluator categorized these interactions on the basis of items related to attachment security and dependency. Results revealed modest correlations between attachment and sensory modulation: rs(66)=.28, p=.02. The capacity to predict sensory modulation function by attachment characteristics and the capacity to predict attachment characteristics by sensory modulation function was significant but small (p<.05). These findings supporting a relation between attachment and sensory modulation should be considered when assessing and planning treatment of children with problems in one or both of these areas.

Long-range correlations and patterns of recurrence in children and adults' attention to hierarchical displays.

In order to make sense of a scene, a person must pay attention to several levels of nested order, ranging from the most differentiated details of the display to the integrated whole. In adults, research shows that the processes of integration and differentiation have the signature of self-organization. Does the same hold for children? The current study addresses this question with children between 6 and 9 years of age, using two tasks that require attention to hierarchical displays. A group of adults were tested as well, for control purposes. To get at the question of self-organization, reaction times were submitted to a detrended fluctuation analysis and a recurrence quantification analysis. H exponents show a long-range correlations (1/f noise), and recurrence measures (percent determinism, maximum line, entropy, and trend), show a deterministic structure of variability being characteristic of self-organizing systems. Findings are discussed in terms of organism-environment coupling that gives rise to fluid attention to hierarchical displays.

Fractal coordination in adults' attention to hierarchical visual patterns.

A display that contains hierarchically nested levels of order requires the perceiver to selectively attend to one of the levels. We investigate the degree to which such selective attention is sustained by a soft-assembled emergent coordinative process, one that does not require designated executive control. In the case of emergent soft-assembly, performance from one trial to the next should show characteristic interdependence, visible in the fractal structure of reaction time. To test this hypothesis, we asked participants across three experiments to decide whether two displays matched in a certain way (e.g., in a local element). In order to gauge this coordinative process, task constraints were experimentally manipulated (e.g., familiarity, predictability, and task instruction). Obtained reaction-time data were subjected to a spectral analysis to measure the degree of interdependence among trials. As predicted, results show correlated structure across trials, significantly different from what would be predicted by an independent-process view of selective attention. Results also show that the obtained spectral scaling exponents track the degree of coupling in the task as a function of the degree of task constraints. Findings are discussed in terms of the relative organism-environment coupling to sustain an adaptive behavior.

The complexities of keeping the beat: dynamical structure in the nested behaviors of finger tapping.

Recent research on fractal scaling in simple human behaviors (e.g., reaction time tasks) has demonstrated that different aspects of the performance (e.g., key presses and key releases) all reveal pink noise signals but yet are uncorrelated with one another in time. These studies have suggested that the independence of these signals might be due to the functional independence of these different sub-actions, given the task constraints. The current experiments investigated whether under a different set of constraints (e.g., finger tapping with and without a metronome) nested sub-actions might show interrelated dynamics, and whether manipulations affecting the fractal scaling of one also might have consequences for the scaling of others. Experiment 1 revealed that the inter-tap intervals and key-press durations of participants' tapping behavior were dynamically related to one another and that the fractal scaling of both changed in the switch from self-paced to metronome-paced tapping. Consistent with past research, the inter-tap intervals changed toward an antipersistent, blue noise pattern of variation, but the key-press durations became even more persistent. Experiment 2 revealed that this pattern of results could be altered by asking participants to attempt to hold the key down for the entire length of the metronome tone. Specifically, the key-press duration of participants in the "hold" group became less persistent in the switch across task conditions. Collectively, the results of these experiments suggest that fractal scaling reliably reflects the functional relationships of the processes underlying task performance.

The role of reading time complexity and reading speed in text comprehension.

Reading speed is commonly used as an index of reading fluency. However, reading speed is not a consistent predictor of text comprehension, when speed and comprehension are measured on the same text within the same reader. This might be due to the somewhat ambiguous nature of reading speed, which is sometimes regarded as a feature of the reading process, and sometimes as a product of that process. We argue that both reading speed and comprehension should be seen as the result of the reading process, and that the process of fluent text reading can instead be described by complexity metrics that quantify aspects of the stability of the reading process. In this article, we introduce complexity metrics in the context of reading and apply them to data from a self-paced reading study. In this study, children and adults read a text silently or aloud and answered comprehension questions after reading. Our results show that recurrence metrics that quantify the degree of temporal structure in reading times yield better prediction of text comprehension compared to reading speed. However, the results for fractal metrics are less clear. Furthermore, prediction of text comprehension is generally strongest and most consistent across silent and oral reading when comprehension scores are normalized by reading speed. Analyses of word length and word frequency indicate that the observed complexity in reading times is not a simple function of the lexical properties of the text, suggesting that text reading might work differently compared to reading of isolated word or sentences.

Dynamic structure of joint-action stimulus-response activity.

The mere presence of a co-actor can influence an individual's response behavior. For instance, a social Simon effect has been observed when two individuals perform a Go/No-Go response to one of two stimuli in the presence of each other, but not when they perform the same task alone. Such effects are argued to provide evidence that individuals co-represent the task goals and the to-be-performed actions of a co-actor. Motivated by the complex-systems approach, the present study was designed to investigate an alternative hypothesis--that such joint-action effects are due to a dynamical (time-evolving) interpersonal coupling that operates to perturb the behavior of socially situated actors. To investigate this possibility, participants performed a standard Go/No-Go Simon task in joint and individual conditions. The dynamic structure of recorded reaction times was examined using fractal statistics and instantaneous cross-correlation. Consistent with our hypothesis that participants responding in a shared space would become behaviorally coupled, the analyses revealed that reaction times in the joint condition displayed decreased fractal structure (indicative of interpersonal perturbation processes modulating ongoing participant behavior) compared to the individual condition, and were more correlated across a range of time-scales compared to the reaction times of pseudo-pair controls. Collectively, the findings imply that dynamic processes might underlie social stimulus-response compatibility effects and shape joint cognitive processes in general.

Development of coordination in time estimation.

How to best characterize cognitive development? The claim put forward in this article is that development is the improvement of a kind of coordination among a variety of factors. To determine the development of coordination in a cognitive task, children between 4 and 12 years of age and adults participated in a time estimation task: They had to press a button every time they thought a short time interval had passed. The resulting data series of estimated time intervals was then subjected to a set of fractal analyses to quantify coordination in terms of its degree of "rigidity" (very highly integrated) vs. "looseness" (poorly integrated). Results show a developmental trajectory toward pink-noise patterns, suggesting that cognitive development progresses from a very loose, poorly integrated coordination of factors toward a pattern that expresses more integration, perhaps due to an optimization of constraints, that allows for a more stable coordination.

Blocking a redundant cue: what does it say about preschoolers' causal competence?

The current study investigates the degree to which preschoolers can engage in causal inferences in a blocking paradigm, a paradigm in which a cue is consistently linked with a target, either alone (A-T) or paired with another cue (AB-T). Unlike previous blocking studies with preschoolers, we manipulated the causal structure of the events without changing the specific contingencies. In particular, cues were said to be either potential causes (prediction condition), or they were said to be potential effects (diagnosis condition). The causally appropriate inference is to block the redundant cue B when it is a potential cause of the target, but not when it is a potential effect. Findings show a stark difference in performance between preschoolers and adults: While adults blocked the redundant cue only in the prediction condition, children blocked the redundant cue indiscriminately across both conditions. Therefore, children, but not adults, ignored the causal structure of the events. These findings challenge a developmental account that attributes sophisticated machinery of causal reasoning to young children.

Assessing selective sustained attention in 3- to 5-year-old children: evidence from a new paradigm.

Selective sustained attention (SSA) is crucial for higher order cognition. Factors promoting SSA are described as exogenous or endogenous. However, there is little research specifying how these factors interact during development, due largely to the paucity of developmentally appropriate paradigms. We report findings from a novel paradigm designed to investigate SSA in preschoolers. The findings indicate that this task (a) has good psychometric and parametric properties and (b) allows investigation of exogenous and endogenous factors within the same task, making it possible to attribute changes in performance to different mechanisms of attentional control rather than to differences in engagement in different tasks.

Situated naïve physics: task constraints decide what children know about density.

Children's understanding of density is riddled with misconceptions-or so it seems. Yet even preschoolers at times appear to understand density. This article seeks to reconcile these conflicting outcomes by investigating the nature of constraints available in different experimental protocols. Protocols that report misconceptions about density used stimulus arrangements that make differences in mass and volume more salient than differences in density. In contrast, protocols that report successful performance used stimulus arrangements that might have increased the salience of density. To test this hypothesis, the present experiments manipulate the salience of object density. Children between 2 and 9 years of age and adults responded whether an object would sink or float when placed in water. Results indicated that children's performance on exactly the same objects differed as a function of the saliency of the dimension of density, relative to the dimensions of mass and volume. These results support the idea that constraints--rather than stable knowledge--drive performance, with implications for teaching children about nonobvious concepts such as density.

Conflicting cues in a dynamic search task are reflected in children's eye movements and search errors.

Three-year-olds were given a search task with conflicting cues about the target's location. A ball rolled behind a transparent screen and stopped behind one of four opaque doors mounted into the screen. A wall that protruded above one door provided a visible cue of blockage in the ball's path, while the transparent screen allowed visual tracking of the ball's progress to its last disappearance. On some trials these cues agreed and on others they conflicted. One group saw the ball appear to pass through the wall, violating its solidity, and another group saw the ball stop early, behind a door before the visual wall. Children's eye movements were recorded with an Applied Science Laboratories eye tracker during these real object events. On congruent trials, children tended to track the ball to the visible barrier and select that door. During conflict trials, children's eye movements and reaching errors reflected the type of conflict they experienced. Our data support Scholl and Leslie's (1999) hypotheses that spatio-temporal and contact mechanical knowledge are based on two separate, distinct mechanisms.

What's behind different kinds of kinds: effects of statistical density on learning and representation of categories.

This research examined how differences in category structure affect category learning and category representation across points of development. The authors specifically focused on category density--or the proportion of category-relevant variance to the total variance. Results of Experiments 1-3 showed a clear dissociation between dense and sparse categories: Whereas dense categories were readily learned without supervision, learning of sparse categories required supervision. There were also developmental differences in how statistical density affected category representation. Although children represented both dense and sparse categories on the basis of the overall similarity (Experiment 4A), adults represented dense categories on the basis of similarity and represented sparse categories on the basis of the inclusion rule (Experiment 4B). The results support the notion that statistical structure interacts with the learning regime in their effects on category learning. In addition, these results elucidate important developmental differences in how categories are represented, which presents interesting challenges for theories of categorization.