Matija Svetina

A Microgenetic/Cross-Sectional Study of Matrix Completion: Comparing Short-Term and Long-Term Change

A design that included both microgenetic and cross-sectional components was used to examine 135 Slovenian childrens acquisition of matrix completion proficiency and compare microgenetic and age-related changes on the task. The microgenetic analyses indicated that childrens errors became increasingly variable shortly before they discovered the correct strategy, that the correct strategy became dominant quite quickly following its initial use, that improvements in matrix completion performance generalized to conservation, and that amount of learning correlated positively with IQ. The microgenetic/cross-sectional comparison, which involved contrasting the changes that occurred over seven experimental sessions with the changes that occurred between ages 6 and 7 years, indicated that the two patterns of change were highly similar.

The reaction times of drivers aged 20 to 80 during a divided attention driving

ABSTRACT Objective: Many studies addressing age-related changes in driving performance focus on comparing young vs. older drivers, which might lead to the biased conclusion that driving performance decreases only after the age of 65. The main aim of the study was to show that changes in driving performance are progressive throughout the adult years. Methods: A sample of 351 drivers aged 20 to 80 was assessed for their reaction times while driving between road cones. The drivers were exposed to 2 conditions varying according to task complexity. In single task conditions, the drivers performed a full stopping maneuver at a given signal; in dual task conditions, the drivers were distracted before the signal for stopping maneuver was triggered. Reaction times were compared across conditions and age groups. Results: The results showed that both reaction times and variability of driving performance increased progressively between the ages of 20 and 80. The increase in both reaction times and variability was greater in the complex task condition. The high-performing quarter of elderly drivers performed equally well or better than younger drivers did. Conclusions: The data clearly supported the claim that driving performance changes steadily across age groups: both mean reaction time and interindividual variability progressively increase with age. In addition, a significant group of older drivers was identified who did not show the expected age-related decrease in performance. The findings have important implications, suggesting that in relation to driving, aging is a progressive phenomenon and may lead to variety of driving performance; age-related studies of driving performance should put more emphasis on investigating changes across the whole driver age range rather than only comparing younger and older drivers.

Beliefs about the environment: moving from the egocentric towards the ecocentric perspective

Our behaviour towards the environment depends on our beliefs about the environment. Beliefs, however, are a subject of change, particularly during important life transitions such as the transition to adolescence, because this is a period when an individual develops the ability of complex and abstract reasoning. Understanding this transition is therefore crucial for understanding and predicting the attitudes and courses of action in terms of sustainable development later in life. Due to many methodological constraints, the number of empirical studies examining these issues is very limited; the current study aimed to collect empirical data to explore the origins of our beliefs about the environment-related issues. We devised a picture association test and used it to compare children’s and adolescents’ beliefs about our environment in the context of the means of transportation. A large sample of 2264 participants aged 6–18 years took part in the study. The data supported the claim that children’s beliefs about environment share egocentric properties. The findings represent an important puzzle into the whole picture of children’s thinking and offer us great insight into the origins of beliefs about environment-related questions in adults. Educational implications are addressed.