Developmental changes and individual differences in risk and perspective taking in adolescence.

Despite the assumed prevalence of risk-taking behavior in adolescence, the laboratory evidence of risk taking remains scarce, and the individual variation poorly understood. Drawing from neuroscience studies, we tested whether risk and reward orientation are influenced by the perspective that adolescents take when making risky decisions. Perspective taking was manipulated by cuing participants prior to each choice whether the decision was made for "self," or from the perspective of an "other" (the experimenter in Experiment 1; a hypothetical peer in Experiment 2). In Experiment 1, we show a developmental decrease in risk-taking behavior across different stages of adolescence. In addition, all age groups made fewer risky choices for the experimenter, but the difference between self and other was larger in early adolescence. In Experiment 2, we show that high sensation-seeking (SS) adolescents make more risky choices than low SS adolescents, but both groups make a similar differentiation for other individuals (low risk-taking or high risk-taking peers). Together, the results show that younger adolescents and high SS adolescents make more risky choices for themselves, but can appreciate that others may make fewer risky choices. The developmental change toward more rational decisions versus emotional, impulsive decisions may reflect, in part, more efficient integration of others' perspectives into one's decision making. These developmental results are discussed regarding brain systems important for risk taking and perspective taking.

[The mediating role of family functioning in the relationship between family adversity and preschoolers' social adjustment]. / Le rôle médiateur du fonctionnement familial dans la relation entre l'adversité familiale et l'adaptation sociale des enfants d'âge préscolaire.

Preschoolers' social adaptation is related to their degree of exposure to environnemental risks. However, the mechanisms through which the environmental risks operate their influence on social adaptation are still poorly documented. Thus, the first goal of this study is to investigate the main effect of family adversity on preschoolers' behavioral problems and attachment security. The second goal is to test the mediating effect of family functionning in the relationship between family adversity and behavioral problems or attachment security. Five hundred and seventy-two participants (n=572) were assessed on family adversity between the age of 5 and 42 months. Behavioral problems and family functionning were assesed at 42 months. Eighty of the participants were assessed on attachment security at the age of 48 months. The results show a main effect of family adversity on behavioral problems as well as a mediating effect of family functionning in the relationship of family adversity and behavioral problems. No significant effect was found for security of attachment.

Interrelations Between Maternal Smoking During Pregnancy, Birth Weight and Sociodemographic Factors in the Prediction of Early Cognitive Abilities.

Maternal prenatal smoking, birth weight and sociodemographic factors were investigated in relation to cognitive abilities of 1544 children (aged 3.5 years) participating in the Québec Longitudinal Study of Children's Development. The Peabody Picture Vocabulary Test (PPVT) was used to assess verbal ability, the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) block design test to assess visuospatial ability, and the Visually Cued Recall (VCR) task to assess short-term memory. Prenatal smoking was related to performance on the WPPSI-R, the PPVT, and the VCR, although it did not independently predict any cognitive ability after maternal education was taken into account. Birth weight was a more robust predictor of all outcome measures and independently predicted VCR-performance. Birth weight interacted significantly with family income and maternal education in predicting visuospatial ability, indicating a greater influence of birth weight under relatively poor socio-economic conditions. Parenting and family functioning mediated associations between maternal education/family income and cognitive task performance under different birth weight conditions, although there were indications for stronger effects under relatively low birth weight. We conclude that investigations of moderating and mediating effects can provide insights into which children are most at risk of cognitive impairment and might benefit most from interventions.

Children's judgements of psychological harm in normal and noncanonical situations.

This study investigated children's (3-, 5-, and 7-year-olds) and adults' (total N = 92) integration of information about intentions, acts, and outcomes in moral judgments of psychological harm. Behavioral and emotional predictions and judgments of act acceptability and punishment were made under normal and noncanonical causal conditions. Participants at all ages judged it wrong to inflict negative psychological reactions of fear or embarrassment on unwilling participants, even when these reactions were idiosyncratic or noncanonical. When assigning punishment, younger children tended to use an outcome rule, whereas older participants were more likely to use an intention rule or a conjunction rule (if outcome is negative and intention is negative, then punish). The results show that children as young as 3 years are able to take into account other people's idiosyncratic perspectives when making moral judgments of psychological harm.

Video reminders in a representational change task: memory for cues but not beliefs or statements.

Two experiments investigated the effect of video reminders on 3-year-olds' performance in a representational change task. In Experiment 1, children in a video support condition viewed videotapes of their initial incorrect statements about a misleading container prior to being asked to report their initial belief. Children in a control condition viewed an irrelevant videotape. Despite reporting what they had said on the videotape, children in the video support condition typically failed the representational change task. Experiment 2 replicated the main findings from Experiment 1 and also revealed that a video reminder failed to increase the likelihood that children would correctly report what they had said about the object. Results are discussed in terms of the processes whereby mnemonic cues might affect performance on tasks assessing theory of mind.

The Flexible Item Selection Task (FIST): a measure of executive function in preschoolers.

Abstraction and cognitive flexibility were assessed in 197 preschool children at 2, 3, 4, and 5 years of age using the Flexible Item Selection Task, a task adapted from the Visual-Verbal Test (Feldman & Drasgow, 1951). On this new inductive task, children were shown a set of 3 cards and required to select 2 cards that matched each other on 1 dimension (Selection 1) and then to select a different pair of cards that matched each other on another dimension (Selection 2). Thus, 1 of the 3 cards always had to be selected twice according to different dimensions. Two-year-olds failed to understand basic task requirements as assessed by a criterial measure. Three-year-olds did more poorly on Selection 1 than 4- and 5-year-olds (who performed near ceiling), suggesting that 3-year-olds had difficulty with the abstraction component of the task. Four-year-olds did worse than 5-year-olds on Selection 2, suggesting that they had difficulty with the cognitive flexibility component (i.e., difficulty selecting the same card on more than 1 dimension). Results are discussed in terms of the development of executive function.

Age-related changes in children's use of external representations.

This study explored children's use of external representations. Experiment 1 focused on representations of self: Self-recognition was assessed by a mark test as a function of age (3 vs. 4 years), delay (5 s vs. 3 min), and media (photographs vs. drawings). Four-year-olds outperformed 3-year-olds; children performed better with photographs than drawings; and there was no effect of delay. In Experiment 2, 3- and 4-year-olds used a delayed video image to locate a sticker on themselves (self task) or a stuffed animal (other task). The 2 tasks were positively correlated with age and vocabulary partialed out. Experiment 3 used a search task to assess whether children have particular difficulty using external representations that conflict with their expectations: 3- and 4-year-olds were informed of an object's location verbally or through video: on half of the trials, this information conflicted with children's initial belief. Three-year-olds performed worse than 4-year-olds on conflict trials, indicating that assessments of self and other understanding may reflect children's ability to reason about conflicting external representations.

Rule selection versus rule execution in preschoolers: an error-detection approach.

In 2 experiments, an error-detection approach was used to determine whether 3-year-olds' perseverative errors on the postswitch phase of the Dimensional Change Card Sort (DCCS) are due to lack of response control or representational inflexibility. In Experiment 1, 3-, 4-, and 5-year-olds watched a puppet sort perseveratively on the postswitch phase and evaluated its responses. Most 4- and 5-year-olds detected the puppet's perseverative errors, whereas most 3-year-olds failed to do so despite detecting errors on a simpler card sort. Experiment 2 revealed that 3-year-olds who failed to correctly evaluate the puppet's behavior tended to fail their own DCCS. Results imply that perseveration on the DCCS cannot be attributed to difficulty inhibiting prepotent motor responses. Instead, changes in rule use between 3 and 5 years of age are interpreted in terms of the development of representational flexibility.

Representational flexibility and response control in a multistep multilocation search task.

Three experiments were conducted to explore the determinants of 2-year-olds' perseverative errors in a search task. In Experiment 1, children either retrieved an object during a preswitch phase or merely observed a hiding event. Active search produced perseveration on postswitch trials, but mere observation did not. In Experiment 2, similar results were found, even when active search occurred in the absence of observation. Finally, in Experiment 3, children observed a hiding event at 1 location on some pretest trials and simply retrieved an object at a different location on other trials. On test trials, in which an object was hidden at a 3rd location, children tended to search where they had searched previously. Together, the results indicate that active search is required to elicit perseveration, which points to failures of response control rather than representational inflexibility.

Theory of mind and rule use in individuals with Down's syndrome: a test of the uniqueness and specificity claims.

The relationship between Theory of Mind (ToM) and rule use was explored in adults with Down's Syndrome (DS) and in non-handicapped pre-schoolers. Twelve low-functioning individuals with DS (mean mental age = 5.1 years, mean chronological age = 22.7) performed worse than 12 MA-matched non-handicapped children (mean MA = 5.1 years) on several standard ToM tasks and on a color-shape card-sorting task in which subjects were required to switch between two incompatible sets of rules. On the ToM tasks, people with DS tended to focus on a single state of affairs (e.g. the present situation). Likewise, on the card sort, these subjects tended to use a single set of rules on all trials. Performance in the two types of task was positively correlated when MA was partialed out. The results are inconsistent with the slaim that ToM reflects a domain-specific psychological function and the notion that deficits in ToM are unique to individuals with autism.

Acute alcohol intoxication and cognitive functioning.

Acute alcohol intoxication produces changes in the cognitive functioning of normal individuals. These changes appear similar prima facie to those exhibited by individuals who sustain prefrontal lobe damage during adulthood. In order to test the validity of this observation, and to control for the confounding effects of expectancy, 72 male subjects were administered a battery of neuropsychological tests, within the context of a balanced-placebo design. Each subject received one of three widely different doses of alcohol. Analysis of the results of the cognitive test battery demonstrated that a high dose of alcohol detrimentally affects a number of functions associated with the prefrontal and temporal lobes, including planning, verbal fluency, memory and complex motor control. Expectancy does not appear to play a significant role in determining this effect. The implications of this pattern of impairment are analyzed and discussed.

Concepts of potency and resistance in causal prediction.

This study examined the development of causal prediction using physical systems with effects of continuous magnitude. Accurately predicting the magnitude of an effect (ME) requires integration of information about the potency (P) of the causal agent and the resistance (R) of the effect. 10 5-year-olds, 10 9-year-olds, and 10 adults each viewed 36 instances of each of 2 causal mechanisms in which 6 levels of P were crossed with 6 levels of R. For every (P, R) pair, subjects were asked to predict ME. For one mechanism (the balance), an accurate combination of P and R would correspond to a subtraction model (ME = P-R), whereas for the other mechanism (the ramp), a division model (ME = P/R) would yield accurate predictions. Subjects' theoretical models of the roles of P and R were inferred from (a) correlations of their predictions with ideal answers, (b) multiple regression analyses, and (c) analysis of the number of categories P and R that each subject employed. Relative to older subjects, 5-year-olds treated P and R as having fewer categories of intensity. Although 5-year-olds did not generally achieve high correlations with ideal answers, many systematically used P and/or R to influence their predictions. Subjects used P and R more systematically on the balance problem than on the ramp problem. 9-year-olds employed the correct model (subtraction) on the balance problem but applied the subtraction model to the ramp problem as well. Adults converged on the correct models for each mechanism. The results are interpreted in terms of the progressive refinement of a rough, qualitative theory.