Separation of performance-approach and performance-avoidance achievement goals: A broader analysis

In the literature on achievement goals, performance-approach goals (striving to do better than others) and performance-avoidance goals (striving to avoid doing worse than others) tend to exhibit a moderate to high correlation, raising questions about whether the 2 goals represent distinct constructs. In the current article, we sought to examine the separability of these 2 goals using a broad factor-analytic approach that attended to issues that have been overlooked or underexamined in prior research. Five studies provided strong evidence for the separation of these 2 goal constructs: Separation was observed not only with exploratory factor analysis across different age groups and countries (Studies 1a and 1b) but also with change analysis (Study 2), ipsative factor analysis (Study 3), within-person analysis (Study 4), and behavioral genetics analysis (Study 5). We conclude by discussing the implications of the present research for the achievement goal literature, as well as the psychological literature in general.

Task design and second language performance: the effect of narrative type on learner output

This article presents a study examining how narrative structure and narrative complexity might influence the performance of second language learners. Forty learners of English in London and sixty learners in Teheran were asked to retell cartoon stories from picture prompts. Each performed two of four narrative tasks that had different degrees of narrative structure (loose or tight) and of storyline complexity (with or without background events). Results support the findings of previous research that tight task structure is connected to increased accuracy and that narratives involving background information give rise to more complex syntax. A comparison of the data from the London and Teheran cohorts showed that the learners in London used significantly more complex syntax and diverse vocabulary even though they did not differ from the Teheran learners in other performance dimensions.

Expected value, reward outcome, and temporal difference error representations in a probabilistic decision task

In probabilistic decision tasks, an expected value (EV) of a choice is calculated, and after the choice has been made, this can be updated based on a temporal difference (TD) prediction error between the EV and the reward magnitude (RM) obtained. The EV is measured as the probability of obtaining a reward x RM. To understand the contribution of different brain areas to these decision-making processes, functional magnetic resonance imaging activations related to EV versus RM (or outcome) were measured in a probabilistic decision task. Activations in the medial orbitofrontal cortex were correlated with both RM and with EV and confirmed in a conjunction analysis to extend toward the pregenual cingulate cortex. From these representations, TD reward prediction errors could be produced. Activations in areas that receive from the orbitofrontal cortex including the ventral striatum, midbrain, and inferior frontal gyrus were correlated with the TD error. Activations in the anterior insula were correlated negatively with EV, occurring when low reward outcomes were expected, and also with the uncertainty of the reward, implicating this region in basic and crucial decision-making parameters, low expected outcomes, and uncertainty.

Emotion regulation meets emotional attention: the influence of emotion suppression on emotional attention depends on the nature of the distracters

Recent evidence has suggested a crucial role of people’s current goals in attention to emotional information. This asks for research investigating how and what kinds of goals shape emotional attention. The present study investigated how the goal to suppress a negative emotional state influences attention to emotion-congruent events. After inducing disgust, we instructed participants to suppress all feelings of disgust during a subsequent dot probe task. Attention to disgusting images was modulated by the sort of distracter that was presented in parallel with disgusting imagery. When disgusting images were presented together with neutral images, emotion suppression was accompanied by a tendency to attend to disgusting images. However, when disgusting images were shown with positive images that allow coping with disgust (i.e., images representing cleanliness), attention tended away from disgusting images and toward images representing cleanliness. These findings show that emotion suppression influences the allocation of attention but that the successful avoidance of emotion-congruent events depends on the availability of effective distracters.

The impact of cognitive control on children's goal monitoring in a time-based prospective memory task

The present study investigated whether developmental changes in cognitive control may underlie improvements of time-based prospective memory. Five-, 7-, 9-, and 11-year-olds (N = 166) completed a driving simulation task (ongoing task) in which they had to refuel their vehicle at specific points in time (PM task). The availability of cognitive control resources was experimentally manipulated by imposing a secondary task that required divided attention. Children completed the driving simulation task both in a full attention condition and a divided attention condition where they had to carry out a secondary task. Results revealed that older children performed better than younger children on the ongoing task and PM task. Children performed worse on the ongoing and PM tasks in the divided attention condition compared to the full attention condition. With respect to time monitoring in the final interval prior to the PM target, divided attention interacted with age such that older children’s time monitoring was more negatively affected by the secondary task compared to younger children. Results are discussed in terms of developmental shifts from reactive to proactive monitoring strategies.

Obstacle avoidance routing scheme through optimal sink movement for home monitoring and mobile robotic consumer devices

In recent years, ZigBee has been proven to be an excellent solution to create scalable and flexible home automation networks. In a home automation network, consumer devices typically collect data from a home monitoring environment and then transmit the data to an end user through multi-hop communication without the need for any human intervention. However, due to the presence of typical obstacles in a home environment, error-free reception may not be possible, particularly for power constrained devices. A mobile sink based data transmission scheme can be one solution but obstacles create significant complexities for the sink movement path determination process. Therefore, an obstacle avoidance data routing scheme is of vital importance to the design of an efficient home automation system. This paper presents a mobile sink based obstacle avoidance routing scheme for a home monitoring system. The mobile sink collects data by traversing through the obstacle avoidance path. Through ZigBee based hardware implementation and verification, the proposed scheme successfully transmits data through the obstacle avoidance path to improve network performance in terms of life span, energy consumption and reliability. The application of this work can be applied to a wide range of intelligent pervasive consumer products and services including robotic vacuum cleaners and personal security robots1.

Risk-taking and inhibitory control in behaviourally inhibited and disinhibited preschool children

The temperament style Behavioural Inhibition (BI) has been implicated as a risk factor for the development of internalising disorders such as anxiety. Of interest is what factors influence the developmental trajectories of both inhibited and disinhibited children and the development of psychopathology. One such factor is risk-taking behaviour. Using the computer based Balloon Analogue Risk Task, we assessed risk taking behaviour in behaviourally inhibited (n = 27) and behaviourally disinhibited (n = 43) children. This is the first study to examine the relationship between BI, executive functioning and risk-taking. The results indicated Behavioural Inhibition was not related to risk-taking but that inhibitory control predicted reward focused results. These findings illustrate how inhibitory control affects risk-taking and risk avoidance in both inhibited and disinhibited children.

Interpretation of ambiguity: differences between children and adolescents with and without an anxiety disorder

Background: Theory and treatment of anxiety disorders in young people are commonly based on the premise that interpretation biases found in anxious adults are also found in children and adolescents. Although there is some evidence that this may be the case, studies have not typically taken age into account, which is surprising given the normative changes in cognition that occur throughout childhood. The aim of the current study was to identify whether associations between anxiety disorder status and interpretation biases differed in children and adolescents. Methods: The responses of children (7-10 years) and adolescents (13-16 years) with and without anxiety disorders (n = 120) were compared on an ambiguous scenarios task. Results: Children and adolescents with an anxiety disorder showed significantly higher levels of threat interpretation and avoidant strategies than non-anxious children and adolescents. However, age significantly moderated the effect of anxiety disorder status on interpretation of ambiguity, in that adolescents with anxiety disorders showed significantly higher levels of threat interpretation and associated negative emotion than non-anxious adolescents, but a similar relationship was not observed among children. Conclusions: The findings suggest that theoretical accounts of interpretation biases in anxiety disorders in children and adolescents should distinguish between different developmental periods. For both ages, treatment that targets behavioral avoidance appears warranted. However, while adolescents are likely to benefit from treatment that addresses interpretation biases, there may be limited benefit for children under the age of ten.

Elephants in pyjamas: testing the weak central coherence account of autism spectrum disorders using a syntactic disambiguation task

According to the weak central coherence (CC) account individuals with autism spectrum disorders (ASD) exhibit enhanced local processing and weak part-whole integration. CC was investigated in the verbal domain. Adolescents, recruited using a 2 (ASD status) by 2 (language impairment status) design, completed an aural forced choice comprehension task involving syntactically ambiguous sentences. Half the picture targets depicted the least plausible interpretation, resulting in longer RTs across groups. These were assumed to reflect local processing. There was no ASD by plausibility interaction and consequently little evidence for weak CC in the verbal domain when conceptualised as enhanced local processing. Furthermore, there was little evidence that the processing of syntactically ambiguous sentences differed as a function of ASD or language-impairment status.

Assessing multilingual lexical incorporation hypotheses through a primed picture-naming task

The incorporation of new representations into the mental lexicon has raised numerous questions about the organisational principles that govern the process. A number of studies have argued that similarity between the new L3 items and existing representations in the L1 and L2 is the main incorporating force (Hall & Ecke, 2003; Herwig, 2001). Experimental evidence obtained through a primed picture-naming task with L1 Polish-L2 English learners of L3 Russian supports Hall and Ecke’s Parasitic Model of L3 vocabulary acquisition, displaying a significant main effect for both priming and proficiency. These results complement current models of vocabulary acquisition and lexical access in multilingual speakers.

Task relevance of emotional information affects anxiety-linked attention bias in visual search

Task relevance affects emotional attention in healthy individuals. Here, we investigate whether the association between anxiety and attention bias is affected by the task relevance of emotion during an attention task. Participants completed two visual search tasks. In the emotion-irrelevant task, participants were asked to indicate whether a discrepant face in a crowd of neutral, middle-aged faces was old or young. Irrelevant to the task, target faces displayed angry, happy, or neutral expressions. In the emotion-relevant task, participants were asked to indicate whether a discrepant face in a crowd of middle-aged neutral faces was happy or angry (target faces also varied in age). Trait anxiety was not associated with attention in the emotion-relevant task. However, in the emotion-irrelevant task, trait anxiety was associated with a bias for angry over happy faces. These findings demonstrate that the task relevance of emotional information affects conclusions about the presence of an anxiety-linked attention bias.

Task design and interaction in collaborative writing: the students’ story

This article investigates student behaviour on collaborative assignments, looking at the relationship between task type and interaction, and considers the implications for task design. Students reported on interactions in a year-long workplace-focussed group communication project, comparing these with interactions on other academy based group assignments. Differences were seen in the amount of brainstorming, the criteria for dividing up work, the intensity of editing, and how conflict was managed. Contributing factors to these differences included the presence or absence of a creative element, the instrumental nature of the task, and the need for a collective approach inherent in the task design.

Voice, appropriation and discourse representation in a student writing task

We investigate the practices by which bilingual university students in Hong Kong appropriate texts in producing utterances, particularly written texts. Following Wertsch and his colleagues we ask: • To what extent do our students appropriate texts in constructing their own discourses? • What linguistic means do they use to do this? • What can these processes tell us about what they now can do with discourse representation; and • What do we need to teach them? This research shows that our students' writing displays considerable intertextuality and interdiscursivity. Responses to this writing in tutorial sessions indicate that they are skilled at orchestrating the multiple voices within their own discourses. The commonly stated concern that our students do not know how to do quotation and citation correctly is somewhat misplaced and researchers need to move the focus away from the mechanisms of citation and attribution to the social practices of textual appropriation.