A de Ribaupierre

Adult age differences in the Color Stroop Test: A comparison between an Item-by-item and a Blocked version

The Color Stroop Test is consensually considered as a task to assess the efficiency of inhibitory mechanisms. If the Stroop interference effect is largely undisputed, it is also acknowledged that the size of this effect varies as a function of various task manipulations, such as the task format. The aim of the present study was to compare the size of adult age-related differences in inhibition as assessed by two different versions of the Color Stroop Test: a standard Blocked paper-and-pencil version and a computerized Item-by-item one. Results showed pronounced age-related differences in the interference effect in the Blocked version, but not in the Item-by-item one. These findings are discussed in terms of the characteristics of the tasks. The choice of the appropriate version with respect to clinical aims is also addressed.

Negative neurofunctional effects of frequency, depth and environment in recreational scuba diving: the Geneva “memory dive” study

Objectives: To explore relationships between scuba diving activity, brain, and behaviour, and more specifically between global cerebral blood flow (CBF) or cognitive performance and total, annual, or last 6 months’ frequencies, for standard dives or dives performed below 40 m, in cold water or warm sea geographical environments. Methods: A prospective cohort study was used to examine divers from diving clubs around Lac Léman and Geneva University Hospital. The subjects were 215 healthy recreational divers (diving with self-contained underwater breathing apparatus). Main outcome measures were: measurement of global CBF by 133Xe SPECT (single photon emission computed tomography); psychometric and neuropsychological tests to assess perceptual-motor abilities, spatial discrimination, attentional resources, executive functioning, and memory; evaluation of scuba diving activity by questionnaire focusing on number and maximum depth of dives and geographical site of the diving activity (cold water v warm water); and body composition analyses (BMI). Results: (1) A negative influence of depth of dives on CBF and its combined effect with BMI and age was found. (2) A specific diving environment (more than 80% of dives in lakes) had a negative effect on CBF. (3) Depth and number of dives had a negative influence on cognitive performance (speed, flexibility and inhibition processing in attentional tasks). (4) A negative effect of a specific diving environment on cognitive performance (flexibility and inhibition components) was found. Conclusions: Scuba diving may have long-term negative neurofunctional effects when performed in extreme conditions, namely cold water, with more than 100 dives per year, and maximal depth below 40 m.

The effect of age and individual differences in attentional control: A sample case using the Hayling test

Individual differences in working memory (WM) have been shown to reflect the ability to control attention in order to prevent interference. This study examines the role of WM capacity in resisting interference in the Hayling task, in samples of younger and older adults. In each age group, high and low WM span individuals had to complete high-cloze sentences with either expected words (initiation) or words providing no meaning to the sentences (interference). Results showed increased response times and decreased correct responses in interference, as compared to initiation. As interference increased, older adults demonstrated lower accuracy than younger ones. Further, low spans demonstrated higher interference costs than high spans on accuracy, while the reverse pattern was found for response times. Our findings suggest that both age and individual differences in WM capacity need to be considered to account for differences in the ability to resist to interference.

Piaget's theory of child development

Piagets theory (1896–1980) is one of the major and enduring contributions of the twentieth century to developmental psychology and education, and is firmly grounded in biology and epistemology. This entry first reviews some key epistemological concepts (such as constructivism, adaptation, equilibration, abstraction), since genetic epistemology and genetic psychology were closely interrelated; it then briefly summarizes Piagets theory of the development of intelligence (stages and factors of development). After having mentioned a few major criticisms raised in developmental psychology, the major legacy of Piagets theory is summarized. Present and future directions of research (in particular neo-Piagetian models and nonlinear dynamic systems) are finally reviewed.