Biomedical subjects

S Droit-Volet

Publications and source records attributed to S Droit-Volet.

7 recordsLinked to original sources

PubMed2006

Counting in a time discrimination task in children and adults.

The present study investigated in 5- and 8-year-olds, as well as in adults, the effect of verbal counting on temporal discrimination behavior in a generalization task with two duration ranges in order to test the scalar timing property. The results showed that counting improved temporal sensitivity in all age groups, although sensitivity to time remained lower in the younger children. Furthermore, in the 5-year-olds, the temporal generalization behavior conformed well to the scalar property of variance both in the counting and the non-counting condition. However, this conformity to the scalar timing property disappeared when counting was used in the 8-year-olds and the adults. The development of the ability to count time at a constant rhythm is discussed as the major reason for this departure of temporal behavior from the scalar property of variance when counting is employed.

Adolescent↗

PubMed2005

Emotions generated by meat and other food products in women.

Eating behaviour depends partly on food preference, which is itself determined by different types of emotions. Among the emotions generated by food, disgust with red meat is common in women and can lead to reduced meat consumption. We tested the hypothesis that low meat intake is related to different negative emotions towards meat but does not affect the emotions expressed towards other food categories. Food intake of sixty women was followed throughout each day for 1 week and allowed us to assign women to two groups (low v. high meat-eating women). They were then invited to assess the intensity of twenty-six emotions described by words and induced by thirty food pictures. We determined the number of necessary dimensions to describe the space created by the twenty-six words. The results showed differences in emotions between the low and high meat-eating women. As expected, there were overall differences in the emotions generated by the thirty food pictures. Six clusters of emotions were necessary and sufficient to summarise the emotional space. These dimensions were described by 'disappointment', 'satisfaction', 'guilt', 'doubt', 'amused' and 'indifference'. As expected, the low meat-eating women felt more 'disappointment', 'indifference' and less 'satisfaction' towards meat than did the high meat-eating women. However, the low meat-eating women also stated other negative emotions such as 'doubt' towards some starchy foods. The only foods that they liked more than high meat-eating women were pears and French beans. In conclusion, low meat consumption was associated with specific negative emotions regarding meat and other foods.

Adolescent↗

PubMed2004

Nutritional knowledge and concerns about meat of elderly French people in the aftermath of the crisis over BSE and foot-and-mouth.

The aim of this study was to compare elderly people with young adults in France for nutritional knowledge and concerns about meat in the aftermath of the rises with bovine spongiform encephalopathy and foot-and-mouth disease. Between March and April 2001, 99 healthy elderly people and 93 younger adults living in France were interviewed. Most of the elderly and young participants knew that meat contains proteins but were unaware of the role of proteins in body metabolism. The elderly knew that meat also contains iron and vitamins and is necessary for growth and for physical activity. However, elderly people had little awareness of the importance of consuming meat and were convinced that they had to reduce meat consumption because of their lower physical activity. On the other hand, they knew more than younger adults about animal diseases and were less worried about 'mad cow disease'. Thus, although the elderly people were confident about the safety of meat and recognised its nutritional properties, they did not consider it to be an essential food.

Adult↗

PubMed2001

Variability in 5- and 8-year-olds' memory for duration: an interfering task in temporal bisection.

The purpose of this experiment was to investigate 5- and 8-year-olds' long-term memory for stimulus duration in a bisection task. Children were trained to discriminate between a short and a long standard duration presented as visual stimulus for 2 and 8 s, respectively. They had then to decide whether an intermediate stimulus duration was more similar to the short or to the long standard in two identical testing phases separated by an interfering task lasting for 15 min (immediate test vs. deferred test). The results showed that the 5- and the 8-year-olds produced orderly psychophysical functions. However, the 8-year-olds produced psychophysical functions, which increased more abruptly with the increasing stimulus duration. Nevertheless, whatever the age of children tested, the psychophysical function curves were flatter in the deferred test than in the immediate test, and more particularly in the 5-year-olds. Furthermore, the 5-year-olds produced fewer 'long' responses in the deferred than in the immediate test. Modeling of the data suggests that the variability of the representation of the standard in long-term memory was higher in the 5- than in the 8-year-olds and that the interfering task increased this memory variability.

Journal Article↗

PubMed2001

Temporal generalization in 3- to 8-year-old children.

Children aged 3, 5, and 8 years were tested on temporal generalization with visual stimuli. Different groups received 4- and 8-s standards. Gradients at all ages superimposed when plotted on the same relative scale, indicating underlying scalar timing. The principal developmental changes were (i) increasing sharpness of the generalization gradient with increasing age and (ii) a change from symmetrical (3 and 5 years) to adultlike asymmetrical generalization gradients in the oldest children. Theoretical modeling attributed these changes to increasing precision of the reference memory of the standard with increasing age, as well as a decreased tendency to "misremember" the standard as being shorter than it actually was, as the children developed.

Child↗

PubMed2001

Temporal bisection in children.

Children aged 3, 5, and 8 years received training on a temporal bisection task, with standard short and long durations being presented as visual stimuli lasting 1 and 4 s or 2 and 8 s. Nonstandard comparison stimuli were spaced linearly between the standards. Psychophysical functions showed increasing proportions of "long" responses (responses appropriate to the long standard) with increasing stimulus duration, but were flatter in the younger children than in the 8-year-olds. Bisection points (the stimulus duration giving rise to 50% "long" responses) were close to the arithmetic mean of the short and long standards in most conditions. Statistical analyses and results from different theoretical models of the data all suggested that temporal sensitivity was higher in the 8-year-olds than in the younger groups, even when the possibility of random responding was controlled for.

Age Factors↗

PubMed1998

Time estimation in young children: an initial force rule governing time production.

Children aged 3 and 5 1/2 years were asked to carry out a response duration task in two sessions under "minimal", "temporal" and "force" instructions. In session 1, they were told to press "long enough" for the temporal instructions and "hard enough" for the force instructions. In session 2, they were asked to press "longer" or "harder" than in the previous session. Results showed that the force instructions, but not the temporal instructions, improved the 3-year-olds' timing accuracy. Furthermore, when instructed to press harder, 3-year-olds pressed longer. In contrast, 5 1/2-year-olds were more accurate with the temporal than with the force instructions; and when asked to press harder, they did not press longer. These findings suggest that 3-year-olds rely on a certain amount of force to produce correct response durations. The marked dissociation between force and duration only emerges between the ages of 3 and 5 1/2.

Age Factors↗