Research master thesis | Psychology (research) (MSc)
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The optimal strategy in a semantic verbal fluency (SVF) task is to focus on one semantic subcategory at a time and adaptively switch from one subcategory to another. This task has therefore been...Show moreThe optimal strategy in a semantic verbal fluency (SVF) task is to focus on one semantic subcategory at a time and adaptively switch from one subcategory to another. This task has therefore been used as a measure of self-directed executive functioning. Previous studies have found that SVF performance improves through childhood and adolescence. This developmentalimprovement has been observed both in the total number of words produced during the task and in switching between subcategories. The present online study tested the hypothesis that the agerelated improvement in SVF performance is partly driven by an improved ability to select between competing word representations. The study included three age groups: 8–10-year-olds (n=26), 12–14-year-olds (n=17), and young adults (n=31). The semantic blocking effect in the blocked cycling naming task was used as a measure of selection abilities. Measures of vocabulary and general processing speed were included as control variables. Age-related differences in SVF performance were only partly replicated: there were signs of age-related differences in the total word count but not in switching. The semantic blocking effect was replicated across age groups. However, there were no signs of age-related differences in the magnitude of this effect, suggesting that word selection abilities did not differ between age groups. Moreover, the magnitude of the semantic blocking effect did not predict SVF performance. Thus, although further research is needed, the present study does not support the hypothesis that the age-related improvement in SVF would be driven by an improvement in selection abilities.Show less
ABSTRACT This thesis examined the possibility of a relationship between exploratory behaviour and executive functions (i.e. cognitive development) in 137 children (76 boys and 61 girls (Mpre = 5.3...Show moreABSTRACT This thesis examined the possibility of a relationship between exploratory behaviour and executive functions (i.e. cognitive development) in 137 children (76 boys and 61 girls (Mpre = 5.3 years; SD = .6; Mpost = 6.3 years; SD = .6)). Additionally, the effect of an intervention, aimed at improving children’s executive functioning, on their exploratory behaviour was examined using a pretest posttest intervention design. This question was tested on a sample of 247 children containing 137 boys and 110 girls (Mpre = 5.3 years; SD = .6; Mpost = 6.3 years; SD = .6). Parents were randomly assigned to the intervention- or control group. Parents of forty children were trained on how to stimulate their children’s social- and cognitive functioning, with a major focus on executive functioning, and parents of 207 children were not. Executive functions are known to be trainable and believed to be related to the development of exploratory behaviour. Playhouse, a newly developed task, assesses the quality of exploration. The executive functions; inhibition, working memory and attention, were measured with the Amsterdam Psychological Tasks. The results suggest that a relationship between children’s executive functioning and their quality of exploratory behaviour exists. However, these relationships had a small effect. Additionally, it was found that children’s executive functioning and quality of exploratory behaviour depend on their age. However, it remains unclear whether the improved executive functions with increasing age affect the increasing quality of exploratory behaviour with increasing age. Furthermore, the results in this study suggest that training parents to stimulate their children’s social- and cognitive functioning, with a major focus on executive functioning does not affect their quality of exploratory behaviour. Further research in this area is necessary in order to get a more accurate understanding of the relationship between children’s executive functioning and their explorative behaviour, and the psychometric properties of Playhouse.Show less
The present study examined the physical growth, cognitive development and time use of 23 children between 12 and 35 months, residing in a babyhome in Tanzania, East Africa. The outcomes of the...Show moreThe present study examined the physical growth, cognitive development and time use of 23 children between 12 and 35 months, residing in a babyhome in Tanzania, East Africa. The outcomes of the physical assessments of weight, height and head circumference were compared with the growth standards of the World Health Organization. The cognitive performance on the Bayley Scales of Infant Development was compared with the norm scores of the test. Time use was examined by spot observations and had the objective of getting insight on how the children spent their time and how many social interactions they have. Relations between the outcome variables have also been investigated. The results of the study showed that children residing in the Tanzanian babyhome lag behind in physical growth (weight, height and head circumference) and cognitive development. We found that the babies (aged 11.8 – 13.7 months) were on average more delayed in their physical growth compared with the toddlers (aged 15.2 – 34.1 months). Regarding time use we found that for all ages combined, the children spent on average 53.4% of the time they were awake, alone (without any interactions). Babies (63.7%) spent significantly more time alone than toddlers (48.5%). It was also demonstrated that the time children spent alone, was associated with the physical growth. Children who spent more time alone, were more delayed in height.Show less
