Willing to Think Hard? The Subjective Value of Cognitive Effort in Children

Cognitive effort is costly and this cost likely influences the activities in which children engage. Yet, little is known about how school‐age children perceive cognitive effort. The subjective value of cognitive effort, that is, how valuable or costly effort is perceived, was investigated in seventy‐three 7‐ to 12‐year‐olds using an effort discounting paradigm. In two studies, it varied with task difficulty but not age, was predicted by actual effort engagement but not actual success and related to trait interest in effortful activities and proactive control engagement. Children are sensitive to cognitive effort and use it to guide behaviors, suggesting that poor performance may often reflect reluctance to engage cognitive effort rather than low ability.     

Performance determinants of fixed gear cycling during criteriums

Nowadays, fixed gear competitions on outdoor circuits such as criteriums are regularly organized worldwide. To date, no study has investigated this alternative form of cycling. The purpose of the present study was to examine fixed gear performance indexes and to characterize physiological determinants of fixed gear cyclists. This study was carried out in two parts. Part 1 (n?=?36) examined correlations between performance indexes obtained during a real fixed gear criterium (time trial, fastest laps, averaged lap time during races, fatigue indexes) and during a sprint track time trial. Part 2 (n?=?9) examined correlations between the recorded performance indexes and some aerobic and anaerobic performance outputs (VO_2max, maximal aerobic power, knee extensor and knee flexor maximal voluntary torque, vertical jump height and performance during a modified Wingate test). Results from Part 1 indicated significant correlations between fixed gear final performance (i.e. average lap time during the finals) and single lap time (time trial, fastest lap during races and sprint track time trial). In addition, results from Part 2 revealed significant correlations between fixed gear performance and aerobic indicators (VO_2max and maximal aerobic power). However, no significant relationship was obtained between fixed gear cycling and anaerobic qualities such as strength. Similarly to traditional cycling disciplines, we concluded that fixed gear cycling is mainly limited by aerobic capacity, particularly criteriums final performance. However, specific skills including technical competency should be considered.     

A Cross-Sectional Test of Sign Creation by Children in the Gesture and Vocal Modalities

Naturalistic studies show that children can create language-like communication systems in the absence of conventional language. However, experimental evidence is mixed. We address this discrepancy using an experimental paradigm that simulates naturalistic sign creation. Specifically, we tested if a sample of 6- to 12-year-old children (52 girls and 56 boys drawn from an urban, predominantly white population in Western Australia) can comprehend and create novel gestural and vocal signs. Experiment 1 tested children’s ability to comprehend novel signs. Experiment 2 tested children’s ability to create novel signs. Results show that children can comprehend and create gestural and vocal signs, that communication is more successful in the gesture modality, and that older children outperform younger children.     

Influence of a stressing constraint on stiffness and damping functions of a ski simulator's platform motion

The aim of this study was to assess the effect of stress on a previously acquired motor coordination. Following a longitudinal learning experiment, four participants performed oscillations on a ski simulator, either in normal or stressful conditions. The results showed that the amplitude of the oscillations decreased under stress, but no significant effect was seen regarding coordination, suggesting the strong resistance to stress of overlearned behaviour. Nevertheless, for one participant, a transient regression towards a former stage of learning was observed. This result was consistent with the regression hypothesis formulated by Fuchs ().