The rules used by children and adults in attempting to generate random numbers

Rabinowitz, F. Michael; Dunlap, William P.; Grant, Malcolm J.; Campione, Joseph C.

doi:10.1016/0022-2496(89)90009-6

Cited by 22 publications

(18 citation statements)

References 58 publications

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“…"Spacing" successive responses seems to have favorable effects on randomization performance. Thus, subjects' sequences were more random with longer interresponse intervals, at least for some aspects of sequential randomness (11,49,194,231). Only Wagenaar (2591, using interresponse intervals of 0.5, I , 2, and 4 sec.…”

Section: Effect Of An Increared Number Of Items From Which Selectionsmentioning

confidence: 98%

“…However, quantitative research contrasting the two forms is virtually absent. Notable exceptions are comparisons between explicit randomization and techniques of free association (194) and guessing (267) on the one hand and two-person strategic games (59,163,197) on the other hand. For instructional variations within paradigms of explicit randomization see the paragraph "Effect of Biasing Instructions.…”

Section: Nature Of the Taskmentioning

confidence: 98%

“…More ~ -pronounced, however, were interactions between age and modifications of the task demands such as an acceleration of the generation rate or the requirement to perform on a concurrent task (both variations leading to worse randomization performance especially for the older subjects). Comparing first graders', fifth graders', and college students' attempts to generate random number sequences, Rabinowitz, Dunlap, Grant, and Campione (194) reported that first graders tended more to count: fonvards and backwards than did the older subjects.…”

Section: Effect Of Agementioning

confidence: 98%

“…Although instructional biases have not been systematically investigated in randomization experiments (Refs. 87,194,197 for some isolated attempts), it has been submitted that any instruction to randomize wdl bias a subject toward the experimenter's notion of randomness. On logical grounds, randomness cannot be defined positively, we can only characterize different forms of nonrandomness (cf.…”

Section: Effect Of Biasing Instructionsmentioning

confidence: 99%

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Variables That Influence the Generation of Random Sequences: An Update

Brugger¹

1997

Percept Mot Skills

114

125

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This article updates Tune's 1964 review of variables influencing human subjects' attempts at generating random sequences of alternatives. It also covers aspects not included in the original review such as randomization behavior by patients with neurological and psychiatric disorders. Relevant work from animal research (spontaneous alternation paradigm) is considered as well. It is conjectured that Tune's explanation of sequential nonrandomness in terms of a limited capacity of short-term memory can no longer be maintained. Rather, interdependence among consecutive choices is considered a consequence of an organism's natural susceptibility to interference. Random generation is thus a complex action which demands complete suppression of any rule-governed behavior. It possibly relies on functions of the frontal lobes but cannot otherwise be "localized" to restricted regions of the brain. Possible developments in the field are briefly discussed, both with respect to basic experiments regarding the nature of behavioral nonrandomness and to potential applications of random-generation tasks.

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Section: Effect Of An Increared Number Of Items From Which Selectionsmentioning

confidence: 98%

Section: Nature Of the Taskmentioning

confidence: 98%

Section: Effect Of Agementioning

confidence: 98%

Section: Effect Of Biasing Instructionsmentioning

confidence: 99%

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Variables That Influence the Generation of Random Sequences: An Update

Brugger¹

1997

Percept Mot Skills

114

125

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“…Las tareas GA comenzaron a utilizarse en el contexto evolutivo (Rabinowitz, Dunlap, Grant & Campione, 1989), y desde entonces se ha incrementado su reconocimiento y aplicación en la evaluación del procesamiento cognitivo de los adultos sanos (Lemaire, Abdi y Fayol, 1996;Logie, Gilhooly y Wynn, 1994), en psicología clínica, en la esquizofrenia (Salamé y Danion, 2007) o en autismo (Williams, Moss, Bradshaw y Rinehart, 2002), y en personas con lesiones cerebrales, como enfermos de Parkinson (Robertson, Hazlewood y Rawson, 1996), o pacientes con síndrome de Korsakoff (Pollux, et. al., 1995).…”

Section: Introductionunclassified

Una Tarea de Generación Aleatoria con Mínimas Demandas de Memoria para la Enfermedad de Alzheimer Leve [A random generation task with minimum memory requirements for mild Alzheimer’s disease]

García-Viedma¹,

Fernández-Guinea²,

Martos³

et al. 2015

Acción psicol.

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ResumenLos pacientes con Enfermedad de Alzheimer (EA) leve muestran dificultades para realizar actividades cotidianas debidas a la afectación del control atencional, las cuales describen diferencias cualitativas significativas entre el envejecimiento normal y el patológico. Las tareas de generación aleatoria permiten valorar esta capacidad; sin embargo, su utilización en personas mayores y con EA puede estar sesgada por las demandas de memoria que imponen. Interesados en evaluar específicamente el control atencional en estos sujetos, diseñamos una tarea de generación aleatoria manual con mínimas exigencias de memoria. Se aplicó a un grupo de personas mayores sanas y a un grupo de pacientes con EA inicial. Los resultados revelaron diferencias significativas entre ambos grupos en distintos índices de aleatorización, mostrando los pacientes más dificultades para evitar secuencias estereotipadas y cambiar de estrategias. Estos resultados confirman que esta tarea permite valorar de modo delimitado el control atencional en individuos mayores, y discriminar entre el envejecimiento normal y el inicio de la EA. Por tanto, la tarea de generación aleatoria manual podría considerarse en la detección temprana de la EA.Correspondencia: María Rosario García-Viedma. Universidad de Jaén.

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