Learning from Worked-Out Examples: A Study on Individual Differences

The goal of this study was to Investigate individual differences in learning from worked-out examples with respect to the quality of self-explanations. Restrictions of former studies (e.g., lacking control of time-on-task) were avoided and additional research questions (e.g., reliability and dimensionality of self-explanation characteristics) were addressed. An investigation with 36 university freshmen students of education working in individual sessions was conducted. The domain was probability calculation. Prior knowledge and the quality of self-explanations (protocols of the individuals' thinking aloud) were assessed as predictors of learning. A post-test was employed to measure the learning gains as the dependent variable. The following main results were obtained. Most self-explanation characteristics could be regarded as relatively stable person characteristics. The individual differences in the quality of self-explanations were, however, found to be multidimensional. Most Important, even when controlling for time-on-task (quantitative aspect), learning gains could be substantially predicted by qualitative differences of self-explanation characteristics. In particular, successful learners tended to employ more prlnciplebased explanations, more explication of operator-goal combinations, and more anticipative reasoning. In addition, there were two types of effective learners, labeled anticipative reasoners and principle-based explainers.     

The effect of the frequencies of three consecutive content words on eye movements during reading

The frequencies of three consecutive content words were simultaneously varied in the first sentence of a two-sentence passage. Various eye movement measures of first-pass processing (first-fixation duration, gaze duration, and go-past time) all revealed frequency effects for all three words. The size of the effect did not differ significantly across the three words on either first-fixation duration or gaze duration, but it increased markedly for go-past time from the first to the second word, possibly indicating an accumulation of the difficulty of processing. In addition, there was a delayed effect of the frequency manipulation: For the sentences with three low-frequency words, processing at the beginning of the next (second) sentence was lengthened. (The beginning of the second sentence was always at least four words from the last of the frequency-manipulated words.) These findings indicate that word frequency has effects beyond initial lexical access in reading. A list of the experimental items and supplemental analyses may be downloaded from www.psychonomic.org/archive.     

The time course of plausibility effects on eye movements in reading: evidence from noun-noun compounds

Readers' eye movements were monitored as they read sentences containing noun-noun compounds that varied in frequency (e.g., elevator mechanic, mountain lion). The left constituent of the compound was either plausible or implausible as a head noun at the point at which it appeared, whereas the compound as a whole was always plausible. When the head noun analysis of the left constituent was implausible, reading times on this word were inflated, beginning with the first fixation. This finding is consistent with previous demonstrations of very rapid effects of plausibility on eye movements. Compound frequency did not modulate the plausibility effect, and all disruption was resolved by the time readers' eyes moved to the next word. These findings suggest (contra Kennison, 2005) that the parser initially analyzes a singular noun as a head instead of a modifier. In addition, the findings confirm that the very rapid effect of plausibility on eye movements is not due to strategic factors, because in the present experiment, unlike in previous demonstrations, this effect appeared in sentences that were globally plausible.     

Does maintenance of colour categories rely on language? Evidence to the contrary from a case of semantic dementia

Recent neuropsychological evidence, supporting a strong version of Whorfian principles of linguistic relativity, has reinvigorated debate about the role of language in colour categorisation. This paper questions the methodology used in this research and uses a novel approach to examine the unique contribution of language to categorisation behaviour. Results of three investigations are reported. The first required development of objective measures of category coherence and consistency to clarify questions about healthy control performance on the freesorting colour categorisation task used in previous studies. Between-participant consistency was found to be only moderate and the number of colour categories generated was found to vary markedly between individuals. The second study involved longitudinal neuropsychological examination of a patient whose colour categorisation strategy was monitored in the context of a progressive decline in language due to semantic dementia. Performance on measures of category coherence and consistency was found to be relatively stable over time despite a profound decline in the patient's colour language. In a final investigation we demonstrated that, for both the patient and controls, between- and within-participant consistency were higher than expected by (a) random sorting and (b) sorting perceptually similar chips together. These findings indicate that the maintenance of colour categorisation need not depend on language.     

Correlates of premarital relationships among unmarried youth in Pune district, Maharashtra, India

CONTEXT: Although premarital partnerships-whether or not they involve sex-are widely discouraged in India, some youth do form such partnerships. It is important to know more about the nature of and the factors associated with these relationships. METHODS: Data are drawn from a community-based study of 15-24-year-olds in urban slum and rural settings in Pune District, Maharashtra. Multivariate analyses were conducted to identify associations between youths' individual, peer and family factors and their experience of romantic relationships and physical intimacy, including intercourse. RESULTS: Among young men, 17-24% had had a romantic relationship, 20-26% had engaged in some form of physical intimacy and 16-18% had had sex; the proportions among young women were 5-8%, 4-6% and 1-2%, respectively. Exposure to alcohol, drugs or pornographic films and having more frequent interaction with peers were positively associated with romantic and sexual relationships for both young women and young men. Educational attainment was negatively associated with both types of relationships for young women, but only with sexual relationships for young men. Closeness to parents was negatively associated with relationships only for young women. Young women whose father beat their mother were more likely than other young women to form romantic partnerships, and those beaten by their family had an elevated risk of entering romantic and sexual partnerships. Youth who reported strict parental supervision were no less likely than others to enter relationships. CONCLUSIONS: Program interventions should ensure that youth are fully informed and equipped to make safe choices and negotiate wanted outcomes, while positively influencing their peer networks; encourage closer interaction between parents and children; and be tailored to the different circumstances and experiences of young women and men.     

Extending the e-z reader model of eye movement control to chinese readers

Chinese readers' eye movements were simulated in the context of the E-Z Reader model, which was developed to account for the eye movements of readers of English. Despite obvious differences between English and Chinese, the model did a fairly good job of simulating the eye movements of Chinese readers. The successful simulation suggests that the control of eye movements in reading Chinese is similar to that in an alphabetic language such as English.     

The illusion of knowledge: When more information reduces accuracy and increases confidence

Intuition suggests that having more information can increase prediction accuracy of uncertain outcomes. In four experiments, we show that more knowledge can decrease accuracy and simultaneously increase prediction confidence. Participants were asked to predict basketball games sampled from a National Basketball Association season. All participants were provided with statistics (win record, halftime score), while half were additionally given the team names. Knowledge of names increased the confidence of basketball fans consistent with their belief that this knowledge improved their predictions. Contrary to this belief, it decreased the participants’ accuracy by reducing their reliance on statistical cues. One of the factors contributing to this underweighting of statistical cues was a bias to bet on more familiar teams against the statistical odds. Finally, in a real betting experiment, fans earned less money if they knew the team names while persisting in their belief that this knowledge improved their predictions.     

Depressogenic inferential styles, negative events, and depressive symptoms in youth: an attempt to reconcile past inconsistent findings

Research examining the diathesis-stress component of the hopelessness theory (HT) in youth has provided mixed support for the theory. One explanation for inconsistent findings is the failure to consider relationships among the three inferential styles posited to serve as vulnerability factors by the theory. The weakest link hypothesis posits that an individual is as vulnerable to depression as his/her most depressogenic inferential style (DIS) makes him/her. A second explanation is that researchers have operationalized "high stress" from a nomothetic, as opposed to an idiographic, perspective. The current study tested the diathesis-stress component of the HT in 230 third-grade and 152 seventh-grade schoolchildren using both a weakest link and an idiographic approach towards analysis. Children completed measures assessing depressive symptoms and DISs. Children subsequently completed measures assessing depressive symptoms and negative events once a week for 6 weeks. Hierarchical linear modeling and time-lagged analyses indicated that a depressogenic weakest link was associated with greater elevations in depressive symptoms following elevations in stress.