The “pure-study” learning curve: The learning curve without cumulative testing

The customary assumption in the study of human learning using alternating study and test trials is that learning occurs during study trials and that test trials are useful only to measure learning. In fact, tests seem to play little role in the development of learning, because the learning curve is similar even when the number of test trials varies widely (Tulving, Journal of Verbal Learning and Verbal Behavior 6:175-184, 1967). However, this outcome seems odd, because other research has shown that testing fosters greater long-term learning than does studying. We report three experiments addressing whether tests affect the shape of the learning curve. In two of the experiments, we examined this issue by varying the number of spaced study trials in a sequence and examining performance on only a single test trial at the end of the series (a "pure-study" learning curve). We compared these pure-study learning curves to standard learning curves and found that the standard curves increase more rapidly and reach a higher level in both free recall (Exp. 1) and paired-associate learning (Exp. 2). In Experiment 3, we provided additional study trials in the "pure-study" condition to determine whether the standard (study-test) condition would prove superior to a study-study condition. The standard condition still produced better retention on both immediate and delayed tests. Our experiments show that test trials play an important role in the development of learning using both free-recall (Exps. 1 and 3) and paired-associate (Exp. 2) procedures. Theories of learning have emphasized processes that occur during study, but our results show that processes engaged during tests are also critical.     

Beyond curve fitting? Comment on Liu, Mayer-Kress, and Newell (2003)

Y.-T. Liu, G. Mayer-Kress, and K. M. Newell (2003) fit learning curves to movement time data and suggested 2 new methods for analyzing learning. They claimed that the methods go "beyond curve fitting." However, in neither their curve fitting nor their new methods is measurement noise accounted for, and therefore they produce inefficient and biased results. Using the data of Liu et al., in which variance caused by learning is small relative to the level of noise for most participants, the present authors demonstrate those problems and provide better alternatives that are more noise tolerant, more powerful, and go beyond curve fitting without displaying the extreme bias produced by the methods of Liu et al.     

Is the curve relating temperature to aggression linear or curvilinear? A response to Bell (2005) and to Cohn and Rotton (2005)

P. Bell recommended examining the relationship between temperature and assaults during the hottest times of day and during the hottest months of the year. The authors' analyses of these data show a linear rather than inverted U-shaped relationship between temperature and assault during the hottest times of day and in the hottest months of the year. E. Cohn and J. Rotton recommended analyzing the 6 hr with the highest assaults versus the 6 hr with the lowest assaults. During high assault periods, there is a strong positive linear relationship between temperature and assault. During low assault periods, there is no relationship between temperature and assaults. Assaults and other violent crimes might decrease when temperatures are very hot, but the Minneapolis data set does not allow for testing of this hypothesis because Minneapolis is too cold.     

Is the curve relating temperature to aggression linear or curvilinear? Assaults and temperature in minneapolis reexamined

Using archival data from Minneapolis recorded in 3-hr time intervals, E. G. Cohn and J. Rotton concluded that there is an inverted U-shaped relationship between temperature and assault, with the maximum assault rate occurring at 74.9 degrees F. They depicted this relationship by plotting temperature against assault. This plot, however, fails to take into account time of day. Time of day was strongly related to both temperature and assault, but in opposite directions. Between 9:00 p.m. and 2:59 a.m. of the next day, when most assaults occurred, there was a positive linear relationship between temperature and assault. The Minneapolis data actually provide stronger support of a positive linear (or monotonic) relationship between temperature and assault than of an inverted U-shaped relationship.     

“A Place to Enter and in Which to Feel”: Reply to Cath,Levine, and Peltz

In this response, I clarify my argument for the utility of affectively organizing and containing work in the treatment of a traumatized child. I find myself in agreement with many of the comments of Peltz regarding the vitalizing aspects of the work and Levine’s discussion of scaffolding to promote development. I delineate my thinking in response to Cath’s queries about transference, Oedipal themes, and the value of interpretation.     

Response to Abrusán,Shaw, and Elbourne

In my book Category Mistakes (OUP 2013), I discuss a range of potential accounts of category mistakes and defend a pragmatic, presuppositional account of the phenomenon. Three commentators discuss the book: Márta Abrusán focuses on a comparison between my book and Asher’s Lexical Meaning in Context, suggesting that Asher’s theory has the advantage of accounting not only for category mistakes, but also for additional phenomena such as so-called ‘coertion’ and ‘co-predication’. I argue that Asher’s account of all three phenomena is deficient, and, moreover, that it is far from clear that the latter two phenomena are related to that of category mistakes. James Shaw challenges two of my arguments against the MBT view. I respond to these challenges. Paul Elbourne provides a novel argument in support of my account of category mistakes, involving multi-sentence discourses and ERP experiments. I show that it is not entirely straightforward for my account to explain this data, but that his argument does ultimately provide support for my view.     

Does a warning help children to more accurately remember an event, to resist misleading questions, and to identify unanswerable questions?

This study examined potential effects of a warning instruction prior to an eyewitness interview including answerable and unanswerable questions, which both were either unbiased or misleading. A total of 84 six-, eight- and ten-year-old children were shown a short video about the production of sugar and they were individually questioned about it one week later. Half of the children received the warning instruction. The results revealed clear age effects in the correct answers and accuracy to answerable questions and in the appropriate "don't know" answers to unanswerable questions, but no effect of warning across all dependent measures. These findings suggest that preschool and elementary school age children cannot use such information adequately to increase their number of correct answers in the interview. Results are discussed in terms of cognitive explanations for these deficits.     

The Relation of Exposure to Parental Criminal Activity,Arrest, and Sentencing to Children’s Maladjustment

We examined the psychosocial maladjustment of 32 children with an incarcerated parent from the child’s perspective as well as from the perspective of their caregiver. We focused on the relation between the incarcerated parent’s report of children’s exposure to parental criminal activity, arrest, and sentencing and caregivers’ and children’s self-reports of maladjustment. Results indicate that witnessing these events is associated with more behavior problems according to caregivers’ and children’s self-reports. Moreover, incarcerated parents’ reports of children’s exposure to these events predicted caregivers’ and children’s reports of maladjustment over a 6 month period. Our results also suggest that children with incarcerated mothers, in comparison to children with incarcerated fathers, are exposed to more of these events and may be experiencing greater maladjustment. Implications of these findings are discussed within a proactive context and the use of procedures that take children’s reactions to witnessing parental arrest and sentencing into consideration.     

Threat to Whom? Conflict,Consensus, and Social Control

A number of observers have questioned the efficacy of model specifications designed to falsify the conflict perspective of crime control. Exploiting the quasi-experimental qualities of Cincinnati's recent race-related riot, this study employs interrupted time series techniques to evaluate a component of conflict theory, the racial threat hypothesis. In brief, the autoregressive integrated moving average (ARIMA) transfer function models indicate that, upon controlling for the potentially confounding effects of robbery offenses, the April 2001 riot led to a lasting increase in the level of robbery arrests. The implications of this investigation for distinguishing between the predictions of conflict and consensus theories of crime control are discussed.     

How and to What Extent Do Two Cover, Copy, and Compare Spelling Interventions Contribute to Spelling, Word Recognition, and Vocabulary Development?

We used an adapted alternating treatments design to evaluate and compare the effects of 2 spelling interventions on spelling acquisition and maintenance, word reading, and vocabulary in three first-grade students. The first intervention, Cover, Copy, and Compare (CCC), involved having participants look at a word, cover it, write it, then compare the written response with the original stimulus. For the second intervention, Cover, Copy, and Compare + Sentence Definition (CCC + SD), CCC was supplemented with the experimenter reading a sentence containing the word and a brief definition of the word. Results showed that both interventions increased participants’ spelling at an equivalent rate, which was greater than a control condition. All participants showed greater gains in word reading in the 2 interventions than the control condition, and only 1 participant was better able to define words learned in the CCC + SD condition relative to the CCC condition.     

Does attention move or spread during mental curve tracing?

There are two theories that attempt to explain how attention is deployed when lines are traced. Initially, it was believed that a covert zoom lens moved along the line. Recent evidence has, however, suggested that attention spreads along the line, rather than moving along it, perhaps as part of an effortful object-parsing process. Three experiments tested the spreading and moving accounts of line tracing. Participants were presented with two intertwined lines and were required to trace one to find the correct target. On half the trials, a masked change occurred, most often near the top of the target line, that reversed the required response. If attention spreads along the line, the participants should have been able to notice the change whenever it occurred during the tracing process. However, the participants found it harder to spot the change if it occurred late in the tracing process. This suggests that resources were less frequently available to detect changes on portions of the line that had already been traced when the change occurred. The results argue against a spreading trace of attention that encompasses the whole line.     

The ‘ability’ scale in item characteristic curve theory

For the six available sets of empirical data, the discrimination (slope) parameter of the logistic item characteristic curve was found to have a significant positive correlation over items with the difficulty (location) parameter. This unpleasant situation can be eliminated by a suitably chosen transformation of the ability scale. An example of the transformation is given and some empirical results of using the transformed scale are shown.     

Should We Be Trying So Hard to Be Postmodern? A Response to Drees,Haught, and Yeager

This paper explores the thesis that both modernism and postmodernism, as contemporary cultural phenomena, have been unable to come to terms with the issue of human rationality in any positive way. As a result of this, nearly all of the stereotyped ways of relating theology and science through models of conflict, independence, consonance, harmony, integration, or dialogue are likely to be revealed as too simplistic generalizations about the relationship between these two dominant forces in our culture. What is proposed is a postfoundationalist model where theology and science can rediscover the resources of rationality shared by these two reasoning strategies. Postfoundationalism in theology and science wants to point creatively beyond the confines of the local community, group, or culture toward a plausible form of interdisciplinary conversation. In taking seriously the role of local context and interpreted experience, postfoundationalism in theology and science should enable us to reach beyond the walls of our own communities in cross-contextual, cross-cultural and cross-disciplinary conversation.     

Efforts to Christianize Europe, 400‐2000

In previous work I have demonstrated that, claims by the secularization faithful to the contrary, religious participation in most of Europe did not decline in modern times, having never been very high. In this essay I attempt to explain why. Why did earlier efforts to Christianize Europe fail? In conclusion I assess present American missionary efforts to convert Europe.     

Why,and to What Extent,Is Sexual Infidelity Wrong?

Sexual infidelity is widespread, but it is also widely condemned, yet relatively little philosophical work has been done on what makes it wrong and how wrong it is. In this paper, I argue that sexual infidelity is wrong if it involves breaking a commitment to be sexually exclusive, which has special significance in the relationship. However, it is not necessarily worse than other kinds of infidelity, and the context in which it takes place ought to be considered. I finish the paper by looking at how the hegemonic norm of monogamy makes infidelity both more likely and more difficult to deal with.