Haptic Guidance Can Enhance Motor Learning of a Steering Task

Haptic guidance can improve the immediate performance of a motor task by enforcing a desired pattern of kinematics, but several studies have found that it impairs motor learning. In this study, we studied whether guidance from a robotic steering wheel can improve one's short-term learning of steering a simulated vehicle. We developed a computer algorithm that adapted the firmness of the guidance based on ongoing error. Training with "guidance-as-needed" or "fixed guidance" allowed participants to learn to steer without experiencing large errors and produced slightly better immediate retention than did training without guidance, apparently because participants were better able to learn when to initiate turns. Training with guidance-as-needed produced slightly better results than training with fixed guidance: the guidance-as-needed participants' errors were significantly smaller when guidance was removed. However, this difference quickly dissipated with more practice. We conclude that haptic guidance can benefit short-term learning of a steering-type task while also limiting performance errors during training.     

The Differential Outcomes Effect

The Psychological Record - The differential outcomes effect refers specifically to the increase in speed of acquisition or terminal accuracy that occurs in discrimination training when each of two...     

Learning from Texts or Lectures: Loci Mnemonics can Interfere with Reading but not with Listening

In this study, we explore to what extent loci mnemonics can help learning from textual information and examine the extent and possible causes of the oral presentation effect (Cornoldi & De Beni, 1991); that is, the loci method is more useful when the presentation modality is oral rather than written. The hypothesis presented is that the effect is due to selective interference between reading and visuo-spatial imagery in the use of loci mnemonics. We carried out three experiments, varying the modalities of presentation and of testing. In a series of sessions, subjects were trained in the use of loci mnemonics and verbal repetition, and were then tested for memory of texts presented in either a written or oral form. Our results showed that loci mnemonics can also enhance memory for texts when presentation time is controlled, if the modality of presentation is oral. This last result supports the selective interference explanation of the oral presentation effect.     

The Effects of Stereotype Threat and Pacing on Older Adults' Learning Outcomes

This study examined the effects of stereotype threat and pacing on older adult training outcomes. Older adults ( N  = 51; M age = 71 years) were randomly assigned to stereotype threat and pacing conditions and completed computerized library training. Contrary to expectations, stereotype threat was found to improve performance significantly on both training practice exercises and a post-training knowledge test. Self-pacing was not found to affect training performance, but did produce more positive reactions to the training course. Implications for training design and for stereotype threat research are discussed.     

Using Popular Films to Enhance Classroom Learning: The Good, the Bad, and the Interesting

ABSTRACT— Popular history films sometimes contain major historical inaccuracies. Two experiments investigated how watching such films influences people's ability to remember associated texts. Subjects watched film clips and studied texts about various historical topics. Whereas the texts contained only correct information, the film clips contained both correct information (consistent with the text) and misinformation (contradicted by the text). Before watching each clip, subjects received a specific warning, a general warning, or no warning about the misinformation. One week later, they returned for a cued-recall test about the texts. Watching a film clip increased correct recall of consistent information relative to recall of the same information when subjects did not see the clip. However, when the information in the film contradicted the text, subjects often (falsely) recalled misinformation from the film. The specific warning substantially reduced this misinformation effect. Teachers should use popular history films with caution and should warn students about major inaccuracies in the films.     

Can Messages Make a Difference? The Association Between E‐Mail Messages and Health Outcomes in Diabetes Patients

This investigation examined the impact of social support messages on patient health outcomes. Forty‐one American Indian, Alaska Native, and Native Hawaiian patients received a total of 618 e‐mail messages from their healthcare provider (HCP). The e‐mail messages were divided into 3,565 message units and coded for instances of emotional social support. Patient glycosulated hemoglobin scores (HbA1c) showed significantly improved glycemic control and emotional social support messages were associated with significant decreases in HbA1c values. Patient involvement with the system, measured by system login frequency and the frequency of uploaded blood glucose scores to the HCP, did not predict change in HbA1c.     

目标或背景:联合搜索知觉学习的内容

采用颜色-形状联合搜索任务探讨短期特征联结知觉学习的效果和机制。训练被试在由不同颜色和形状组合的字母干扰子中搜索具有特定颜色和形状的目标字母,训练时间约为40分钟。通过训练,被试搜索特定的颜色-形状联结的目标字母的能力有所提升,并且学习效应能够迁移至背景改变目标不变的条件中,但是不能迁移至背景不变目标改变的条件中。这一结果提示,被试在进行短期联合搜索知觉学习时,学习到的是目标,而并非背景或目标与背景的联系。     

Improving Classroom Quality with The RULER Approach to Social and Emotional Learning: Proximal and Distal Outcomes

The RULER Approach to Social and Emotional Learning (“RULER”) is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching–learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER’s theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER’s impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.     

The Power of an Image: Images,Not Glosses,Enhance Learning of Concrete L2 Words in Beginning Learners

Journal of Psycholinguistic Research - Prior research suggests that viewing still images and iconic gestures depicting concepts facilitates the learning of concrete words in the initial stages of...     

学业优秀者和学业不良者的倒摄抑制比较 ——从结构化和非结构化角度

以汉字为实验材料,以学业优秀者和学业不良者为被试,探讨学习材料的结构化和非结构化性质对倒摄抑制产生的影响,以及两类学生学习两类材料时的倒摄抑制差异。并通过指导语,逐步揭示结构化材料中的规则,迫使被试采用有效的学习策略,来观察倒摄抑制的变化情况。结果表明:一、与非结构化材料相比,学习结构化材料表现出更好的记忆绩效,但未发现两者对倒摄抑制的不同影响;二、和学优者相比,学业不良者的记忆绩效较差,倒摄抑制值也较大;三、对材料规则的提示会促进学业不良学生的记忆绩效,降低倒摄抑制,但对学习优秀者的影响不大;四、一些汉字识别特征影响倒摄抑制,如当干扰项和目标项构形相同时,会降低倒摄抑制。     

The Visual Spatial Learning Test: Differential impairment during the premanifest and manifest stages of Huntington's disease

Visual spatial memory was assessed using the Visual Spatial Learning Test (VSLT) in individuals with mild to moderate Huntington's disease (HD), pre‐manifest gene carriers for HD, and demographically similar controls. The VSLT has been demonstrated to be a valid, normed measure of non‐verbal memory involving minimal motoric responses. The VSLT assesses immediate and delayed memory for designs, positions of the designs, and design/position associations. The HD group was significantly impaired (p < .05) relative to both the control and Pre‐HD groups on immediate and delayed memory for the designs, positions, and design/position associations. Although there were no differences between the Pre‐HD and control groups on immediate or delayed memory for designs or positions, the Pre‐HD group was significantly impaired (p < .05) relative to the control group on immediate and delayed memory for design/position associations. The results offer novel insight into a relatively unexamined memory deficit that may occur in gene carriers for HD prior to phenoconversion. The data indicate that the VSLT may be a useful measure of visuospatial memory during the premanifest and manifest stages of HD.     

Pursuing Pleasure or Virtue: The Differential and Overlapping Well-Being Benefits of Hedonic and Eudaimonic Motives

Hedonia (seeking pleasure and comfort) and eudaimonia (seeking to use and develop the best in oneself) are often seen as opposing pursuits, yet each may contribute to well-being in different ways. We conducted four studies (two correlational, one experience-sampling, and one intervention study) to determine outcomes associated with activities motivated by hedonic and eudaimonic aims. Overall, results indicated that: between persons (at the trait level) and within persons (at the momentary state level), hedonic pursuits related more to positive affect and carefreeness, while eudaimonic pursuits related more to meaning; between persons, eudaimonia related more to elevating experience (awe, inspiration, and sense of connection with a greater whole); within persons, hedonia related more negatively to negative affect; between and within persons, both pursuits related equally to vitality; and both pursuits showed some links with life satisfaction, though hedonia’s links were more frequent. People whose lives were high in both eudaimonia and hedonia had: higher degrees of most well-being variables than people whose lives were low in both pursuits (but did not differ in negative affect or carefreeness); higher positive affect and carefreeness than predominantly eudaimonic individuals; and higher meaning, elevating experience, and vitality than predominantly hedonic individuals. In the intervention study, hedonia produced more well-being benefits at short-term follow-up, while eudaimonia produced more at 3-month follow-up. The findings show that hedonia and eudaimonia occupy both overlapping and distinct niches within a complete picture of well-being, and their combination may be associated with the greatest well-being.     

The Application of Cognitive‐Developmental or Mediated Cognitive Learning Strategies in Online College Coursework

This research article explores the active use of cognitive‐developmental or mediated cognitive learning strategies in undergraduate online courses. Examples and applications are drawn from two online sessions integrating online interaction, essay and discussion assignments, as well as a variety of multimedia components conducted during the spring of 2008. While focus on the interaction among students remains an important aspect of the online discussion environment, particular attention is given to the interaction between the student and the instructor. This paper argues that while online learning environments are ultimately student‐controlled, they should be teacher‐centered. The findings of this research suggest that students are more directly influenced by an instructor's intentional effort to mediate the learning process than by the course objectives, material, or subject matter. Successful use of online technologies requires deliberate action on the part of the instructor to integrate various mediated cognitive learning strategies: (a) student participation and response is significantly increased, and (b) student motivation and morale is dramatically influenced.     

父母心理控制和儿童消极情绪性对学前儿童问题行为的共同作用:“素质-压力”还是“差别易感性”

本研究以226名学前儿童和其父母为研究对象,从儿童气质-家庭环境交互作用的视角,采用父母报告的方法收集数据,考察了父母心理控制及儿童消极情绪性对儿童问题行为的共同作用。结果发现：在预测外化问题时,父亲和母亲心理控制的主效应均显著,同时父亲心理控制与儿童消极情绪性的交互作用也显著。显著性区域分析发现,高消极情绪性的学前儿童更易受高父亲心理控制的不利影响,也更易受低父亲心理控制的有利影响,该结果支持差别易感性模型;在预测内化问题时,父亲和母亲心理控制的主效应及其与儿童消极情绪性的交互作用均不显著,说明无论是对高消极情绪性还是低消极情绪性儿童,父母心理控制对其内化问题的影响相对较弱。     

On Compensation and Return: Can The ‘Continuing Injustice Argument’ for Compensating for Historical Injustices Justify Compensation for Such Injustices or the Return of Property?

This paper offers a critique of recent attempts, by George Sher and others to justify compensation to be paid to descendants of deceased victims of past wrongs. This recent attempt (the ‘continuing injustice argument’) is important as it endeavours to avoid some well‐known critiques of previous attempts, such as the non‐identity problem. Furthermore, this new attempt is grounded in individual rights, without invoking a more controversial collectivist assumption. The first step in this critique is to differentiate between compensation and restitution. Once this important distinction is clear, an examination of several factors follows: the importance of the passage of time vis‐à‐vis claims for compensation and/or restitution (and especially the passing away of the original victims and wrongdoers), the responsibility of the would be payers, the responsibility of the descendants of the victims, the welfare level of the descendants of the victims, information‐related issues, and several additional factors. The conclusion is that once we take into account the distinction between compensation and restitution, and the additional factors mentioned, the case for compensation and/or restitution under the ‘continuing injustice argument’, is highly limited.