Group Learning Curves: The Effects of Turnover and Task Complexity on Group Performance1

This study examined the effects of turnover and task complexity on group performance. Two hundred and forty subjects arranged into three-person groups performed a production-type task for six experimental periods. The design was a 2 (Turnover vs. No Turnover) × 2 (Simple vs. Complex Task) × 2 (Male vs. Female) × 6 (Periods) factorial with repeated measures on the last factor. The analysis revealed that group performance improved markedly as groups gained experience with the task. Groups which did not experience turnover (closed groups) produced significantly more products than did groups which experienced turnover (open groups). The superior performance of closed over open groups was amplified over periods. Groups produced more of the simple than of the complex product, and this difference was also amplified over periods. The gap in the performance of closed versus open groups increased over periods, and the increase in the gap was greater for the simple than for the complex task. The lesser impact of turnover on the complex task is consistent with an innovation hypothesis, according to which increases in the production of complex tasks are due more to innovation than to repetition. Supportive analyses of innovation data are reported.     

任务复杂程度对内隐-外显学习关系的影响

本研究在糖生产任务实验中考察了任务复杂程度对内隐和外显学习关系的影响.实验发现:在简单任务中.内隐与外显学习共同存在并协同作用;任务复杂程度的增加对内隐和外显学习都有损害作用;任务复杂程度影响着内隐与外显学习的贡献率,随着任务难度的增加,内隐学习的贡献率上升.     

Effects of the Acquisition of Prerequisite Behavior on the Learning of Nonvocal Verbal Behavior and Vocal Imitation in Children With Severe Retardation

The effects of acquisition and maintenance of prerequisite interactions, such as attending behavior, nonverbal imitative behavior, and disruptive behavior, on the learning of nonvocal verbal behavior and vocal imitation were evaluated. Four severely retarded children were selected on the basis of low level or absence of the target behaviors (nonvocal verbal behavior and vocal imitation) and failure to reach the acquisition criterion on prerequisite behavior. The results were evaluated visually and by time series analysis. Findings indicated that the acquisition of prerequisite interactions led to superior performance and fewer trials to reach criteria in this language intervention.

     

Complexity Effects on Temporal Characteristics of Speech

In light of evidence that multiple-goal messages tend to be characterized by longer speech-onset latencies and higher pause-phonation ratios, Greene, McDaniel, Buksa, and Ravizza have suggested that it is not the pursuit of multiple goals, per se, that results in less fluent speech. Rather, these authors suggest that the slower speech production characteristic of such messages is the result of difficulties in assembling, or integrating, incompatible message features. Recent evidence, however, indicates that this account is incomplete and in need of revision. Toward this end, we advance a complexity account that suggests that there are increased processing-capacity and temporal demands associated with formulating and maintaining more complex message representations. The article then reports four experimental studies of this complexity account. Experiments 1 and 2 operationalize complexity as the amount of information to be communicated in a message. These studies indicate that complexity does affect pause-phonation ratio and average pause duration. Experiments 3 and 4 operationalize complexity as the coherence of the information to be conveyed in a message. The results of Experiment 4, but not Experiment 3, again indicated that complexity influences speech fluency. The results of these studies, then, are taken to provide considerable support for the complexity hypothesis.     

Behavioral Complexity Is in the Eye of the Beholder Effects of Cognitive Complexity and Message Complexity on Impressions of the Source of Comforting Messages

Recent theorizing suggests that exposure to sophisticated or behaviorally complex messages (i.e., messages that reflect a concern with multiple goals) may enhance the cognitiue development of message recipients. Reasoning that persons attempt to accommodate their cognitive structuring of an environment to the level of complexity in that environment, it was hypothesized that persons exposed to behaviorally complex messages would form more differentiated impressions of the message source than would persons exposed to less complex messages. It was also hypothesized that persons with complex systems of interpersonal constructs would form more differentiated impressions of the message source. Further, because persons with complex systems of interpersonal constructs should better appreciate the richness of behaviorally complex messages, it was hypothesized that message complexity would exert the strongest effect on impression differentiation for those with high levels of cognitive complexity. Participants in the study (410 college students) read a conversation containing comforting messages representing one of three levels of behavioral complexity; they subsequently wrote impressions of the source of these messages and these impressions were scored for the number of attributes they contained. Interpersonal cognitive complexity was assessed with Crockett's (1965) Role Category Questionnaire. Consistent with hypotheses, main effects for behavioral complexity and cognitive complexity were observed on impression differentiation; in addition, the anticipated interaction between message complexity and cognitive complexity was observed.     

The Effects of Motor and Vocal Response Interruption and Redirection on Vocal Stereotypy and Appropriate Vocalizations

Stereotypy has been defined as repetitive vocal or motor behaviors that are noncontextual with invariant topographies. One intervention to reduce vocal stereotypy and increase appropriate vocalizations is response interruption and redirection (RIRD). Previous research has suggested that RIRD's behavioral mechanism consists of punishment. The purpose of this study was to extend this research by comparing two procedures, namely, vocal and motor RIRD contingent upon the occurrence of vocal stereotypy and to evaluate concomitant increases in appropriate vocalizations. A multiple treatment reversal design was used to compare the effectiveness of both interventions on five children diagnosed with an Autism Spectrum Disorder. Results suggested that both demand topographies were equally effective in reducing vocal stereotypy and increasing appropriate vocalizations. This research replicates previous findings that have suggested that RIRD is a punishment procedure. Copyright © 2015 John Wiley & Sons, Ltd.     

Effects of Feedback Complexity on Dynamic Decision Making

Prior research shows people suffer from misperceptions of feedback, generating systematic dysfunctional behavior in the presence of dynamic complexity - settings with multiple feedback loops, time delays, and nonlinearities. However, prior work has not adequately mapped the effect of these elements of complexity on performance. We report an experiment where subjects managed an inventory in the face of stochastic sales, a classic dynamic decision task. We vary the time delays and strength of the feedback loops to explore the impact of these elements of dynamic complexity on behavior. Subjects faced financial incentives and had opportunities to learn. Yet performance was significantly worse than optimal across all conditions. Subjects outperformed a naive "do-nothing" rule in the simple conditions, but performance deteriorated dramatically with increasing time delays and feedback effects, and most were outperformed by the do-nothing rule in the complex conditions. Regression analysis of subjects′ decisions showed most ignored the supply line of pending production and undercontrolled the system. Undercontrol increased significantly with growing time delays and feedback strength, showing subjects were insufficiently adaptive despite perfect knowledge of system structure and parameters. Subjects′ understanding of complex feedback settings declines as delays between cause and effect increase and as actions have stronger side effects. Few indications were found of active experimentation or learning: the need to control seemed to override the ability to learn.     

指尖上的学习：触屏学习的作用

触屏学习是通过触屏软硬件设备呈现学习内容,并以手势触屏交互方式获取知识或技能的过程。目前触屏学习基础性研究处于探索阶段,在有效性上,研究发现触屏学习本身可能是有效的,但在相对优势上结果具有较大异质性;在学习后效上,触屏学习有助于提高学习动机,但没有稳定地促进知识保持、知识理解以及二维到三维的学习迁移。针对触屏学习的促进或阻碍作用,以往研究分别从具身认知或认知负荷等理论视角给予解释。学习者、学习材料、学习环境等可能是影响触屏学习效果的重要因素。广泛地将触屏设备应用于学习或课堂场景为时尚早,呼吁未来研究从理论建构、影响因素、特点分析及行为/神经机制角度考察触屏学习的作用。     

关系复杂性对关系类别间接性学习的影响

以216名大学生为被试,使用关系复杂性变化的三种虚拟外星生物实验材料,创设个人功能预测的关系类别的间接性学习条件和参照性交流功能预测的关系类别的间接性学习条件,探讨关系复杂性对关系类别间接性学习的影响。结果发现:关系类别的功能预测间接性学习过程中,关系复杂性和学习条件的交互作用极其显著,具体来讲,关系复杂性对关系类别间接性学习的影响仅显著地表现在参照性交流关系类别间接性学习过程中;当学习材料为4特征复杂关系时,参照条件下被试功能预测成绩极其显著高于个人条件,当学习材料为6特征复杂关系加二阶同功能简单关系时,两种学习条件间不存在显著差异,当学习材料为6特征复杂关系加二阶异功能简单关系时,个人条件极其显著高于参照条件。     

序列学习中的内隐学习效应

该研究采用较为复杂的包含图形出现的位置规则和顺序规则的实验材料,通过对比被试直接测验和间接测验、内隐学习和外显学习成绩的异同,考察了序列学习中的内隐学习效应,并探讨了规则特点对内隐学习效应的影响。结果表明,在图形位置的序列学习中存在内隐学习效应,内隐学习效应的大小受规则特点的影响。     

BDSM as a Playful Learning Site for Qualitative Complexity

Abstract

Through an autoethnographic and transdisciplinary discussion of BDSM practice, the article articulates BDSM as a performative playful space with high potential for experiential learning, where conventional ways of sensing, feeling, thinking, valuing and acting, and social rules and hierarchies are rendered uncertain, negotiable and full of possibilities. BDSM can foster a sensibility to qualitative complexity through a heightened corporeal, sensual, emotional and (aesth)et(h)ic experience. It trains a potent sagacity that may be further mobilized in social learning processes, eventually helping us navigate beyond today’s unsustainable times.     

小学生代数运算规则的样例学习

采用完整或不完整样例,对180名六年级小学生用样例学习两种代数运算规则进行了实验研究。结果显示：多数被试难以学会“平方差”运算规则,只有少数被试学会了“完全平方和”运算规则;反馈对不完整样例的学习效果有促进作用;用不完整样例学习难度不同的规则,其效果不同;在无反馈条件下,完整样例的学习效果都好于不完整样例;在有反馈的情况下,只有删除一步运算步骤样例的学习效果比完整样例的学习效果好     

Syntactic Complexity Effects in Sentence Production

Syntactic complexity effects have been investigated extensively with respect to comprehension (e.g., Demberg & Keller, 2008; Gibson, 1998, 2000; Gordon et al., 2001, 2004; Grodner & Gibson, 2005; King & Just, 1991; Lewis & Vasishth, 2005; Lewis et al., 2006; McElree et al., 2003; Wanner & Maratsos, 1978). According to one prominent class of accounts (experience‐based accounts; e.g., Hale, 2001; Levy, 2008; Gennari & MacDonald, 2008, 2009; Wells et al., 2009), certain structures cause comprehension difficulty due to their scarcity in the language. But why are some structures less frequent than others? In two elicited‐production experiments we investigated syntactic complexity effects in relative clauses (Experiment 1) and wh‐questions (Experiment 2) varying in whether or not they contained non‐local dependencies. In both experiments, we found reliable durational differences between subject‐extracted structures (which only contain local dependencies) and object‐extracted structures (which contain nonlocal dependencies): Participants took longer to begin and produce object‐extractions. Furthermore, participants were more likely to be disfluent in the object‐extracted constructions. These results suggest that there is a cost associated with planning and uttering the more syntactically complex, object‐extracted structures, and that this cost manifests in the form of longer durations and disfluencies. Although the precise nature of this cost remains to be determined, these effects provide one plausible explanation for the relative rarity of object‐extractions: They are more costly to produce.     

The Effects of Syntactic Complexity on Processing Sentences in Noise

This paper discusses the influence of stationary (non-fluctuating) noise on processing and understanding of sentences, which vary in their syntactic complexity (with the factors canonicity, embedding, ambiguity). It presents data from two RT-studies with 44 participants testing processing of German sentences in silence and in noise. Results show a stronger impact of noise on the processing of structurally difficult than on syntactically simpler parts of the sentence. This may be explained by a combination of decreased acoustical information and an increased strain on cognitive resources, such as working memory or attention, which is caused by noise. The noise effect for embedded sentences is less than for non-embedded sentences, which may be explained by a benefit from prosodic information.     

Developmental Changes in the Effects of the Physical and Vocal Attractiveness Stereotypes

Age changes in the effects of the physical and vocal attractiveness stereotypes on perceivers′ interpersonal impressions were examined. Perceivers were students attending elementary school (grade 2 and up), high school, and college. The effect of physical attractiveness declined with age, particularly for female targets. The effect of vocal attractiveness increased with age, particularly for male targets. A physical attractiveness by vocal attractiveness interaction was also obtained, indicating that the effect of one stereotype was more pronounced for higher levels of the other stereotype. The interaction was more pronounced for higher ages, particularly for female targets. Implications of the age changes in attractiveness effects and the moderator effects of target sex were discussed.     

间隔学习与测试效应对学习判断的影响

文章两个实验用于研究间隔学习和测试效应对即刻学习判断及其准确性的影响,结果表明：（1）间隔学习促进记忆保持力,降低即刻学习判断中对困难学习材料的高估并提高学习判断相对准确性。（2）重学前预测试具有增强记忆痕迹的功能,在间隔学习的基础上显著提高了学习判断相对准确性。（3）外部线索应当区分,间隔学习和预测试属于不同的外部线索。     

Comparing the Effects of Unknown-Known Ratios on Word Reading Learning Versus Learning Rates

An extension of G. L. Cates et al. (2003) investigation was conducted to determine if students’ cumulative learning rates would be superior for words read under a traditional drill and practice condition (as they were for spelling in the previous study) than under interspersal conditions of varying ratios of unknown to known words. Participants consisted of three intermediate grade students who were delayed readers. They received a less challenging ratio of unknown to known word (High-P sequencing) interspersal procedure, a more challenging ratio of unknown to known word interspersal training procedure, and a traditional drill and practice procedure in an alternating fashion across several tutoring sessions. Cumulative words read with mastery and cumulative rates of words read with mastery were measured across sessions for each participant under each instructional condition. Findings were consistent with the Cates et al., study revealing that children learn more words per minute of instructional time under the traditional drill and practice condition. These results further support examining instructional efficiency as well as effectiveness when making decisions about selecting and implementing interventions.     

Effects of Instructor Attractiveness on Learning

Although a considerable body of research has examined the impact of student attractiveness on instructors, little attention has been given to the influence of instructor attractiveness on students. This study tested the hypothesis that persons would perform significantly better on a learning task when they perceived their instructor to be high in physical attractiveness. To test the hypothesis, participants listened to an audio lecture while viewing a photograph of instructor. The photograph depicted either a physically attractive instructor or a less attractive instructor. Following the lecture, participants completed a forced choice recognition task covering material from the lecture. Consistent with the predictions; attractive instructors were associated with more learning. Finally, we replicated previous findings demonstrating the role attractiveness plays in person perception.     

学习材料的背景颜色对认知负荷及学习的影响

本研究采用2×2的多因素混合实验设计,探讨了物理学习环境之一的学习材料背景颜色对认知负荷及学习的影响。结果发现：（1）背景颜色在对认知负荷的影响上与任务类型产生交互作用,在解决创造性问题时,暖色调（如红色）背景下的认知负荷显著高于冷色调（如蓝色）。（2）从学习成绩上看,暖色调（如红色）更有利于记忆测试问题的解决,冷色调（如蓝色）更有利于创造性问题的解决。（3）认知负荷与任务绩效呈一定程度相关。