Jurnal Online STTKD (Sekolah Tinggi Teknologi Kedirgantaraan)
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Fun isn’t easy: Children selectively manipulate task difficulty when “playing for fun” vs. “playing to win”
No full textPlay is important in many cultures and species, but the basic motivations behind play remain unclear. In two preregistered experiments, we presented 5-to-10-year-old children (n = 124) with a novel game. We compared their choices about how to best configure the game when either playing for fun or playing to win, exploring: 1) how sensitive children are to the factors that are most relevant for playing to win; and 2) how their preferences when playing for fun relates to their preferences when playing to win. We found that for “win-relevant” features, children chose easier settings when playing to win than when playing for fun. By contrast, for “win-irrelevant” features, children generally preferred similar settings across conditions. Children also judged “win-relevant” factors as more important to winning than “win-irrelevant” factors, and judged both as irrelevant to having fun. These results suggest that playing to win and playing for fun are distinct motivational contexts to which children can appropriately adapt their decisions during play
Examining Neurodiversity in Bilingual Development Research: Recent Insights Through an Equity, Diversity, and Inclusion Lens
No full textBackground
As highlighted by research on typically developing children, various biases exist when evaluating bilingual children’s abilities (De Houwer, 2023; Grosjean, 1998). These biases can lead to unequitable assessment of language and cognitive abilities – potentially over- or under-estimating bilinguals’ skills. Recent reviews on neurodivergent bilingual children (Kay-Raining Bird et al., 2016; Uljarević et al., 2016) alluded to the possibility that these biases are also present in clinical research.
Aims
This review examines bilingual neurodiversity research in children through the lens of equity, diversity, and inclusion. Specifically, it evaluates potential biases in recent studies determine whether linguistic and cognitive abilities are assessed equitably, identify the types of linguistic and neurodiverse experiences represented in research, and examine the roles bilingual individuals play in research.
Methods
We conducted an abbreviated systematic review with a multi-pronged search of databases and a manual search for quantitative studies on linguistic and cognitive abilities with bilingual neurodivergent children. The Joanna Briggs Institute Checklist was adapted for risk of bias assessment. Data was extracted and analyzed from 95 studies, including study methods, bilingualism-related information (e.g., age of acquisition, language history tools, socioeconomic status), outcomes of interest (language, cognition), tasks (e.g., domain, name), and the main results or conclusions of each article.
Main Contribution
We found that equitable bilingual assessment of language and cognition was highly affected by the lack of culturally and linguistically appropriate tools. Most studies used case-control designs, contrasting neurodivergent bilinguals with monolingual or typically developing peers, which promotes a deficit-based monolingual centered-view in bilingual neurodiversity research. We also identified persistent challenges in defining and measuring bilingualism that complicates cross-comparison across studies and disorders. Research focus remained largely on developmental language disorder (DLD; n=34) and autism spectrum disorder (ASD; n=29) given its language symptomology, while acquired disorders are understudied. Additionally, there is a lack of community-based research that could offer more inclusive methods by involving bilingual communities throughout the research process.
Conclusions
This review emphasizes the need to adopt equitable and inclusive research practices to better understand and support neurodivergent bilingual children. Future research should embrace a nuanced understanding of bilingualism and neurodiversity, prioritizing inclusive methodologies, as well as holistic assessments using culturally and linguistically appropriate tools, to avoid misdiagnoses and ensure fair clinical evaluations of language and cognition
Sleep supports consolidation of newly learned mathematical concepts
No full textWithin mathematical cognition the development of conceptual knowledge is seen as critical to developing understanding. Sleep has been well established to play a role in the consolidation of newly learned information and schema-based information but has yet to be explored within mathematical cognition. Across three experiments participants (N = 152) were assigned to a sleep or wake condition and then viewed lectures on either p-values, t-test, or z-scores. The sleep condition watched the lecture at 9pm, completed an immediate recall task to explain the concept, then a second recall task 12h later at 9am. The wake conditions watched the lecture at 9am, completed an immediate recall task then a second recall task 12h later at 9pm. Written responses were then assessed using a comparative judgement task by subject experts. Across all three experiments, results showed that participants in the sleep condition retained their knowledge from the immediate recall to 12 hours later, while in the wake condition, participants’ knowledge declined significantly between sessions. These results suggest that sleep may be involved in an important process of maintenance of learned information of mathematical concepts
Perceived Likelihood of Fulfilling Belonging and Interpersonal Behavior Following Social Rejection
No full textOne of the biggest paradoxes in the rejection literature was that rejected people sometimes behaved antisocially and at other times prosocially. Researchers responded to this paradox by demonstrating that the prospect of fulfilling belonging predicted these varied responses. A close inspection of the foundational studies, however, revealed small sample sizes relative to today’s standards. Hence, we conducted a conceptual replication of the prospect of fulfilling belonging hypothesis using a high-powered 2-day preregistered study. On Day 1, we manipulated the prospect of fulfilling belonging through a profile exchange with a confederate. On Day 2, we manipulated rejection using a recall paradigm and then measured prosocial and antisocial responses toward the confederate. Rejected participants who expected the confederate to fulfill belonging showed similar levels of prosocial and antisocial responses compared with those who did not. These results suggest that the prospect of fulfilling belonging hypothesis needs further refinement
Many Labs 2: Investigating Variation in Replicability Across Sample and Setting
No full textIn Many Labs 2, we will employ an expanded version of the Many Labs paradigm to investigate a substantial number of new effects and further examine the findings from Many Labs 1
A systematic replication of the worst performance rule
No full textThe worst performance rule (WPR) states that when reaction times are ranked from fastest to slowest and then correlated with intelligence test scores, the slowest reaction times predict participants' intelligence better than the mean or best reaction times. Previous research suggests that the size of the WPR effect may be moderated by the difficulty or g-loading of RT tasks. Because there is substantial variation in sample size, sample characteristics and trial numbers across the different studies, we aim to replicate the WPR in a large, heterogenous sample using a variety of RT task. Our main aim is to replicate that the size of the WPR effect varies systematically with the difficulty or g-loading of tasks
