Effects of arm weight on C-not-B task performance: implications for the motor inhibitory deficit account of search failures

The use of robots for augmentative manipulation during play activities among children with motor impairment: a scoping review

PURPOSE

To describe the extent, type, and quality of studies involving robots for augmentative manipulation during play by children with severe motor impairments (CwSMI), and to explore how they influenced children's cognitive skills and engagement.

METHODS

Web of Science, Scopus, PubMed & EBSCO were systematically searched for articles published until March 2021, that reported cognitive skills and/or engagement outcomes from interventions involving the use of robots in play activities, where participants included CwSMI, and full-text was available. Data extracted comprised characteristics of participants, study design, purpose of the study, outcomes assessed, collection methods, and intervention carried out (robot-environment interaction and robot used).

RESULTS

Eight mobile robots and five robotic arms were reported in the 17 included and reviewed articles. Most of them informed a positive impact on CwSMI's cognitive skills and/or engagement. However, the studies scored poorly on a five-criteria quality assessment, and only one single-case design proved strong evidence of treatment. None of the analysed interventions was an evidence-based practice.

CONCLUSION

The use of manipulative robots during play activities may have a positive impact on the CwSMI's cognitive skills and engagement in activities. However, further studies with higher internal and external validity are needed to support stronger evidence.Implications for rehabilitationThe use of robots for augmentative manipulation during play activities may have a positive influence on the cognitive functions and the engagement in activities of children with severe motor impairments.Through manipulative robots, this population could be able to show the abilities that are hidden due to their motor impairments, and subsequently, receive educational and physical training more aligned with their real capacities and potential.

Rationality and cognitive bias in captive gorillas' and orang-utans' economic decision-making

Human economic decision-making sometimes appears to be irrational. Partly, this is due to cognitive biases that can lead to suboptimal economic choices and context-dependent risk-preferences. A pertinent question is whether such biases are part of our evolutionary heritage or whether they are culturally acquired. To address this, we tested gorillas (Gorilla gorilla gorilla) and orang-utans (Pongo abelii) with two risk-assessment experiments that differed in how risk was presented. For both experiments, we found that subjects increased their preferences for the risky options as their expected gains increased, showing basic understanding of reward contingencies and rational decision-making. However, we also found consistent differences in risk proneness between the two experiments, as subjects were risk-neutral in one experiment and risk-prone in the other. We concluded that gorillas and orang-utans are economically rational but that their decisions can interact with pre-existing cognitive biases which modulates their risk-preference in context-dependent ways, explaining the variability of their risk-preference in previous literature.

Integration of thought and action continued: Scale errors and categorization in toddlers

To further explore the effect of weighted arms on toddler's performance in problem solving (Arterberry et al., 2018, Infancy, 23(2), 173), the present study explored scale errors and categorization, two instances where infants appear to show more advanced knowledge than toddlers. Experiment 1 (N = 67) used a novel task for inducing scale errors among 24- to 29-month-olds. Results replicated rates of scale errors found in previous research that used different tasks. Experiment 2 used sequential touching (N = 31) and sorting measures (N = 23) to test categorization in 24-month-old children. In both measures, children showed categorization at the basic level when there was high contrast between the exemplars, but not at a basic level with low contrast or a subordinate level. In Experiments 1 and 2, half the participants were tested while wearing weighted wristbands. Weighting the arms did not affect error rates, in contrast to previous research showing that weights improved performance in search tasks. The findings are discussed in light of children's difficulty in integrating perception, cognition, and action.

A Lifespan Perspective on Embodied Cognition

Since its infancy embodied cognition research has fundamentally changed our understanding of how action, perception, and cognition relate to and interact with each other. Ideas from different schools of thought have led to controversial theories and a unifying framework is still being debated. In this perspective paper, we argue that in order to improve our understanding of embodied cognition and to take significant steps toward a comprehensive framework, a lifespan approach is mandatory. Given that most established theories have been developed and tested in the adult population, which is characterized by relatively robust and stable sensorimotor and cognitive abilities, we deem it questionable whether embodied cognition effects found in this population are representative for different life stages such as childhood or the elderly. In contrast to adulthood, childhood is accompanied by a rapid increase of sensorimotor and cognitive skills, and the old age by a decline of such capacities. Hence, sensorimotor and cognitive capacities, as well as their interactions, are more fragile at both extremes of the lifespan, thereby offering a unique window into the emergence of embodied cognition effects and age-related differences therein. A lifespan approach promises to make a major contribution toward a unifying and comprehensive theory of embodied cognition that is valid across the lifespan and ‘gets better with age.’

The role of motor memory in action selection and procedural learning: insights from children with typical and atypical development

Motor memory is the process by which humans can adopt both persistent and flexible motor behaviours. Persistence and flexibility can be assessed through the examination of the cooperation/competition between new and old motor routines in the motor memory repertoire. Two paradigms seem to be particularly relevant to examine this competition/cooperation. First, a manual search task for hidden objects, namely the C-not-B task, which allows examining how a motor routine may influence the selection of action in toddlers. The second paradigm is procedural learning, and more precisely the consolidation stage, which allows assessing how a previously learnt motor routine becomes resistant to subsequent programming or learning of a new – competitive – motor routine. The present article defends the idea that results of both paradigms give precious information to understand the evolution of motor routines in healthy children. Moreover, these findings echo some clinical observations in developmental neuropsychology, particularly in children with Developmental Coordination Disorder. Such studies suggest that the level of equilibrium between persistence and flexibility of motor routines is an index of the maturity of the motor system.

Embodiment in Children’s Choice

In the traditional framework of cognitive psychology, the brain—viewed as a device for manipulating arbitrary symbols—remains the organ of decision making. However, the dimension of embodiment should not be ignored in investigations of decision-making processes in tasks involving a motor response. Experimental research in developmental psychology has shown that perceptual-motor constraints affect the explicit choices infants and toddlers make in some tasks. In these situations, the ability to make action choices that were previously thought to be highly abstract now appears to be attributable to an embodied-cognition approach. These developments concerning embodiment in children’s choice, and their implication for our understanding of human voluntary action, form the subject of this article.

Working memory and inhibitory control in visually guided manual search in toddlers

Toddlers undergo a transition at about 2.5-3 years-of-age that dramatically improves their ability to search for hidden objects. The development of these skills seems to depend on the development of executive functions. We used a correlational design to investigate which components of executive function might be involved in this improved search. Three tests of working memory did not correlate with search performance, but a test of inhibitory/cognitive control was associated with performance increases. Improvement seemed to be the result of control of visual attention and responding in the face of misleading visual events and not the result of improvements in working memory.

The role of perceptual similarity of the task environments in children's perseverative responding

Perseverative responding is often seen in children's performance in a variety of contexts. One such context is symbolic comprehension in which 2- and 2½-year-olds demonstrate difficulty in appreciating the association of symbols (pictures and scale models) and their referents and show a high proportion of perseverative responding. Representational-level explanations of perseveration were explored in the current studies via examination of the impact of perceptual similarity of visual environments across trials. Across two experiments, children saw either a picture (Experiment 1) or a scale model (Experiment 2) of a hiding location of a room and were then encouraged to recover the toy from an identical room. Manipulating the perceptual similarity of the environments across successive trials affected performance and perseverative responding. These results highlight the critical role played by perceptual information not only in symbolic tasks but also in many other tasks and have important implications for theories of perseveration.