DOCSLIB.ORG

The Development of Problem-Solving Abilities in Typical and Atypical Development

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Development of Problem-Solving Abilities in Typical and Atypical Development The Development of Problem-Solving Abilities in Typical and Atypical Development Joanne Sara Camp Submitted for the degree of Doctor of Philosophy Institute of Education, University of London 1 Abstract Throughout our lives we engage in problem solving, which is thought to depend on executive functions (EFs) e.g., inhibition, shifting and working memory. Previous work has identified the need to consider these abilities in an everyday context. EF skills are known to be impaired in Williams syndrome (WS) and Down syndrome (DS). This thesis aims to investigate experimental and real-life problem solving in WS and DS, and how these groups use EF skills to solve problems, through experimental and questionnaire-based cross-syndrome comparisons. Participants with WS and DS aged 12-24 years (Ns=20) and typically developing (TD) controls (N=56; nonverbal matched subset = 20) completed the Tower of London (TOL) problem-solving task and a battery of EF tests. In a separate study, parents (WS, DS, TD; total N=112) completed the BRIEF (Behavioral Rating Inventory of Executive Functioning) and a novel Problem-Solving Questionnaire. The WS group, but not the DS group, scored more poorly on the TOL than the nonverbal-matched controls. In WS, developmental trajectory analysis indicated over- reliance on planning for TOL performance for low planning scores. For the DS group only speed of picture matching was associated with TOL performance, while more rule violations were exhibited than for the WS group. Questionnaire scores were poor for the WS group in relation to DS and TD groups. Asking for help for the DS group, and becoming emotional for the WS group, was related to reaching the solution. In general, associations between experimental and everyday measures were scarce. It was concluded that: while EFs (planning, visuospatial working memory) were constraining factors for WS problem solving, alternative strategies were used by the DS group to reach the solution; real-life problem solving should be considered in its own right; and poor WS problem solving may be related to emotional difficulties. 2 I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word count (exclusive of list of references and appendices): 87622 words 3 Publications In the course of undertaking the study of Williams syndrome for work towards this thesis, the following publications were produced. Camp, J. S., Farran, E. & Karmiloff-Smith, A. (2012) 'Numeracy'. In E. Farran and A. Karmiloff-Smith (eds.) Neurodevelopmental disorders across the lifespan: the neuroconstructivist approach. Oxford: Oxford University Press. Camp, J. S. & Karmiloff-Smith, A. (in press) Williams Syndrome. International Encyclopaedia of Social and Behavioural Sciences. 4 Acknowledgements I am very grateful to everyone who helped me along the road to completing my thesis, as well as being indebted to you all for useful discussions and suggestions. Thank you first to my supervisor and mentor Emily Farran, for your enthusiasm and encouragement; patience, understanding and cheerfulness; and knowing when I needed ‘reining in’. Your guidance and support has been invaluable. Thank you to my co-supervisors Annette Karmiloff-Smith and Michael Thomas, for their wisdom, insights and advice. A huge thank you is due to the participants, parents and schools involved in the studies, to the Williams Syndrome Foundation and to the Down Syndrome Association, without whom the research could not have been conducted. I am grateful to the Bloomsbury Colleges Symposium for funding the studentship, and to the Institute of Education and Birkbeck College for additional funding. Many thanks to Liz Pellicano for taking me under her wing, and to Sarah Beck for help with questionnaires. Hannah Broadbent, thank you for being my sounding board. Thanks also to other members of and visitors to the CogDev lab, particularly Harry Purser and Suzy Cooper. Kyra, for listening, and making cakes from felt and sponge: what would I have done without you! Matt, my best friend, protector and ally: thank you for believing in me, for spurring me on, and for making me dinner – for once, I don’t have enough words… The teachers who pushed me onward and upward should be recognised here: Mr Swan, for calling me ‘Jo’, and Mr Hamblin, for my introduction to Psychology. Finally, thank you to my parents and grandparents for giving me ‘roots and wings’, and for unfailingly knowing I could do it. 5 Table of Contents TABLE OF FIGURES .............................................................................................................................. 9 TABLE OF TABLES .............................................................................................................................. 11 LIST OF FREQUENTLY USED ABBREVIATIONS ..................................................................................... 12 CHAPTER 1: INTRODUCTION ............................................................................................................. 14 1.1 RATIONALE AND APPROACH .............................................................................................................. 14 1.1.1 What is problem solving? ................................................................................................ 14 1.1.2 Why study problem solving in neurodevelopmental disorders? ...................................... 15 1.1.3 Neuroconstructivism and neurodevelopmental disorders ............................................... 16 1.1.4 Using developmental trajectories .................................................................................... 16 1.2 LITERATURE REVIEW ........................................................................................................................ 17 1.2.1 Williams syndrome (WS) and Down syndrome (DS) ........................................................ 17 1.2.2 Problem solving ............................................................................................................... 24 1.2.3 Executive functioning (EF) ............................................................................................... 36 1.2.4 Problem solving outside the laboratory .......................................................................... 57 CHAPTER 2: EXPERIMENTAL MEASURES OF EXECUTIVE FUNCTIONS AND PROBLEM SOLVING .......... 63 2.1 INTRODUCTION .............................................................................................................................. 63 2.1.1 Links between executive functioning and TOL performance ........................................... 63 2.1.2 The current study ............................................................................................................. 64 2.2 METHOD ...................................................................................................................................... 68 2.2.1 Participants ..................................................................................................................... 68 2.2.2 Ethical considerations ...................................................................................................... 69 2.2.3 Overall design and procedure .......................................................................................... 70 2.2.4 Task-specific outlines ....................................................................................................... 71 2.3 RESULTS ....................................................................................................................................... 90 2.3.1 TOL coding ....................................................................................................................... 90 2.3.2 TOL scoring ...................................................................................................................... 92 2.3.3 Analyses and parametric assumptions ............................................................................ 94 2.3.4 Matched group comparisons ........................................................................................... 95 2.3.5 Relationships between EF and TOL tasks ....................................................................... 106 2.4 DISCUSSION ................................................................................................................................ 118 2.4.1 TOL................................................................................................................................. 119 2.4.2 Chronological age (CA) .................................................................................................. 121 2.4.3 RCPM and TOL score...................................................................................................... 121 2.4.4 BPVS .............................................................................................................................. 123 6 2.4.5 Planning ......................................................................................................................... 124 2.4.6 Working memory ........................................................................................................... 127 2.4.7 Inhibition ....................................................................................................................... 131 2.4.8 Shifting .......................................................................................................................... 138 2.4.9 Chapter summary
Load more

Recommended publications
  • Assessing Executive Function in Preschoolers
    Neuropsychol Rev (2012) 22:345–360 DOI 10.1007/s11065-012-9220-3 REVIEW Assessing Executive Function in Preschoolers Peter J. Anderson & Natalie Reidy Received: 2 August 2012 /Accepted: 19 October 2012 /Published online: 30 October 2012 # Springer Science+Business Media New York 2012 Abstract Executive function develops at an unprecedented 1989; Diamond and Goldman-Rakic 1989). An appreciation rate during the preschool period, yet few clinicians attempt of the goal directed behaviors of infants and toddlers in the to assess executive processes in young children. The prima- 1980s initiated a substantial body of research examining the ry objective of this article is to demonstrate that executive development of executive function in early childhood, pre- function can be assessed in preschoolers, and to highlight dominantly from developmental psychology and develop- the importance of detecting executive dysfunction as early mental neuroscience fields. Certainly our understanding of as possible. Following a description of executive function executive function development in preschoolers is now far and the underlying neural systems, this article outlines some more advanced than it was a few decades ago. of the challenges in assessing executive function in young Despite these advances in knowledge, pediatric neuro- children. The various assessment paradigms used for assess- psychologists continue to avoid detailed assessments of ing executive function in preschoolers are presented, and executive function until clients reach school-age. Even in based on studies that have applied these measurement tools research of brain injured clinical populations, executive normal development of executive domains is described. function is rarely a focus before children are deemed school Finally, the benefits and opportunities for executive function ready.
    [Show full text]
  • I CONFIRMATORY FACTOR ANALYSIS of the NEPSY: A
    CONFIRMATORY FACTOR ANALYSIS OF THE NEPSY: A DEVELOPMENTAL NEUROPSYCHOLOGICAL ASSESSMENT, SECOND EDITION IN A MIXED CLINICAL SAMPLE OF CHILDREN A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE GRADUATE SCHOOL OF THE TEXAS WOMAN’S UNIVERSITY COLLEGE OF ARTS AND SCIENCES TEXAS WOMAN’S UNIVERSITY BY CRISTINA SEVADJIAN, B.A., M.A. DENTON, TEXAS AUGUST 2014 i Copyright © Cristina Sevadjian, 2014 rights reserved. iii DEDICATION This dissertation is dedicated to my father, Dale Petrini, whose steadfast love, support, guidance, and encouragement has profoundly impacted the woman I have become. Thank you for reminding me that I could do anything I set my mind to. iv ACKNOWLEDGEMENTS This dissertation is the culmination of years of support, encouragement, and guidance from many individuals; therefore, I would like to take this opportunity to express my utmost gratitude. I would like to first and foremost thank Him who makes all things possible and blessed me in a multitude of ways. Greg, you have provided amazing stability, sacrifice, and support which has allowed my dreams and aspirations to become our reality. I would like to thank my grandparents for valuing and providing opportunities for higher education. To my family (Beth, Bruce, Grandma Mary Louise, Dale, Rita, Michael, Kristen, Thomas, Christopher, Allison, Jonathan, Karis, Jan, Aimee, Clint, Maddie, Lily Claire, Sutton, Emile, Becky, Bryant, Bradley, and Blake) I cannot express how much your love has meant to me throughout this process. My best friends (Leslie, Carin, Jenny, Emily, Lindsay, Mckenzie, Shellie, Alicia, Rebecca, Jennifer, Chris, and Angie) thank you for years of support, patience, and interest in all my endeavors.
    [Show full text]
  • NIMHANS Neuropsychological Battery
    NEUROCOGNITIVE FUNCTION AFTER CHEMO- RADIOTHERAPY FOR HEAD AND NECK CANCER - PROSPECTIVE STUDY A dissertation submitted to The Tamilnadu Dr. M.G.R. Medical University, Chennai, In partial fulfillment of the requirements for the award of the degree of DOCTOR OF MEDICINE (M.D.) IN RADIOTHERAPY - April 2016 CERTIFICATE This is to certify that this dissertation titled, “NEUROCOGNITIVE FUNCTION AFTER CHEMO-RADIOTHERAPY FOR HEAD AND NECK CANCER PROSPECTIVE STUDY” is a bonafide record of the work done by DR.HARIPRIYA.K, in the Division of Radiation Oncology, Cancer Institute (W. I. A.), Chennai, during the period of her postgraduate study for the degree of M.D. (Branch XI – Radiotherapy) from 2014-2015 under my direct guidance and supervision. Date: Dr.G.Selvaluxmy, Place: Chennai Professor and Head of Department, Division of Radiation Oncology, Cancer Institute, (WIA), Chennai . ACKNOWLEDGEMENT I am ever-grateful to Late. Dr. S. Krishnamurthi, Advisor, Dr. V. Shanta, Chairman, Cancer Institute (WIA), Adyar, for providing me all the facilities for this study. I express my gratitude to Dr. G.Selvaluxmy, Professor and H.O.D, Division of Radiation Oncology, for her encouragement, constant support and guidance throughout my postgraduate career and during this study. I also thank Dr. A.Vasanthan, Professor and chairman, Division of Radiation Oncology, for his support and advice throughout my post-graduate days and in this study. I am thankful to Dr.Vidhubala, Dr.Surendran, Ms.Deepika for their guidance and help with the neuropsychological assessment of patients included in the study. I am also thankful to Dr. Alexander John, Dr.M.N.Arun Kumar, Dr.C.Vasanth Christopher, Dr.Subha Vasanth for their support.
    [Show full text]
  • Cognitive Rehabilitation
    Chapter 12: Cognitive Rehabilitation Abstract Vascular cognitive impairment is the current term that reflects the range of cognitive deficits due to the impact of cerebrovascular disease, including stroke. According to the Canadian Study of Health and Aging (2000), it is estimated that 5% of all people over the age of 65 years have evidence of vascular cognitive impairment. The risk for cognitive impairment or decline is augmented by a history of stroke. As many as two-thirds of patients experience cognitive impairment or decline following stroke and approximately one third develop dementia. Risk for developing dementia may be up to 10 times greater among individuals with stroke than for those without. In this review, we examine issues regarding the definition, prevalence, and natural history of post-stroke cognitive impairment as well as its clinical consequences. Treatment interventions are identified, including cognitive rehabilitation strategies for remediation of deficits in attention, memory, executive function, and problem solving; nerve and brain stimulation; exercise programs; music listening; and pharmacotherapy. Marcus Saikaley, BSc Jerome Iruthayarajah, MSc Magdalena Mirkowski, MSc MScOT OT Reg. (Ont.) Steven Macaluso, MD Katherine Salter, PhD Alex Badour, MD candidate Gail Eskes Phd Robert Teasell, MD www.ebrsr.com Page 1 Chapter 12: Cognitive Rehabilitation Interventions Table of contents Key points ...............................................................................................................................
    [Show full text]
  • Comparing Methods to Evaluate Cognitive Deficits in Commercial Airline Pilots
    Comparing Methods to Evaluate Cognitive Deficits in Commercial Airline Pilots Joshua Potocko, MD/MPH UCSF Occupational and Environmental Medicine Residency 30 Min Background Philosophy Scope Comparisons Evidence Review: Example Questions for the Group BACKGROUND LCDR Joshua R. Potocko, MC (FS/FMF), USN “The views expressed in this presentation reflect the results of research conducted by the author and do not necessarily reflect the official policy or position of the Department of the Navy, Department of Defense, nor the United States Government.” Potocko’s 6 Proclamations: Certain baseline cognitive functions decline with age. Within an individual, these declines are difficult to predict. Between individuals, different types of decline are variable. Understanding the following are critically important to aviation safety: Age-related declines Temporary disturbances in cognitive function, Stable (or progressive) baseline disturbances due to injury, illness, disease, medication, and substance use. When does cognitive dysfunction become unsafe? Cognitive Function Typical, Normal, Adequate, Average Cognitive Inefficiency Circadian, Fatigue, Mood, Stress Cognitive Deficiency Injury, Illness, Meds, Substances Cognitive Disability Above plus regulatory decisions => requires safety factor Baseline New Baseline Unfit Period Injury Illness Meds Baseline Progressive Decline Age XX? Permanently Unfit Disease? PHILOSOPHY Research Question: What is the “best” way to evaluate cognitive deficits in airline pilots? Best: historical? expert opinion?...or
    [Show full text]
  • Cognitive Factors and Gender Related to Self-Reported Difficulties in Older Drivers
    PROCEEDINGS of the Fourth International Driving Symposium on Human Factors in Driver Assessment, Training and Vehicle Design COGNITIVE FACTORS AND GENDER RELATED TO SELF-REPORTED DIFFICULTIES IN OLDER DRIVERS Inês S. Ferreira,1 José F. Marmeleira,2 Mário B. Godinho,3 Mário R. Simões1 1 Faculdade de Psicologia e de Ciências da Educação University of Coimbra, Portugal E-mail: [email protected] 2 Departamento de Desporto e Saúde University of Évora, Portugal 3 Faculdade de Motricidade Humana Technical University of Lisbon, Portugal Summary: The purpose of this study is to determine the association between self- reported driving difficulties among older drivers and scores on specific cognitive tests. A cross-sectional study of 38 car drivers (22 men and 16 women), aged 61- 81 was carried out. The participants were volunteers recruited from two senior universities and a university health program for older drivers, in the area of Lisbon, Portugal. A battery of visual, psychomotor and cognitive measures was undertaken with a questionnaire about driving difficulties in a sample of healthy older adults. Difficulties in driving were the dependent variable in this study, defined as any reported difficulty in ≥ 4 driving situations. After a multivariate analysis, the independent factors significantly associated with driving difficulties were divided attention subtest of UFOV® (p=0.013), number of trials with success in the Tower of London (p=0.015) and gender (p=0.021). The drivers that reported difficulties in ≥ 4 driving situations made significantly less trials with success in the Tower of London test, had lower performances in divided attention between central and peripheral targets, and were more frequently females.
    [Show full text]
  • Introducing Neuropsychology, Second Edition
    Introducing Neuropsychology Introducing Neuropsychology, second edition investi- edition, key topics are dealt with in separate focus gates the functions of the brain and explores the boxes, and “interim comment” sections allow the relationships between brain systems and human reader a chance to “take stock” at regular intervals. behaviour. The material is presented in a jargon-free, The book assumes no particular expertise on easy to understand manner and aims to guide the reader’s part in either psychology or brain students new to the field through current areas of physiology. Thus, it will be of great interest not only research. to those studying neuropsychology and cognitive Following a brief history of the discipline and a neuroscience, but also to medical and nursing description of methods in neuropsychology, the students, and indeed anyone who is interested in remaining chapters review traditional and recent learning about recent progress in understanding research findings. Both cognitive and clinical aspects brain–behaviour relationships. of neuropsychology are addressed to illustrate the advances scientists are making (on many fronts) in John Stirling has worked at Manchester Polytechnic/ their quest to understand brain–behaviour relation- MMU for over 30 years, teaching Bio- and Neuro- ships in both normal and disturbed functioning. The psychology, Psychopathology and Experimental rapid developments in neuropsychology and cogni- Design and Statistics. He has published over 30 tive neuroscience resulting from traditional research scientific journal articles, and three books. methods as well as new brain-imaging techniques are presented in a clear and straightforward way. Each Rebecca Elliott has worked at the University of chapter has been fully revised and updated and new Manchester for 8 years, using brain-imaging tech- brain-imaging data are incorporated throughout, niques to study emotion and cognition in psychiatric especially in the later chapters on Emotion and disorders.
    [Show full text]
  • Psychometric Evaluation of the Twelve Elements Test and Other Commonly Used Measures of Executive Function
    Psychometric evaluation of The Twelve Elements Test and other commonly used measures of Executive Function by Claire Surinder Sira B.Sc., University of Victoria, 1994 M.A., Queen’s University, 1997 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in the Department of Psychology © Claire Sira, 2007 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii SUPERVISORY COMMITTEE Psychometric evaluation of The Twelve Elements Test and other commonly used measures of executive function by Claire Surinder Sira B.Sc., Honours, University of Victoria, 1994 M.A., Queen’s University, 1997 Supervisory Committee Dr. Catherine Mateer, (Department of Psychology) Supervisor Dr. Holly Tuokko, (Department of Psychology) Departmental Member Dr. Kimberly Kerns, (Department of Psychology) Departmental Member Dr. Jillian Roberts, (Department of Educational Psychology and Leadership Studies) Outside Member iii ABSTRACT Supervisory Committee Dr. Catherine Mateer, Department of Psychology Supervisor Dr. Holly Tuokko, Department of Psychology Departmental Member Dr. Kimberly Kerns, Department of Psychology Departmental Member Dr. Jillian Roberts, Department of Educational Psychology and Leadership Studies Outside Member Abstract Objective: The Six Elements Task (SET; Shallice and Burgess, 1991; Burgess et al., 1996) measures examinees’ ability to plan and organize their behaviour, form strategies for novel problem solving, and self-monitor. The task has adequate specificity (Wilson et al., 1996), but questionable sensitivity to mild impairments in executive function (Jelicic, et al., 2001). The SET is vulnerable to practice effects. There is a limited range in possible scores, and ceiling effects are observed.
    [Show full text]
  • Electrophysiological Brain Dynamics of Visuospatial Planning
    PONTIFICIA UNIVERSIDAD CATÓLICA DE CHILE Doctorado en Neurociencias Electrophysiological Brain Dynamics of Visuospatial Planning by Marcos Eduardo Ernesto Domic Siede Doctoral Thesis Submitted to the Neuroscience Program in Partial Fulfillment of the Requirements for the Degree of Ph. D. in Neurosciences at the Pontificia Universidad Católica de Chile November 2020 Advisor : Dr. Tomás Ossandón Valdés Co-advisor : Dr. Marcela Perrone-Bertolotti President of the committee : Dr. Nicolás Crossley Karmelic External evaluator : Dr. Pedro Maldonado Arbogast External evaluator : Dr. Daniel Rojas-Líbano PONTIFICIA UNIVERSIDAD CATÓLICA DE CHILE Doctorado en Neurociencias El Comité de Tesis, constituido por los Profesores abajo firmantes, aprueba la Defensa de la Tesis Doctoral titulada: Electrophysiological Brain Dynamics of Visuospatial Planning Aprobación Defensa: MARCOS EDUARDO ERNESTO DOMIC SIEDE Calificándose el trabajo realizado, el manuscrito sometido y la defensa oral, con nota …..... (……………..) _______________________________ ____________________________ Dr. Mauricio Cuello Dr. Luis Ibáñez A. Director de Investigación y Doctorado Decano Escuela de Medicina Facultad de Medicina Pontificia Universidad Católica de Chile Pontificia Universidad Católica de Chile ______________________________ ______________________________ Dra. Claudia Sáez Dr. Tomás Ossandón Valdés Sub-Directora Director de Tesis Dirección de Investigación y Doctorado Facultad de Medicina Escuela de Medicina Pontificia Universidad Católica de Chile Pontificia Universidad Católica
    [Show full text]
  • Shared Executive Dysfunctions in Unaffected Relatives of Patients with Autism and Obsessive-Compulsive Disorder
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Hal-Diderot Shared executive dysfunctions in unaffected relatives of patients with autism and obsessive-compulsive disorder. Richard Delorme, V´eroniqueGouss´e,Isabelle Roy, Anca Trandafir, Flavie Mathieu, Marie-Christine Mouren-Sim´eoni,Catalina Betancur, Marion Leboyer To cite this version: Richard Delorme, V´eroniqueGouss´e,Isabelle Roy, Anca Trandafir, Flavie Mathieu, et al.. Shared executive dysfunctions in unaffected relatives of patients with autism and obsessive- compulsive disorder.: Executive dysfunctions in autism and OCD. European Psychiatry, Else- vier, 2007, 22 (1), pp.32-8. <10.1016/j.eurpsy.2006.05.002>. <inserm-00125292> HAL Id: inserm-00125292 http://www.hal.inserm.fr/inserm-00125292 Submitted on 19 Jan 2007 HAL is a multi-disciplinary open access L'archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destin´eeau d´ep^otet `ala diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publi´esou non, lished or not. The documents may come from ´emanant des ´etablissements d'enseignement et de teaching and research institutions in France or recherche fran¸caisou ´etrangers,des laboratoires abroad, or from public or private research centers. publics ou priv´es. R. Delorme et al. HAL author manuscript EurEuropean Psychiatry Psychiatry 24/11/2006; 01/2007; epub 22(1): ahead 32-8 of print HAL author manuscript inserm-00125292, version 1 Shared executive
    [Show full text]
  • Interference and Transfer in the Acquisition of Problem Solving Skills
    Knowing How and Knowing That, But Knowing What? Interference and Transfer in the Acquisition of Problem Solving Skills BY Philip Robert Groff A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy, Graduate Department of Psychology, University of Toronto Q Copyright by Philip Robert Groff 2001 National Library Bibliothèque nationale l*l of Canada du Canada Acquisitions and Acquisitions et Bibiiographic Services services bibliographiques 395 Wellington Street 395. rue WelIington Ottawa ON Kt A ON4 Ottawa ON K1A ON4 Canada Canada Your Ne Vofferd@- Our 6k Notre rëidrence The author has granted a non- L'auteur a accordé une licence non exclusive licence allowing the exclusive permettant a la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or seIl reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/fïJm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d' auteur qui protège cette thèse. thesis nor substantial extracts fkom it Ni la thèse ni des extraits substantiels may be printed or otherwise de celle-ci ne doivent êeimprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. Abstract Knowing How and Knowing That but Knowing What? Interference and Transfer in the Acquisition of a Cognitive Skill. Doctor of Philosophy, 200 1 Philip Robert Groff, Graduate Department of Psychology, University of Toronto Prier research has suggested that acquisition of problem solving skill may involve mechanisms similar to those of other skill learning (Groff, 1992; Saint Cyr, Taylor, & Lang, 1988; Trepanier, 1989).
    [Show full text]
  • Search Strategy for Pubmed #1
    Supplementary material BMJ Open Appendix 1: Search Strategy for PubMed #1: ((("Sepsis"[Mesh:NoExp] OR "Shock, Septic"[Mesh))) OR ((Pyemia[Title] OR Pyemias[Title] OR Pyohemia[Title] OR Pyohemias[Title] OR Pyaemia[Title] OR Pyaemias[Title] OR Septicemia[Title] OR Septicemias[Title] OR Blood Poisoning[Title] OR Blood Poisonings[Title] OR Sepsis[Title] OR Sepses[Title] OR Septic[Title] OR Endotoxemia[Title])) #2: ("Infant"[Mesh]) OR ((newborn[Title] OR newborns[Title] OR new born[Title] OR new borns[Title] OR newly born[Title] OR baby[Title] OR babies[Title] OR premature[Title] OR prematurity[Title] OR preterm[Title] OR pre term[Title] OR low birth weight[Title] OR low birthweight[Title] OR VLBW[Title] OR LBW[Title] OR infant[Title] OR infants[Title] OR infantile[Title] OR neonate[Title] OR neonates[Title] OR neonatal[Title])) #3: ("neonatal sepsis"[MeSH]) OR ((Neonatal Sepsis[Title/Abstract] OR Neonatal Sepses[Title/Abstract] OR Neonatal Late-Onset Sepsis[Title/Abstract] OR Neonatal Late- Onset Sepses[Title/Abstract] OR Neonatal Late Onset Sepsis[Title/Abstract] OR Neonatal Late Onset Sepses[Title/Abstract] OR Neonatal Early-Onset Sepsis[Title/Abstract] OR Neonatal Early-Onset Sepses[Title/Abstract] OR Neonatal Early Onset Sepsis[Title/Abstract] OR Neonatal Early Onset Sepses[Title/Abstract])) #4: (#1 and #2) #5: (#3 or #4) #6: ((((“Morbidity"[MeSH] OR "Neurodevelopmental Disorders"[Mesh:NoExp] OR "Developmental Disabilities"[Mesh] OR "Learning Disorders"[Mesh] OR "Motor Skills disorders"[Mesh] OR "Intellectual Disability"[Mesh:NoExp] OR
    [Show full text]