Social scientists have long agreed that satisficing behavior increases error and reduces the validity of survey data. There have been numerous reviews on detecting satisficing behavior, but preventing this behavior has received less attention. The current narrative review provides empirically supported guidance on preventing satisficing by…

Introduction: Certain behaviors associated with high intellectual ability, such as inattention and early response, are often confused with attention deficit and hyperactivity disorder (ADHD), making correct diagnosis more difficult. The objective of the present study was to analyze the performance of students with high intellectual ability and…

Selective sustained attention is vital for higher order cognition. Although endogenous and exogenous factors influence selective sustained attention, assessment of the degree to which these factors influence performance and learning is often challenging. We report findings from the Track-It task, a paradigm that aims to assess the contribution of…

Purpose: This preliminary investigation assessed the attentional processes of preschool-age children who do (CWS) and do not stutter (CWNS) during Traditional cueing and Affect cueing tasks. Method: Participants consisted of 12 3- to 5-year-old CWS and the same number of CWNS (all boys). Both talker groups participated in two tasks of shifting and…

This article reviews 66 clicker technology-based studies focusing on student perceptions/outcomes. Eight major perceptions/outcomes are noted, including high levels of performance (actual and perceived), student attention span, attendance, and participation, as well as student perceptions of satisfaction, feedback, and ease of use. Because the…

Increased variability in reaction time (RT) has been proposed as a cardinal feature of attention deficit hyperactivity disorder (ADHD). Increased variability during sustained attention tasks may reflect inefficient fronto-striatal and fronto-parietal circuitry; activity within these circuits is modulated by the catecholamines. A disruption to…

Considers the effects of electronic media on the developing brains of children. Topics include the attentional demands of electronic media; commercial sponsorship; brain development, including memory systems and response systems; and what a developing mind can bring to the electronic media. (LRW)

Infant joint attention has been observed to be related to social-emotional outcomes in at-risk children. To address whether this relation is also evident in typically developing children, 52 children were tested at 12, 15, 24, and 30 months to examine associations between infant joint attention and social outcomes. Twelve-month initiating and…

Subjects focused attention on actual or imagined stimuli while recording intruding thoughts by pressing a button. Results showed that an internal locus of control was related to fewer intrusions than an external. Actual stimuli resulted in fewer intrusions than imagined stimuli. (Author/BEF)

Mentally retarded and nonretarded adults (n=32) performed visual vigilance tests in which single digits were presented at either a fast or slow rate and the rate shifted without warning. Retarded observers detected fewer targets and made more false alarms than did nonretarded observers in all test conditions. (Author/JDD)

Individual differences in pattern of habituation in fixation time and cardiac change to visual and auditory stimuli are described. Subjects were 94 5- and 10-month-old infants. (Author/MP)

Presents a proposed unifying relationship between instructional methods and cognitive operations, and argues that it is the location of the processing of the learning task that defines the function, type, and extent of the instructional method required. More than 50 references are listed. (MER)

The development of capacity for attention was assessed by giving children 5, 8, 9, and 12 years of age a component-selection task with instructions to attend to one component or another, or with no specific instructions regarding the stimuli. (CM)

This review surveys the empirical literature for assessments of learning problems in children from a neuropsychological perspective. An evaluation of children with learning problems must consider measures of working memory, attention, executive function, and comprehension (listening and written), particularly for children who do not respond to…

Describes two experiments that examined the conditions determining age changes in novelty preferences of children. (HOD)