Engagement in a Science Museum – The Role of Social Interactions

This qualitative research explores the interactions of elementary school students during free-choice activity with science museum exhibits. The study participants were 39 students, who visited a science museum on six occasions during a three-year-period (from 4^th to 6^th grades). Our study showed that most interactions around exhibits are social in nature. Within these social interactions, students mainly discuss the technicalities of operating the exhibits and rarely engage with their scientific content. On occasion, exhibits are no more than settings for social interactions that could equally occur, for example, in the schoolyard. The main implications of this study concern exhibit design and pedagogy. Because students find ways to create their own social interactions in museum settings, museum pedagogy should leverage this social interaction into cognitive engagement with the scientific content of exhibits.     

Right visual-field advantage in the attentional blink: Asymmetry in attentional gating across time and space

When two targets are presented in a rapid serial visual presentation (RSVP), recognition of the second target (T2) is usually reduced when presented 150–500 ms after the first target, demonstrating an attentional blink (AB). Previous studies have shown a left visual-field (LVF) advantage in T2 recognition, when T2 was embedded in one of two streams, demanding top-down attention for its recognition. Here, we explored the impact of bottom-up saliency on spatial asymmetry in the AB. When T2 was spatially shifted outside from the RSVP, creating an abrupt onset of T2, right T2s showed a right visual-field (RVF) advantage. In lag-1 trials, right T2s were not only better recognized, but also showed a low T1-T2 order error rate. In contrast, recognized left T2s exhibited high order error rate. Without abrupt onset, symmetrical AB was found and order error rate was similarly low in both sides. Follow-up experiments showed that, while RVF advantage was related to bottom-up saliency, order errors were affected by T1 mask. The discrepancy between LVF and RVF advantage in the AB could be resolved in terms of two mechanisms of attentional gating: top-down attentional gating, which is biased towards LVF, and bottom-up attentional gating, which is biased towards RVF.     

Latent inhibition and asymmetrical visual-spatial attention in children with ADHD.

The research was designed to determine whether the purported hemispheric asymmetries that are associated with attention deficit/hyperactivity disorder (ADHD) affect performance on a selective attention visual search task, and whether any obtained asymmetry will be modulated by methylphenidate. Two groups of children (8-15 years) with ADHD, one with methylphenidate treatment (ADHD+) and one without (ADHD+), were compared to matched controls on a two-stage visual search task. The task assessed right-left visual field asymmetries and the effects of changing a previous distractor into a target. Such a procedure, related to latent inhibition (LI; poorer performance to a previously irrelevant stimulus than to a novel one), can provide evidence for dysfunctional processing of irrelevant stimuli. All three groups exhibited the LI effect. The ADHD group, however, exhibited less LI for left- than right-side targets, an effect absent in the control and ADHD+ groups, suggesting a lateralized attentional deficit for ADHD+ that was normalized by methylphenidate.     

The Lingering Effects of Our Past Experiences: The Sunk‐Cost Fallacy and the Inaction‐Inertia Effect

The effect of past experiences and actions in shaping current perceptions, emotions, decisions and goals is widely recognized in the psychological literature. When it comes to economic decisions, however, these influences are sometimes seen as impediments to rational decision‐making. In an attempt to explore the enduring consequences of the past, we present, compare, and discuss two familiar behavioral phenomena: The sunk‐cost effect, which refers to situations where continued actions are fueled by past investments, and the inaction‐inertia effect, in which continued inaction is triggered by the shadows of missed opportunities. Although one process elicits continued action and the other continued inaction, we show that there is a great deal of similarity in the psychological underpinnings of these effects, and argue that respecting sunk costs and avoiding actions that are associated with forgone opportunities are not necessarily unreasonable, or maladaptive behaviors.     

Insurance, risk, and magical thinking

The possession of an insurance policy may not only affect the severity of a potential loss but also its perceived probability. Intuitively, people may feel that if they are insured nothing bad is likely to happen, but if they do not have insurance they are at greater peril. In Experiment 1, respondents who were reminded of their medical insurance felt they were less likely to suffer health problems in the future compared to people who were not reminded of their medical insurance. In Experiment 2a, participants who were unable to purchase travel insurance judged the probability of travel-related calamities higher compared to those who were insured. These results were replicated in Experiment 3a in a simulation of car accident insurance. The findings are explained in terms of intuitive magical thinking, specifically, the negative affective consequences of "tempting fate" and the sense of safety afforded by the notion of "being covered."     

Civic Knowledge of High School Students in Israel: Personal and Contextual Determinants

Past research on civic education suggests that students' performance is largely influenced by individual socioeconomic background and motivational factors. There has been little attention to the effects of school and classroom ideological and social attributes, such as the socioeconomic make-up of the school or classroom, or how interested in politics are a student's classmates. The results of the present study support the contention that contextual effects play a vital role in determining students' civic knowledge scores. Analysis of Israeli 11^th graders' performance on the International Association for the Evaluation of Educational Achievement (IEA) civic knowledge test shows that while individual backgrounds and motivations play a significant role, school and classroom contexts greatly contribute to civic knowledge acquisition.     

Predicting school adjustment from motor abilities in kindergarten

The present study assessed the relations between basic motor abilities in kindergarten and scholastic, social, and emotional adaptation in the transition to formal schooling. Seventy‐one five‐year‐old kindergarten children were administered a battery of standard assessments of basic motor functions. A year later, children's adjustment to school was assessed via a series of questionnaires completed by the children and their class teachers. The results indicate that in addition to the already documented association between visual–motor integration and academic achievement, other motor functions show significant predictive value to both scholastic adaptation and social and emotional adjustment to school. The results further suggest a better prediction of scholastic adaptation and level of disruptive behaviour in school when using an aggregate measure of children's ability in various motor domains than when using assessments of singular motor functions. It is concluded that good motor ability may serve as a buffer to the normative challenges presented to children in the transition to school. In contrast, poor motor ability emerges as a vulnerability factor in the transition to formal schooling. Copyright © 2007 John Wiley & Sons, Ltd.     

Exogenous influences on task set activation in task switching

To explore the effect of exogenous processes on cognitive control, we used a cueing task-switching paradigm with two spatial judgement tasks and added an irrelevant colour attribute to the task-relevant spatial attribute of the target. The colour was not related to any specific Stimulus–Response relation in the tasks. A correlation was created between stimulus colour and task identity. This correlation was strong but imperfect in Experiment 1 and perfect in Experiment 2. As a result of the colour–task correlation, stimuli contained redundant information about task identity. By changing the correlation pattern every few blocks we caused this information to be sometimes invalid. In both experiments, performance was worse when the information carried by the target was invalid than when it was valid. However, this effect was exclusive to conditions with short task preparation time. By comparing performance with a control group, which had no colour–task correlation (in Experiment 2) we established that the colour manipulation did not cause a qualitative change in preparation strategy, and that the exogenous effect was stronger in switch trials than in repetition trials. We conclude that exogenous processes that are related to task set affect performance primarily if they are presented before endogenous processes of task set preparation have been launched.     

On the origins of the task mixing cost in the cuing task-switching paradigm

Poorer performance in conditions involving task repetition within blocks of mixed tasks relative to task repetition within blocks of single task is called mixing cost (MC). In 2 experiments exploring 2 hypotheses regarding the origins of MC, participants either switched between cued shape and color tasks, or they performed them as single tasks. Experiment 1 supported the hypothesis that mixed-tasks trials require the resolution of task ambiguity by showing that MC existed only with ambiguous stimuli that afforded both tasks and not with unambiguous stimuli affording only 1 task. Experiment 2 failed to support the hypothesis that holding multiple task sets in working memory (WM) generates MC by showing that systematic manipulation of the number of stimulus-response rules in WM did not affect MC. The results emphasize the role of competition management between task sets during task control.