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Full-Text Articles in Experimental Analysis of Behavior
Self-Regulation In Preschoolers: Validity Of Hot And Cool Tasks As Predictive Measures Of Academic And Socio-Emotional Aspects Of School Readiness, Berenice Anaya
Masters Theses & Specialist Projects
Extensive research on the development of self-regulation has demonstrated that better executive functioning and effortful control during the preschool years are associated with greater kindergarten and early school achievement. Recent findings suggest that self-regulation tasks differ in their assessment of “hot” and “cool” regulation, how these processes map onto effortful control and executive functioning, and may predict school readiness. However, only a few studies have examined the validity of hot and cool regulation tasks (Allan & Lonigan, 2014; Di Norcia, Pecora, Bombi, Baumgartner, & Laghi, 2015; Willoughby, Kupersmidt, Voegler-Lee, & Bryant, 2011), and how they predict socio-emotional competence (Di Norcia …
Effects Of Age, Task Type, And Information Load On Discrimination Learning, Morgan E. Brown
Effects Of Age, Task Type, And Information Load On Discrimination Learning, Morgan E. Brown
Masters Theses & Specialist Projects
The feature positive effect (FPE) is a phenomenon in discrimination learning by which learning occurs more quickly when the presence (Feature positive; FP), rather than absence (Feature negative; FN) of a stimulus indicates a response should be made. Although the FPE has been extensively corroborated, a reversal, or feature negative effect (FNE), has been found when a target stimulus comes from a smaller set of stimuli (Fiedler, Eckert, & Poysiak, 1988). Age differences in FP and FN learning indicate that older adults perform more poorly than young adults on both FP and FN tasks, and are likely related to decline …