Introduction. Executive function refers to the top-down neurocognitive processes involved in flexible, goal-oriented behavior. A number of studies have shown positive effects of EF training. The overall aim of these studies was to explore the neurocognitive processes that support the development of EF by understanding how EF training works and what the active ingredients are. Particular interest was in isolating the role of reflection in EF training to understand its top-down affect on ACC-mediated conflict detection. Method. In Exp. 1 the neural markers of EF were explored by comparing ERPs of preschoolers who passed the DCCS and preschoolers who failed. Exp. 2 represents an attempt to replicate the key findings of Kloo & Perner, (2003, Exp. 2) that reflection training improves preschoolers’ performance on the DCCS and demonstrates far transfer. A shortened version of the training protocol was also tested (Exp. 3). In Exp. 4, the neural correlates of reflection training in preschoolers were explored by examining changes in the neural marker of EF found in Exp. 1. Results. In Exp. 1, the N2 amplitude was smaller (less negative) for children who passed the DCCS and were able to efficiently resolve the conflict in the stimuli than for children who failed and were unable to resolve the conflict. Exp. 2 replicated the findings of Kloo & Perner, (2003, Exp. 2) even using a brief (15 min) intervention targeting reflection (Exp. 3). In Exp. 4, one brief session of reflection training made children who initially failed the DCCS look like children who initially passed at both the behavioral and neural level (reduced N2 amplitude). Conclusion. Results suggest that reflective processing facilitates the development of EF in young children by teaching them to notice conflict, reflect on it, and formulate rules for resolving it, resulting in the down-regulation of ACC-mediated conflict detection.

Introduction. Executive function refers to the top-down neurocognitive processes involved in flexible, goal-oriented behavior. A number of studies have shown positive effects of EF training. The overall aim of these studies was to explore the neurocognitive processes that support the development of EF by understanding how EF training works and what the active ingredients are. Particular interest was in isolating the role of reflection in EF training to understand its top-down affect on ACC-mediated conflict detection. Method. In Exp. 1 the neural markers of EF were explored by comparing ERPs of preschoolers who passed the DCCS and preschoolers who failed. Exp. 2 represents an attempt to replicate the key findings of Kloo & Perner, (2003, Exp. 2) that reflection training improves preschoolers’ performance on the DCCS and demonstrates far transfer. A shortened version of the training protocol was also tested (Exp. 3). In Exp. 4, the neural correlates of reflection training in preschoolers were explored by examining changes in the neural marker of EF found in Exp. 1. Results. In Exp. 1, the N2 amplitude was smaller (less negative) for children who passed the DCCS and were able to efficiently resolve the conflict in the stimuli than for children who failed and were unable to resolve the conflict. Exp. 2 replicated the findings of Kloo & Perner, (2003, Exp. 2) even using a brief (15 min) intervention targeting reflection (Exp. 3). In Exp. 4, one brief session of reflection training made children who initially failed the DCCS look like children who initially passed at both the behavioral and neural level (reduced N2 amplitude). Conclusion. Results suggest that reflective processing facilitates the development of EF in young children by teaching them to notice conflict, reflect on it, and formulate rules for resolving it, resulting in the down-regulation of ACC-mediated conflict detection.

Values are directly relevant in a number of theoretical orientations in psychology, including Acceptance and Commitment Therapy (ACT). In ACT, clarification of one’s personal values is paramount. The present study examined the ability to predict clinical symptoms and psychological flexibility using variables derived from one’s performance on the ACT Values Card Sort (ACT-VCS), a novel values clarification exercise. The independent variables, obtained from the ACT-VCS, included 1) the number of values endorsed as very important in the initial sort (i.e., valuing propensity), 2) the number of values domains represented in the final sort (i.e., values diversity), and 3) the extent to which one’s values were oriented toward uncontrollable experiences (i.e., control agenda endorsement). Three hierarchical regressions were conducted to examine the extent to which these three predictors accounted for the variance in scores of a) depression, anxiety, and stress, b) psychological flexibility, and c) psychological inflexibility. The psychological flexibility model was significant (∆R squared = .25 (F (3, 69) = 12.20, p < .001) with valuing propensity (squared semi-partial correlation r = .13, p < .001) and control agenda endorsement (squared semi-partial correlation r = .05, p < .01), but not values diversity, independently accounting for a significant portion of the variance. Prior therapy experience moderated some of these relationships. These findings provide preliminary evidence for using performance variables from the ACT-VCS to predict clinical variables.

Doctor of Philosophy / Department of Psychology / Richard J. Harris / Systems that support or require human interaction are generally easier to learn, use, and remember when their organization is consistent with the user’s knowledge and experiences (Norman, 1983; Roske-Hofstrand & Paap, 1986). Thus, in order for interface designers to truly design for the user, they must first have a way of deriving a representation of what the user knows about the domain of interest. The current study evaluated three techniques for eliciting knowledge structures for how General Aviation pilots think about weather information. Weather was chosen because of its varying implications for pilots of different levels of experience. Two elicitation techniques (Relationship Judgment and Card Sort) asked pilots to explicitly consider the relationship between 15 weather-related information concepts. The third technique, Prime Recognition Task, used response times and priming to implicitly reflect the strength of relationship between concepts in semantic memory. Techniques were evaluated in terms of pilot performance, conceptual structure validity, and required resources for employment. Validity was assessed in terms of the extent to which each technique identified differences in organization of weather information among pilots of different experience levels. Multidimensional scaling was used to transform proximity data collected by each technique into conceptual structures representing the relationship between concepts. Results indicated that Card Sort was the technique that most consistently tapped into knowledge structure affected by experience. Only conceptual structures based on Card Sort data were able to be used to both discriminate between pilots of different experience levels and accurately classify experienced pilots as “experienced”. Additionally, Card Sort was the most efficient and effective technique to employ in terms of preparation time, time on task, flexibility, and face validity. The Card Sort provided opportunities for deliberation, revision, and visual feedback that allowed the pilots to engage in a deeper level of processing at which experience may play a stronger role. Relationship Judgment and Prime Recognition Task characteristics (e.g., time pressure, independent judgments) may have motivated pilots to rely on a more shallow or text-based level of processing (i.e., general semantic meaning) that is less affected by experience. Implications for menu structure design and assessment are discussed.

In this experiment I investigated the relationship between set-switching and transfer learning, both of which presumably invoke executive functioning (EF), which may in turn be correlated with intelligence. Set-switching was measured by a computerized version of the Wisconsin Card Sort Task. Another computer task was written to measure learning-transfer ability. The data indicate little correlation between the ability to transfer learning and the capacity for set-switching. That is, these abilities may draw from independent cognitive mechanisms. The major difference may be requirement to utilize previous learning in a new way in the learning-transfer task.

<p>This project aims to investigate the impact of culture on the results of established methods of usability testing. The production and use of technologically advanced information and communication applications are no longer restricted to the Western world, and there are indications that usability testing procedures developed for use in, e.g., Europe or the US do not give reliable results in countries such as India, China or Malaysia. This project is an in-depth investigation of the cultural specifics that go into usability test situations in three countries: Denmark, India and China. In a second phase we want to explore possible developments of the testing methods in order to avoid cultural bias and produce comparable results across countries of the world</p> / This research is a part of project of Culturalusability. http://culturalusability.cbs.dk/

In this experiment I investigated the relationship between set-switching and transfer learning, both of which presumably invoke executive functioning (EF), which may in turn be correlated with intelligence. Set-switching was measured by a computerized version of the Wisconsin Card Sort Task. Another computer task was written to measure learning-transfer ability. The data indicate little correlation between the ability to transfer learning and the capacity for set-switching. That is, these abilities may draw from independent cognitive mechanisms. The major difference may be requirement to utilize previous learning in a new way in the learning-transfer task.

The purpose of this study was to gain a fuller understanding of the sort of assistance, support, or education parents feel they need from school counselors in parenting adolescents. The research question examined was: What sort of assistance, support, or education do independent school parents feel they need from school counselors in raising adolescent children? The participants for this study were parents of middle school children attending an independent school located in an urban southern city. All parents of children attending the independent school were asked to respond to an online “needs assessment” survey asking parents to select parent education topics that are of interest to them. Parents participating in this phase of the study had an opportunity to volunteer for the next phase of the study, an online card sort activity. Parents who volunteered for the online card sort activity were sent a link to the online card sort activity where they took a list of parent education topics and arranged them into groups as they saw fit. Analysis of the results revealed nine themes, or categories of topics that are of interest to parents of middle school children: Parenting Skills, Adolescent Self-Management, Self-Awareness and Esteem, Academic Opportunities and Career Choices, Peer Relationships and Skills, Emotional Wellness, Physical Health and Wellness, Parent-Teacher/Staff Communication, and Technology Safety and Use. An informal concept map was created to visually represent the categories of parent education topics that emerged from the study. The results of this study can assist professional school counselors in designing parent education and consultation curriculum and interventions, and help ensure that school counselors better meet parents’ needs.

This project aims to investigate the impact of culture on the results of established methods of usability testing. The production and use of technologically advanced information and communication applications are no longer restricted to the Western world, and there are indications that usability testing procedures developed for use in, e.g., Europe or the US do not give reliable results in countries such as India, China or Malaysia. This project is an in-depth investigation of the cultural specifics that go into usability test situations in three countries: Denmark, India and China. In a second phase we want to explore possible developments of the testing methods in order to avoid cultural bias and produce comparable results across countries of the world / <p>This research is a part of project of Culturalusability. http://culturalusability.cbs.dk/</p>

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