Attention often disengages from primary tasks in favor of secondary tasks (i.e., multitasking) and task-unrelated thoughts (i.e., mind wandering). We assessed whether attentional disengagement, in the context of a cognitive task, can substantially differ between samples from commonly used online participant recruitment platforms, Prolific and Mechanical Turk (MTurk). Initially, eighty participants were recruited through Prolific to perform an attention task in which the risk of losing points for errors was varied (high risk = 80% chance of loss, low risk = 20% chance of loss). Attentional disengagement was measured via task performance along with self-reported mind wandering and multitasking. On Prolific, we observed surprisingly low levels of disengagement. We then conducted the same experiment on MTurk. Strikingly, MTurk participants exhibited more disengagement than Prolific participants. There was also an interaction between risk and platform, with the high-risk group exhibiting less disengagement, in terms of better task performance, than the low-risk group, but only on MTurk. Platform differences in individual traits related to disengagement and relations among study variables were also observed. Platform differences persisted, but were smaller, after increasing MTurk reputation criteria and remuneration in a second experiment. Therefore, recruitment platform and recruitment criteria could impact results related to attentional disengagement.
The Early Career Awards, given for the first time in 1974, recognize the large number of excellent early career psychologists. Recipients of this award may not have held a doctoral degree for more than nine years. For his pioneering and programmatic research on attentional difficulties in youth, documenting the structure, external validity, and clinical importance of cognitive disengagement syndrome (CDS), Stephen P.
Mentalizing involves a number of psychological processes designed to appraise self and others from different points of view. Factors affecting the flexibility in the ability to switch between self-other appraisals and perspectives remain yet unclear. In this study, we sought to (1) assess individual variability in processing and switching between self and other-oriented mental representations and perspectives in a sample of typically developing youths; (2) examine how age and executive functioning may affect this switching process.
Modern psychopathology classification systems position attention-deficit/hyperactivity disorder (ADHD) with different groups of conditions, either with externalizing or neurodevelopmental. As such, the optimal placement of ADHD in modern classification systems remains unclear. We advanced the literature by mapping ADHD symptoms onto three transdiagnostic psychopathology spectra-externalizing, neurodevelopmental, and internalizing-and their symptoms.
Information conveyed through feedback enables individuals to learn new routines and better adapt to their environment. However, the neural mechanisms of rule-related information of feedback have not been fully elucidated. Herein, we quantified the effect of informative value on feedback via a rule induction task (RIT), in which participants were required to find the correct sorting rule based on feedback.
Background: In our study, we aimed to investigate the prevalence of cognitive disengagement syndrome (CDS) and attention deficit hyperactivity disorder (ADHD) in children with epilepsy and to identify the associated factors.
Method: The study included 62 patients with epilepsy aged 6-18 and 51 healthy controls. Sociodemographic data, epilepsy characteristics, and medication usage were collected.
