PubMed Health⌕ Search

Biomedical subjects

P D Zelazo

Publications and source records attributed to P D Zelazo.

10 recordsLinked to original sources
PubMed2001

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.

Child Behavior↗
PubMed2001

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 Factors↗
PubMed1999

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.

Age Factors↗
PubMed1999

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.

Child Development↗
PubMed1998

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.

Child Behavior↗
PubMed1996

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.

Adult↗
PubMed1990

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.

Adolescent↗
PubMed1989

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.

Attention↗
PubMedDate not supplied

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.

Affect↗