Name: the modified temptation resistance task: a paradigm to elicit children's strategic lie-telling
Uploaded: 2018-04-06T13:00:00
Description: Watch this Scientific Journal Video about The Modified Temptation Resistance Task: A Paradigm to Elicit Children's Strategic Lie-telling at JoVE.com

This study was funded by the Hong Kong University Grants Committee's General Research Fund (845211) awarded to the corresponding author and the Shenzhen University research grant (85302-000173) awarded to the first author. We thank Ms Esther Chan for the data collection and the children and families participated in our study.

All methods described here have been approved by The Human Research Ethics Committee (HREC) of The Education University of Hong Kong. Obtain written informed consent from a parent or a guardian for each child.
1. Introduction and Warm-up
<ol>
	<li>Introduce the child and the parent to the developmental psychology laboratory. Ensure that the child does not find out the hidden camcorder for video-recording or the adjacent observation room behind the one-way mirror. Let the individual child sit...

<ol>
	<li>Talwar, V., Lee, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Social+and+cognitive+correlates+of+children's+lying+behaviour.">Social and cognitive correlates of children's lying behaviour.</a> Child Dev. 79 (4), 866-881 (2008).</li><li>Wilson, A. E., Smith, M. D., Ross, H. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+nature+and+effects+of+young+children's+lies.">The nature and effects of young children's lies.</a> Soc Dev. 12 (1), 21-45 (2003).</li><li>Bussey, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Children's+categorization+and+evaluation+of+different+types+of+lies+and+truths.">Children's categorization and evaluation of different types of lies and truths.</a> Child Dev. 70 (6), 1338-1347 (1999).</li><li>Evans, A. D., Xu, F., Lee, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=When+all+signs+point+to+you:+lies+told+in+the+face+of+evidence.">When all signs point to you: lies told in the face of evidence.</a> Dev Psychol. 47 (1), 39-49 (2011).</li><li>Williams, S. M., Kirmayer, M., Simon, T., Talwar, V. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Children's+antisocial+and+prosocial+lies+to+familiar+and+unfamiliar+adults.">Children's antisocial and prosocial lies to familiar and unfamiliar adults.</a> Infant Child Dev. 22 (4), 430-438 (2013).</li><li>Talwar, V., Crossman, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=From+little+white+lies+to+filthy+liars:+The+evolution+of+honesty+and+deception+in+young+children.">From little white lies to filthy liars: The evolution of honesty and deception in young children.</a> Adv Child Dev Behav. 40, 139-179 (2011).</li><li>Piaget, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> The Moral Judgment of the Child. , (1965).</li><li>Lewis, M., Stanger, C., Sullivan, M. W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Deception+in+3-year-olds.">Deception in 3-year-olds.</a> Dev Psychol. 25 (3), 439-443 (1989).</li><li>Polak, A., Harris, P. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Deception+by+young+children+following+noncompliance.">Deception by young children following noncompliance.</a> Dev Psychol. 35 (2), 561-568 (1999).</li><li>Talwar, V., Lee, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Emergence+of+white+lie-telling+in+children+between+3+and+7+years+of+age.">Emergence of white lie-telling in children between 3 and 7 years of age.</a> Merrill-Palmer Quart. 48 (2), 160-181 (2002).</li><li>Talwar, V., Lee, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Development+of+lying+to+conceal+a+transgression:+Children's+control+of+expressive+behaviour+during+verbal+deception.">Development of lying to conceal a transgression: Children's control of expressive behaviour during verbal deception.</a> Int J Behav Dev. 26 (5), 436-444 (2002).</li><li>Feldman, R. S., Jenkins, L., Popoola, O. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Detection+of+deception+in+adults+and+children+via+facial+expressions.">Detection of deception in adults and children via facial expressions.</a> Child Dev. 50 (2), 350-355 (1979).</li><li>Newton, P., Reddy, V., Bull, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Children's+everyday+deception+and+performance+on+false-belief+tasks.">Children's everyday deception and performance on false-belief tasks.</a> Brit J Dev Psychol. 18 (2), 297-317 (2000).</li><li>Sears, R., Rau, L., Alpert, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Identification and Child Rearing. , (1965).</li><li>Talwar, V., Lee, K., Bala, N., Lindsay, R. C. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Children's+conceptual+knowledge+of+lie-telling+and+its+relation+to+their+actual+behaviors:+Implications+for+court+competence+examination.">Children's conceptual knowledge of lie-telling and its relation to their actual behaviors: Implications for court competence examination.</a> Law Human Behav. 26 (4), 395-415 (2002).</li><li>Talwar, V., Gordon, H. M., Lee, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Lying+in+the+elementary+school+years:+Verbal+deception+and+its+relation+to+second-order+belief+understanding.">Lying in the elementary school years: Verbal deception and its relation to second-order belief understanding.</a> Dev Psychol. 43 (3), 804-810 (2007).</li><li>Baird, J. A., Astington, J. W., Hassin, R. R., Uleman, J. S., Bargh, J. A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+development+of+the+intention+concept:+From+the+observable+world+to+the+unobservable+mind.">The development of the intention concept: From the observable world to the unobservable mind.</a> The New Unconscious. , 256-276 (2005).</li><li>Wang, L., Zhu, L., Wang, Z. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Parental+mind-mindedness+but+not+false+belief+understanding+predicts+Hong+Kong+children's+lie-telling+behavior+in+a+temptation+resistance+task.">Parental mind-mindedness but not false belief understanding predicts Hong Kong children's lie-telling behavior in a temptation resistance task.</a> J Exp Child Psychol. 162, 89-100 (2017).</li><li>Wellman, H. M., Cross, D., Watson, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Meta-analysis+of+theory-of-mind+development:+The+truth+about+false+belief.">Meta-analysis of theory-of-mind development: The truth about false belief.</a> Child Dev. 72 (3), 655-684 (2001).</li><li>Perner, J., Wimmer, H. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term="John+thinks+that+Mary+thinks+that..."+attribution+of+second-order+beliefs+by+5-to+10-year-old+children.">"John thinks that Mary thinks that..." attribution of second-order beliefs by 5-to 10-year-old children.</a> J Exp Child Psychol. 39 (3), 437-471 (1985).</li></ol>

The protocol detailed in this article allows researchers to investigate children&#39;s spontaneous lie-telling behaviors in an experimental setting. It provides the children an opportunity not only to tell primary lies about their misdeeds, but also to tell more sophisticated strategic lies when confronted with evidence to cover up their misdeeds.
Some of the considerations in adapting and implementing this protocol relate to the procedure and item selection. Researchers could choose to skip s...

The overall goal of this modified temptation resistance protocol is to elicit children&#39;s naturalistic lie-telling behaviors in a deliberately designed laboratory setting. Children&#39;s lie-telling behavior as an important aspect of their social development has been the focus of research interest for decades. Lie-telling is defined as the intentional delivery of a false statement by one person or group to another person or group1. Lying to conceal one&#39;s own misdeeds is the most common and the earliest form of deception exhibited by children2, although it is viewed very negatively by both children and adults3. This type of lie serves the interests of the tellers by protecting them from the consequences of their transgressions4, but it violates trust and breaks rules of communication by contravening the assumption of information equality5. Although often viewed as a type of antisocial behavior, lying is an important social skill6, and its emergence reflects children&#39;s flexibility in dealing with complex social situations to ensure their own preservation. Therefore, enlisting children&#39;s spontaneous lie-telling behavior in a laboratory setting not only enables studies to investigate the development of children&#39;s lie-telling as a social behavior itself in depth, but also allows investigations into the cognitive and social correlates of lie-telling behavior during childhood.
Though children&#39;s lie-telling behaviors have attracted research attention for a long time7, significant progress regarding spontaneous lie-telling was only made possible in recent decades with the development of innovative experimental procedures that create situations prompting children to lie spontaneously1,4,8,9,10,11. Earlier studies asked children to &#34;lie&#34; about certain facts12, which does not reflect the covert nature of lie-telling. Lie-telling is a deceptive behavior where the listener is not supposed to know that the liar is trying to mislead him or her; and the listener should not be able to detect the lies for them to be successful. Thus asking the children to &#34;lie&#34; about facts creates a counterfeit situation which is deviant from children&#39;s natural lie-telling scenarios. Similar challenge was also present in earlier observational studies of lie-telling13, which only captured the &#34;lies&#34; that were debunked by the observer.
Pioneered by Sears, Rau, and Alpert14, and subsequently by Lewis et al.8, the original temptation resistance paradigm provides method for ecologically valid explorations of children&#39;s naturalistic lie-telling behaviors. In this paradigm, children are given the opportunity to commit a transgression, for example, being left alone in room with an attractive toy and instructed not to peek or play with it. Due to the task&#39;s high demand on executive function, it is difficult for young children to resist the temptation to peek or play with the toy. As a result, when being asked whether they have peeked or played with the toy, children who have transgressed have an opportunity to lie spontaneously. Thus, the paradigm creates a situation to elicit children&#39;s spontaneous lies instead of instructing them to lie. More importantly, it mimics the nature of the most common children lies, which usually aim to conceal wrongdoings14. The paradigm was further modified by Polak and Harris9, in which they compared a permissive condition where children were allowed to play with the toy with a prohibitive condition where children were instructed not to touch the toy. The contrast between children&#39;s reactions in the two conditions highlighted the fact that children had the actual intention to lie rather than forgetting what they did.
The most cited version of the modified temptation resistance paradigm starts with a guessing game1,10,15. Children are instructed to guess the identity of a toy by the sound it makes while facing away from the toy. After they get the first two trials correctly, they would be left alone in the room before they have a chance to guess the final one. They are instructed not to turn around to peek. Unlike the first two trials where the sound the toys make match the identities of the toys, the final toy makes a sound that is unrelated to the identity, therefore, it is unlikely to guess what the toy is simply through listening. Upon the experimenter&#39;s return, the child is asked what the toy is, and whether he/she has peeked. Follow-up questions would explore children&#39;s strategic lie-telling to cover up their transgression1,9,10,16. Strategic lie-telling is when the lie-teller takes what the lie recipient knows into consideration and makes a false statement consistent with previous lies in order to cover up misdeeds4. In this case, those who falsely deny transgression would be asked to explain how they know the identity of the toy without peeking to test whether they could offer plausible explanations consistent with their initial false denial to avoid being exposed. Studies employing this version of the paradigm suggested that preschool children were hardly able to tell plausible strategic lies consistent with their false denial of transgression1,9.
In addition to enlisting spontaneous and genuine lie that resembles those in the natural social exchange, the temptation resistance paradigm was further modified to confront children with the physical evidence of transgression to enlist cover-ups of the initial lies. A further modified version of the temptation resistance paradigm was developed by Evans, Xu, and Lee4 to examine children&#39;s strategic lie-telling behaviors in the presence of physical evidence. Different from semantic leakage control, the ability to maintain consistency between lies, strategic lie-telling requires a lie-teller to maintain consistency between a lie and the evidence that is available to the lie recipient, in this case, not only the verbal evidence, but also the physical evidence. In this version, children are asked to guess the identity of a toy hidden in an upside down cup for three times. The experimenter would give clues to ensure all children &#34;guess&#34; correctly in the first two trials. Subsequently, the children are instructed not to peek under the cup in the final trial while the experimenter briefly leaves the room. If they do transgress and peek, the content hidden in the cup would spill and leave physical evidence that is hard for children to clean up. Children are then asked to explain the physical evidence if they deny peeking. The advantage of this version over previous protocols is to reduce cognitive demand imposed by tracking changes in other people&#39;s beliefs as a result of the lies4. Instead, the presence of physical evidence of transgression functions as a reminder of previous behavior and contrasts directly with children&#39;s lies. That way children only need to fake their intentions to make a plausible explanation: the spill was an accident instead of the result of an intentional act. This is especially significant given that the mental state of intention is understood earlier in development than other people&#39;s beliefs17. Empirical studies using this version of the protocol demonstrate that young children are able to tell strategic lies consistent with the physical evidence of their transgression by 4- or 5-years of age4.
This paper introduces the modified version of the temptation resistance paradigm used in a recently published study18 in details with refined procedures and materials. The protocol is suitable for eliciting 2- to 8-year-old children&#39;s spontaneous lie-telling behavior. The recommended age range is based on the emergence of lie telling behavior in young children and their mental state understanding development during this period. Children as young as 2-year-old lie, and the level of sophistication of the lies is arguably associated with children&#39;s false belief understanding1,16. Children pass the first order false belief task between 3- and 5-years of age19, and pass the second order false belief task around 7- and 8-years of age20. The introduced protocol could be potentially used in areas of developmental psychology research related to children&#39;s social understanding and social behavior.

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			<td class="xl63" height="21" style="height:15.75pt;width:162pt" width="216">Camcorder</td>
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the modified temptation resistance task: a paradigm to elicit children's strategic lie-telling

The protocol for the temptation resistance paradigm was designed to elicit 2- to 8-year-old children's strategic lie-telling behaviors. The reward of transgression was intended to be too tempting to resist, so that children's spontaneous lie-telling behavior in the presence of irreversible evidence due to the transgression could be observed. Conducted in a developmental psychology laboratory behind a one-way mirror and video recorded with a hidden camcorder, the protocol starts with a guessing game where the child is given three trials to guess the identities of hidden objects under an upside down cup. The experimenter gives hints in the first two trials to make sure the child "guess" them correctly. At the beginning of the final trial, the experimenter leaves the room briefly and asks the child not to peek under the cup. If the child could not resist the temptation and peeks, small particles previously filled in the cup would scatter on a grooved surface. Upon the experimenter's return, the child is asked if he/she has peeked. If he/she denies transgression contrary to the presence of the physical evidence, he/she is asked to explain why the particles are on the table. Three responses could be observed in the procedure, including the initial transgression, truth-telling or lie-telling behavior if the child peeked, and the strategic lie-telling behavior in the presence of the physical evidence.

The above method was implemented by Wang et al.18. Participants were 93 typically developing children from local kindergartens in Hong Kong (47 boys; age range 39.24 to 81.48 months, mean (M) age = 59.76 months, standard deviation (SD) = 9.84 months). The participants were divided into two groups using an age cutoff of 60 months. The younger group was composed of 46 children younger than 5 years (22 boys; M = 51.60 months, SD = 6.12 months), and the older ...

Watch this Scientific Journal Video about The Modified Temptation Resistance Task: A Paradigm to Elicit Children's Strategic Lie-telling at JoVE.com

The Modified Temptation Resistance Task: A Paradigm to Elicit Children&#039;s Strategic Lie-telling

The protocol for the temptation resistance paradigm was designed to elicit 2- to 8-year-old children&#39;s strategic lie-telling behaviors. The reward of transgression was intended to be too tempting to resist, so that children&#39;s spontaneous lie-telling behavior in the presence of irreversible evidence due to the transgression could be observed.

The Modified Temptation Resistance Task: A Paradigm to Elicit Children's Strategic Lie-telling

The protocol for the temptation resistance paradigm was designed to elicit 2- to 8-year-old children's strategic lie-telling behaviors. The reward of ...

The overall goal of this procedure is to elicit children's naturalistic lie-telling behaviors in a deliberately designed laboratory setting. This method can help answer key questions in the field of children's social development, such as the emergence of children's lie-telling behavior or the relationship between lie-telling and children's mental state understanding. The main advantage of this technique is that it allows ecologically valid explorations of children's naturalistic lie-telling behaviors.To begin, introduce the child and the parent to the laboratory environment and allow the child to sit at a child-sized table. After allowing the child to acclimate to the testing room, offer three attractive gifts for the child and instruct the child to select the most desirable one. Then inform the child that the selected gift is the prize for winning three rounds of the following guessing game.Instruct the parent to say goodbye to the child. Then allow the parent to join an assistant in the neighboring room to observe the testing session behind a one-way mirror. Prior to playing the guessing game, place two hidden objects in opaque upside-down cups on grooved plates.Then fill a third cup with some rice and position it upside-down on another grooved plate. Next, invite the child to play a guessing game. Present the first cup to the child and inform the child that there is an object hidden under the cup.Then provide clues to help the child guess the identity of the hidden object. When the child correctly identifies the first object, congratulate them and repeat the guessing game with the second hidden object. After the second round, present the child with the cup containing the hidden rice and the child's chosen prize.Then inform the child that they will only receive the prize if they correctly guess the identity of an object hidden under the cup. Have an assistant knock on the door at this exact moment. Before exiting the room, instruct the child not to lift the cup to peek at the hidden object.Stand behind the one-way mirror to observe the child's behavior. When the child lifts the cup to peak at the object, the rice will spill onto the grooved plate. Then return to the room one minute after the child started to peek and ask the child if they lifted the cup to peek at the object.When the child answers no, despite the physical evidence of the transgression, look at the spilled rice and ask yourself out loud, Why is this rice outside of the cup? Once more, ask the child if they lifted the cup to peek at the object and wait for them to respond. When the child continues to deny having lifted the cup to peek, ask the child how the rice spilled outside of the cup one last time and wait for the child to respond.The cup flew up in the sky. Then tell the child that it was just a game and it is normal for children to peek and say they didn't peek during the game because the prize is very tempting. Give the child the promised gift at the end of the testing session regardless of their responses during the guessing game.Then inform the parent that the guessing game protocol is specifically designed to elicit lying behavior in children. Finally, explain to the parent that peeking and lying behaviors reflect sophisticated cognitive and social development. In this protocol, participants ranging from three to six years old were tested with the guessing game and two trained coders examined their answers and explanations.The participants were divided into four groups depending upon their answers and explanations, strategic liars, non-strategic liars, truth tellers, and non-peekers. Approximately half of the children peeked under the cup in the experimenter's absence. On average, peekers initiated peeking behavior within 30 seconds of the experimenter's departure.The majority of the peekers lied about their transgression and older children were more likely to lie than younger children. Older children were also more likely than younger children to use strategic lies. While attempting this procedure, it is important to remember to play the guessing game and the lie-eliciting procedure naturally.Following this procedure, other measures, such as inhibitor-control or false-belief tasks can be performed in order to answer additional questions, like what abilities are related with children's deception. After its development, this technique paved the way for researchers in developmental psychology to explore children's lie-telling behaviors in social interaction.

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Research

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Behavior

The Crossmodal Congruency Task as a Means to Obtain an Objective Behavioral Measure in the Rubber Hand Illusion Paradigm

The rubber hand illusion (RHI) is a popular experimental paradigm. Participants view touch on an artificial rubber hand while the participants' own hidden hand is touched. If the viewed and felt touches are given at the same time then this is sufficient to induce the compelling experience that the rubber hand is one's own hand. The RHI can be used to investigate exactly how the brain constructs distinct body representations for one's own body. Such representations are crucial for successful interactions with the external world. To obtain a subjective measure of the RHI, researchers typically ask participants to rate statements such as "I felt as if the rubber hand were my hand". Here we demonstrate how the crossmodal congruency task can be used to obtain an objective behavioral measure within this paradigm.
The variant of the crossmodal congruency task we employ involves the presentation of tactile targets and visual distractors. Targets and distractors are spatially congruent (i.e. same finger) on some trials and incongruent (i.e. different finger) on others. The difference in performance between incongruent and congruent trials - the crossmodal congruency effect (CCE) - indexes multisensory interactions. Importantly, the CCE is modulated both by viewing a hand as well as the synchrony of viewed and felt touch which are both crucial factors for the RHI.
The use of the crossmodal congruency task within the RHI paradigm has several advantages. It is a simple behavioral measure which can be repeated many times and which can be obtained during the illusion while participants view the artificial hand. Furthermore, this measure is not susceptible to observer and experimenter biases. The combination of the RHI paradigm with the crossmodal congruency task allows in particular for the investigation of multisensory processes which are critical for modulations of body representations as in the RHI.

We demonstrate how an objective measure can be employed in the widely employed rubber hand illusion paradigm. This measure is obtained by modifying the well-established crossmodal congruency task. This task allows the investigation of multisensory processes which are critical for modulations of body representations as in the rubber hand illusion.

The rubber hand illusion (RHI) is a popular experimental paradigm. Participants view touch on an artificial rubber hand while the participants' own hidden ...

The 5-Choice Serial Reaction Time Task: A Task of Attention and Impulse Control for Rodents

This protocol describes the 5-choice serial reaction time task, which is an operant based task used to study attention and impulse control in rodents. Test day challenges, modifications to the standard task, can be used to systematically tax the neural systems controlling either attention or impulse control. Importantly, these challenges have consistent effects on behavior across laboratories in intact animals and can reveal either enhancements or deficits in cognitive function that are not apparent when rats are only tested on the standard task. The variety of behavioral measures that are collected can be used to determine if other factors (i.e., sedation, motivation deficits, locomotor impairments) are contributing to changes in performance. The versatility of the 5CSRTT is further enhanced because it is amenable to combination with pharmacological, molecular, and genetic techniques.

This protocol describes the 5-choice serial reaction time task, which is an operant based task used to study attention and impulse control in rodents. Test day challenges, which are modifications of the standard task, increase flexibility of the task and can be combined with other manipulations to more fully characterize behavior.

This protocol describes the 5-choice serial reaction time task, which is an operant based task used to study attention and impulse control in rodents. ...

Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat

Fear of certain threat and anxiety about uncertain threat are distinct emotions with unique behavioral, cognitive-attentional, and neuroanatomical components. Both anxiety and fear can be studied in the laboratory by measuring the potentiation of the startle reflex. The startle reflex is a defensive reflex that is potentiated when an organism is threatened and the need for defense is high. The startle reflex is assessed via electromyography (EMG) in the orbicularis oculi muscle elicited by brief, intense, bursts of acoustic white noise (i.e., &#8220;startle probes&#8221;). Startle potentiation is calculated as the increase in startle response magnitude during presentation of sets of visual threat cues that signal delivery of mild electric shock relative to sets of matched cues that signal the absence of shock (no-threat cues). In the Threat Probability Task, fear is measured via startle potentiation to high probability (100% cue-contingent shock; certain) threat cues whereas anxiety is measured via startle potentiation to low probability (20% cue-contingent shock; uncertain) threat cues. Measurement of startle potentiation during the Threat Probability Task provides an objective and easily implemented alternative to assessment of negative affect via self-report or other methods (e.g., neuroimaging) that may be inappropriate or impractical for some researchers. Startle potentiation has been studied rigorously in both animals (e.g., rodents, non-human primates) and humans which facilitates animal-to-human translational research. Startle potentiation during certain and uncertain threat provides an objective measure of negative affective and distinct emotional states (fear, anxiety) to use in research on psychopathology, substance use/abuse and broadly in affective science. As such, it has been used extensively by clinical scientists interested in psychopathology etiology and by affective scientists interested in individual differences in emotion.

Potentiation of the startle reflex is measured via electromyography of the orbicularis oculi muscle during low (uncertain) and high (certain) probability electric shock threat in the Threat Probability Task. This provides an objective measure of distinct negative emotional states (fear/anxiety) for research on psychopathology, substance use/abuse, and broad affective science.

Fear of certain threat and anxiety about uncertain threat are distinct emotions with unique behavioral, cognitive-attentional, and neuroanatomical ...

An Experimental Analysis of Children's Ability to Provide a False Report about a Crime

A considerable amount of research has evaluated children's lie-telling behaviors and skills1-2; however, limitations with the tasks used for eliciting false testimonies and interviewing children have restricted the generalizability of the findings. The primary aim of the current study is to provide an easy-to-administer and ecologically valid method for measuring the veracity and quality of school-aged children's (ages 6-11) testimonies when they are asked to provide different types of true and false reports. Moreover, the methodology enables researchers to examine the social and developmental factors that could influence the credibility of a child's testimony. In the current study, children will witness a theft, and are then asked to either falsely deny the transgression, falsely accuse a researcher of the theft, or tell the truth. Afterwards, children are to be interviewed by a second researcher using a thorough and ecologically valid interview protocol that requires children to provide closed-ended and free-recall responses about the events with the instigator (E1). Coders then evaluate the length and number of theft-related details the children give throughout the interview, as well as their ability to maintain their true and false reports. The representative results indicate that the truth and lie-telling conditions elicit the intended behaviors from the children. The open-ended interview questions encouraged children to provide free-recall information about their experiences with E1. Moreover, findings from the closed-ended questions suggest that children are significantly better at maintaining their lies with age, and when producing a false denial compared to a false accusation. Results from the current study can be used to develop a greater understanding of the characteristics of children's true and false testimonies about crime, which can potentially benefit law enforcement, legal staff and professionals who interview children.

An Experimental Analysis of Children&#039;s Ability to Provide a False Report about a Crime

The current methodology is designed to provide an ecologically relevant approach for measuring the veracity, length and quality of children's true and false testimonies. Implications of the current methodology for future research and professionals who interview children will also be discussed.

A considerable amount of research has evaluated children's lie-telling behaviors and skills1-2; however, limitations with the tasks used for eliciting ...

The Deese-Roediger-McDermott (DRM) Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

The Deese,&#160;Roediger and McDermott&#160;(DRM) task is a false memory paradigm in which subjects are presented with lists of semantically related words (e.g., nurse, hospital, etc.) at encoding. After a delay, subjects are asked to recall or recognize these words. In the recognition memory version of the task, subjects are asked whether they remember previously presented words, as well as related (but never presented) critical lure words (&#39;doctor&#39;). Typically, the critical word is recognized with high probability and confidence. This false memory effect has been robustly demonstrated across short (e.g., immediate, 20 min) and long (e.g., 1, 7, 60 d) delays between encoding and memory testing. A strength of using this task to study false memory is its simplicity and short duration. If encoding and retrieval components of the task occur in the same session, the entire task can take as little as 2 - 30 min. However, although the DRM task is widely considered a &#39;false memory&#39; paradigm, some researchers consider DRM illusions to be based on the activation of semantic memory networks in the brain, and argue that such semantic gist-based false memory errors may actually be useful in some scenarios (e.g., remembering the forest for the trees; remembering that a word list was about &#34;doctors&#34;, even though the actual word &#34;doctor&#34; was never presented for study). Remembering the gist of experience (instead of or along with individual details) is arguably an adaptive process and this task has provided a great deal of knowledge about the constructive, adaptive nature of memory. Therefore, researchers should use caution when discussing the overall reach and implications of their experiments when using this task to study &#39;false memory&#39;, as DRM memory errors may not adequately reflect false memories in the real world, such as false memory in eyewitness testimony, or false memories of sexual abuse.

The Deese-Roediger-McDermott DRM Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

Here we present the Deese,&#160;Roediger and McDermott&#160;(DRM) task, a tool to study false memories in the laboratory. Subjects study lists of semantically related words (e.g.,&#160;nurse, sick, etc.), and later falsely remember an unstudied word (doctor) that represents the gist, or theme, of the word list.

The Deese,&#160;Roediger and McDermott&#160;(DRM) task is a false memory paradigm in which subjects are presented with lists of semantically related words ...

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

This protocol is based on the task interruption and resumption paradigm, the premise of which is that active goals lead to persistent behavior and thus a higher resumption rate after a period of delay or interruption. The task interruption and resumption protocol described in this research is tailored to test the activation of cognitive goals (e.g., a goal to think more abstractly). Cognitive goals may be pursued even during the interruption period; thus, to prevent this, the protocol involves cognitive distraction. The protocol consists of several stages. Specifically, the initial stage includes the goal activation process, where the treatment (versus control) condition receives a manipulation to activate the cognitive goal being tested by the researcher. In the next stage, participants are presented with the introduction of a task that is perceived to either satisfy or not satisfy the cognitive goal of interest. Importantly, this task is interrupted a few seconds after it begins. The task interruption forces a delay period and introduces a cognitive distraction to prevent the automatic pursuit and fulfillment of the cognitive goal. After the interruption period, participants are given a choice between resuming the interrupted task and abandoning the interrupted task to complete an alternative task instead. Among participants whose cognitive goals had been activated at the earlier stage, the task resumption rate should be higher if the task was perceived as an opportunity to satisfy (versus not satisfy) the goal. Such a finding would provide empirical evidence that the cognitive goal has been activated and pursued. In previous research, this protocol has been used to test whether causal uncertainty activates an abstract thinking goal. Adapting the protocol to test the activation of other cognitive goals is also discussed.

This protocol was designed to test the activation and pursuit of cognitive goals (e.g., an abstract thinking goal) using the task interruption and resumption paradigm. The protocol is suitable for cognitive goals that are automatically pursued once activated, as the distraction procedure prevents goal pursuit during the interruption period.

This protocol is based on the task interruption and resumption paradigm, the premise of which is that active goals lead to persistent behavior and thus a ...

Reinstatement of Drug-seeking in Mice Using the Conditioned Place Preference Paradigm

The present protocol describes the Conditioned Place Preference (CPP) as a model of relapse in drug addiction. In this model, animals are first trained to acquire a conditioned place preference in a drug-paired compartment, and after the post-conditioning test, they perform several sessions to extinguish the established preference. The CPP permits the evaluation of the conditioned rewarding effects of drugs related to environmental cues. Then, the extinguished CPP can be robustly reinstated by the non-contingent administration of a priming dose of the drug, and by exposure to stressful stimuli. Both methods will be explained here. When the animal reinitiates the behavioral response, a reinstatement of the conditioned reward is considered to have taken place.
The main advantages of this protocol are that it is non-invasive, inexpensive, and simple with good validity criteria. In addition, it allows the study of different environmental manipulations, such as stress or diet, which can modulate relapse into drug seeking behaviors. However, one limitation is that if the researcher aims to explore the motivation and primary reinforcing effects of the drug, it should be complemented with self-administration procedures, as they involve operant responses of animals.

This protocol describes the Conditioned Place Preference (CPP) as a model of relapse. This procedure permits the measurement of relapse in laboratory animals, considering the impact of drug-associated environmental cues as craving and relapse in abstaining addicts is currently the focus of drug-abuse treatment programs.

The present protocol describes the Conditioned Place Preference (CPP) as a model of relapse in drug addiction. In this model, animals are first trained to ...

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Associated word list procedures can elicit false memories in predictable ways by inducing associative processing, thus making it harder to monitor the accuracy of memories. The purpose of the method presented here was to induce false memories using lists of either semantically or phonologically related words and to assess the effects of imagery instructions on the recall and recognition of those false memories. To do this, we used a modified version of the Deese Roediger McDermott (DRM) paradigm. We adapted word lists from previous DRM studies to suit imagery procedures and created an automated presentation to present the word lists in classroom settings. We then recruited undergraduate classes and instructed some of the classes to create mental images of the list words as they were being presented, while instructing the other classes to simply remember the words. The automated presentation presented word lists to participants, one word at a time, alternating between phonologically and semantically related lists. Participants used paper-pencil recall packets to immediately recall list items, complete a distractor activity, and take a subsequent final recognition test. Often, participants immediately recalled and later recognized words that were related to the list items but were not actually presented; these are known as critical lures and indicate a false memory. The protocol detailed here describes a four-step procedure - list presentation, immediate recall, distractor phase, and final recognition - that can assess the effects of list type and imagery instruction within the DRM paradigm on memory. The automated nature of the list presentation provides the ability to systematically vary variables of interest, and the paper and pencil method of data collection affords an easily accessible method for collecting data in classroom settings. The protocol also offers options to modify the procedure to a more traditional DRM paradigm without imagery and/or list type manipulations. The use of this protocol can provide results relevant to both classroom learning and cognitive science principles.

The method presented here induced false memories using lists of related words and also assessed the effects of imagery instructions on the recall and recognition of those false memories. This protocol details a modified version of the Deese Roediger McDermott (DRM) paradigm.

Associated word list procedures can elicit false memories in predictable ways by inducing associative processing, thus making it harder to monitor the ...

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Sentence comprehension relies on the ability to rapidly integrate different types of linguistic and non-linguistic information. However, there is currently a paucity of research exploring how preschool children with autism understand sentences using different types of cues. The mechanisms underlying sentence comprehension remains largely unclear. The present study presents a protocol to examine the sentence comprehension abilities of preschool children with autism. More specifically, a visual world paradigm of eye-tracking is used to explore the moment-to-moment sentence comprehension in the children. The paradigm has multiple advantages. First, it is sensitive to the time course of sentence comprehension and thus can provide rich information about how sentence comprehension unfolds over time. Second, it requires minimal task and communication demands, so it is ideal for testing children with autism. To further minimize the computational burden of children, the present study measures eye movements that arise as automatic responses to linguistic input rather than measuring eye movements that accompany conscious responses to spoken instructions.

We present a protocol to examine the use of morphological cues during real-time sentence comprehension by children with autism.

Sentence comprehension relies on the ability to rapidly integrate different types of linguistic and non-linguistic information. However, there is ...

Modified Blood Collection from Tail Veins of Non-anesthetized Mice with a Vacuum Blood Collection System and Eyeglass Magnifier

Blood sample collection is the basis of experimental animal research. It is of importance to obtain adequate blood samples for various research purposes. The tail veins of mice are small, and it is sometimes difficult to obtain the required blood volume by conventional puncture methods. This study investigates the superiority of repeated blood sample collection from tail veins of mice through use of a vacuum blood collection system and eyeglass magnifier (experimental group) compared to conventional blood sampling methods (conventional group), performed by beginners and experts, respectively. With the help of an eyeglass magnifier, a butterfly needle tip is inserted into the tail vein of each mouse in the experimental group. When the vein is penetrated successfully, a blood sample is collected in the vacuum collection tube by insertion of the rubber end of a butterfly needle into the vacuum blood collection tube. The plunger is then used to collect blood without the help of the eyeglass magnifier in the conventional group. Success rates of blood sample collection by the beginners and experts were shown to be 70% vs. 100% (p &#60; 0.01) in the experimental group and 35% vs. 85% (p &#60; 0.01) in the conventional group. For both beginners and experts, puncture times required for obtaining required blood sample were significantly lower in the experimental group compared to the conventional group (2.40 &#177; 0.75 vs. 2.90 &#177; 0.31, p &#60; 0.05; 1.15 &#177; 0.37 vs. 1.55 &#177; 0.76, p &#60; 0.05). In conclusion, the presented blood sampling technique is feasible and easy to practice and enables frequent sampling of adequate blood volumes from non-anesthetized mice.&#160;

This study reports blood sampling from tail vein in mice using a vacuum extraction tube system with eyeglass magnifier. Our method is easy to practice and could be used for repeat blood sampling in mice.

Blood sample collection is the basis of experimental animal research. It is of importance to obtain adequate blood samples for various research purposes. ...