Slower Processing Speed in Autism Spectrum Disorder: A Meta-analytic Investigation of Time-Based Tasks.

Autism spectrum disorder (ASD) is a complex neurodevelopmental condition affecting information processing across domains. The current meta-analysis investigated whether slower processing speed is associated with the ASD neurocognitive profile and whether findings hold across different time-based tasks and stimuli (social vs. nonsocial; linguistic vs. nonlinguistic). Mean RTs of ASD and age-matched neurotypical comparison groups (N = 893 ASD, 1063 neurotypical; mean age ASD group = 17 years) were compared across simple RT, choice RT, and interference control tasks (44 studies, 106 effects) using robust variance estimation meta-analysis. Simple RT tasks required participants to respond to individual stimuli, whereas choice RT tasks required forced-choice responses to two or more stimuli. Interference control tasks required a decision in the context of a distractor or priming stimulus; in an effort to minimize inhibitory demands, we extracted RTs only from baseline and congruent conditions of such tasks. All tasks required nonverbal (motor) responses. The overall effect-size estimate indicated significantly longer mean RTs in ASD groups (g = .35, 95% CI = .16; .54) than comparison groups. Task type moderated effects, with larger estimates drawn from simple RT tasks than interference control tasks. However, across all three task types, ASD groups exhibited significantly longer mean RTs than comparison groups. Stimulus type and age did not moderate effects. Generalized slowing may be a domain-general characteristic of ASD with potential consequences for social, language, and motor development. Assessing processing speed may inform development of interventions to support autistic individuals and their diverse cognitive profiles.

Disruptiveness of COVID-19: Differences in Course Engagement, Self-Appraisal, and Learning.

We investigated how the transition to remote instruction during the COVID-19 pandemic affected students' engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (Mage=16.7 years, SDage=.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) school years. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Although students were resilient in some respects, their self-appraisal and learning appear to have been negatively affected by pandemic circumstances.

Examining the factor structure of the Big Five Inventory-2 personality domains with an adolescent sample.

We examined the within-domain structure of the five domains of personality measured by the Big Five Inventory-2 with data collected from an adolescent sample (N = 838). Three possible factor models were tested: a single factor, correlated facets, and a single factor with correlated residuals. We examined each model controlling for acquiescence, a response bias in which respondents tend to agree/disagree regardless of item content, using two approaches: acquiescence factor and within-person centering of item-level responses. Across each domain, results indicated both the correlated facets and correlated residuals models demonstrated acceptable fit. Accounting for acquiescent responding was generally associated with improved model fit. However, consistent with past struggles in measuring open-mindedness in adolescents, the correlated residuals model with acquiescence as a factor for open-mindedness failed to converge. Regularized structural equation modeling was conducted on this model for open-mindedness and suggested certain residual covariances that contributed to estimation difficulties should be constrained to zero. Advantages of models are discussed with implications for studying the Big Five personality domains in adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved).