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Does Cognitive Interference Induce Measurement Bias in Cognitive Ability Tests?

Journal of Behavioral and Brain Science 2017年第1期7卷 21-29页

作者： georgia papantoniou Despina Moraitou Dimitra Filippidou Effie Katsadima Magda Dinou Department of Early Childhood Education University of Ioannina Ioannina Greece School of Psychology Aristotle University of Thessaloniki Thessaloniki Greece

The aim of this paper was to test for measurement bias, due to cognitive interference on cognitive ability tests, using a structural equation modeling technique. The sample consisted of 231 undergraduate students who were examined with three tests addressed to numerical ability, space visualization and inductive ability, respectively. They were also asked to respond to the Cognitive Interference Questionnaire tapping task-oriented worries while working on the aforementioned tests. In comparing two nested models, one hypothesizing measurement bias due to cognitive interference and one not, results show that the test tapping inductive ability displays measurement bias due to cognitive interference.

关键词： Cognitive Ability Tests Cognitive Interference Measurement Bias

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Decoding of Basic Emotions from Dynamic Visual Displays in Dementia: A Sign of Loss of Positivity Bias in Emotional Processing in Cognitively Unhealthy Aging?

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Open Journal of Medical Psychology 2014年第5期3卷 325-336页

作者： Theofilos Gkinopoulos Despina Moraitou georgia papantoniou Magdalini Nigritinou Pantelis Ginos Daphni Kotselidou School of Psychology Panteion University Athens Greece School of Psychology Aristotle University of Thessaloniki Thessaloniki Greece Department of Early Childhood Education University of Ioannina Ioannina Greece

Difficulties in recognizing emotional signals might have serious implications for social interactions. Neurodegenerative diseases that affect neural networks involved in emotional displays processing might thus be connected with a disproportionate impairment in social life. This study aimed at examining the ability to decode basic emotions from dynamic visual displays in mild to moderate dementia. Thirty old adults diagnosed as demented, and 30 gender-matched healthy controls were administered a measure of emotion evaluation. The groups did not differ significantly in age and educational level. The emotion evaluation test was designed to examine a person’s ability to visually identify basic emotions and discriminate these from neutral expressions, when they were expressed as dynamic, subtle, day-to-day expressions. Results showed that demented participants had a great difficulty in recognizing the positively valenced emotions of happiness and pleasant surprise, while sadness, anger, and anxiety were the easiest emotions to recognize. Healthy controls were almost excellent on happiness recognition, while discrimination of non-emotional displays was the most difficult condition often mislabeled as anxiety or pleasant surprise. Results were mainly discussed in terms of socio-emotional selectivity theory positing that only older adults capable of exerting cognitive controlled favor emotional over non-emotional and positive over negative information.

关键词： Aging Dementia Emotional Valence Emotion Recognition Socio-Emotional Selectivity Theory

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The Relationship of Effortful Control to Academic Achievement via Children’s Learning-Related Behaviors

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Journal of Behavioral and Brain Science 2022年第8期12卷 380-399页

作者： Maria Sofologi Sofia Koulouri Magda Ntinou Effie Katsadima Aphrodite papantoniou Konstantinos Staikopoulos Panagiotis Varsamis Harilaos Zaragkas Despina Moraitou georgia papantoniou Psychology Laboratory Department of Early Childhood Education School of Education University of Ioannina Ioannina Greece Institute of Humanities and Social Sciences University Research Centre of Ioannina (U.R.C.I.) Ioannina Greece Department of Early Childhood Education University of Ioannina Greece Department of Educational and Social Policy University of Macedonia Greece Laboratory of Psychology Section of Experimental and Cognitive Psychology School of Psychology Aristotle University of Thessaloniki Thessaloniki Greece Laboratory of Neurodegenerative Diseases Center for Interdisciplinary Research and Innovation (CIRI-AUTH) Balkan Center Buildings A & B Aristotle University of Thessaloniki Thessaloniki Greece

Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention [1], which is related to individual differences in self-regulation. Although effortful control covers some dispositional self-regulatory abilities important to cope with social demands of successful adaptation to school, such as attention regulation, individual differences in EC have recently been associated with school functioning through academic achievement including the efficient use of learning-related behaviors, which have been found to be a necessary precursor of learning and they refer to a set of children’s behaviors that involve organizational skills and appropriate habits of study. Therefore, the aim of this study is to review the literature on EC’s relationship to academic achievement via learning-related behaviors, which reflect the use of metacognitive control processes in kindergarten and elementary school students. The findings indicate that EC affects academic achievement through the facilitation of the efficient use of metacognitive control processes.

关键词： Academic Achievement Effortful Control Learning-Related Behaviors Metacognitive Control Self-Regulation

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