Cognitive Psychology Commons^™

Moving Beyond Fulfillment: Wisdom Years Stories Of Passion, Perseverance, And Productivity, Kenneth A. Kiewra, Jessica Walsh, Chris Labenz

Department of Educational Psychology: Faculty Publications

Seven participants were interviewed to uncover how they remain so productive in their wisdom years, those typically marked by retirement. Participants included a leading educational psychologist, a renowned national television news anchor, a four-time national champion collegiate coach, the founder and former chief executive of Arbor Day Foundation, a university scholar turned playwright, and two female adventurers who quit their jobs, sold their possessions, and have lived a nomadic life, hiking thousands of miles throughout America. Their wisdom years stories describe how and why they shun retirement and remain productive. The article concludes with seven advice-laden conclusions for readers: (a) …

Developmental Differences In The Learning And Consolidation Of Linguistic Regularities, Sarah Berger

Electronic Thesis and Dissertation Repository

Relative to adults, children have a well-known advantage for learning linguistic regularities, which could be partially driven by their deeper sleep. To examine the relationship between consolidation and language learning across development, children and adults learned a novel article system with an implicit grammatical rule. Participants performed a judgment task on phrases containing the novel articles before and after a night of EEG-monitored sleep. We found that rule sensitivity emerged rapidly in children, whereas it did not emerge until the second session in adults. Children demonstrated better generalization of the rule than adults. Consolidation effects showed a developmental double dissociation, …

Mechanisms Responsible For The Development Of Causal Perception In Infancy., Nicholas A. Holt

Electronic Theses and Dissertations

The aim of the current dissertation was to investigate the mechanisms that contribute to the emergence of causal perception in infancy. Previous research suggests that the experience of self-produced causal action may be necessary to promote the development of causal perception (Rakison & Krogh, 2012). The goal of the current study was two-fold: (1) to further explore the roles of self-produced action, haptic, proprioceptive and visual information, and parental interaction on young infants’ understanding of causality. To assess the impact of these factors on infants’ causal learning, 4½-month-olds were randomly assigned to one four conditions. Three of the conditions (Active …

Fluid Grouping: Quantifying Group Engagement Around Interactive Tabletop Exhibits In The Wild, Florian Block, James Hammerman, Michael Horn, Amy Spiegel, Jonathan Christiansen, Brenda Phillips, Judy Diamond, E Margret Evans, Chia Shen

Department of Educational Psychology: Faculty Publications

Interactive surfaces are increasingly common in museums and other informal learning environments where they are seen as a medium for promoting social engagement. However, despite their increasing prevalence, we know very little about factors that contribute to collaboration and learning around interactive surfaces. In this paper we present analyses of visitor engagement around several multi-touch tabletop science exhibits. Observations of 629 visitors were collected through two widely used techniques: video study and shadowing. We make four contributions: 1) we present an algorithm for identifying groups within a dynamic flow of visitors through an exhibit hall; 2) we present measures of …

Explicit Learning In Down Syndrome: A Cross-Sectional Developmental Trajectory Approach, B. Allyson Phillips

Books and Monographs

The purpose of the current study was to analyze the cross-sectional developmental trajectories of explicit category learning in individuals with Down syndrome compared to individuals with intellectual disability and typically developing individuals. Explicit learning is active, conscious, controlled, and intentional; it is a deliberate attempt to acquire new knowledge or skill from repeated tries with feedback. Explicit learning improves with age throughout childhood and is closely related to intelligence. Because of its relation to intelligence, we expected individuals with Down syndrome to perform below the level expected for their chronological age and nonverbal ability.

The sample was comprised of 41 …