Individual differences in the preference for worked examples: Lessons from an application of dispositional learning analytics

Worked-examples have been established as an effective instructional format in problem-solving practices. However, less is known about variations in the use of worked examples across individuals at different stages in their learning process in student-centred learning contexts. This study investigates different profiles of students' learning behaviours based on clustering learning dispositions, prior knowledge, and the choice of feedback strategies in a naturalistic setting. The study was conducted on 1,072 students over an 8-week long introductory mathematics course in a blended instructional format. While practising exercises in a digital learning environment, students can opt for tutored problem solving, untutored problem solving, or call worked examples. The results indicated six distinct profiles of learners regarding their feedback preferences in different learning phases. Finally, we investigated antecedents and consequences of these profiles and investigated the adequacy of used feedback strategies concerning ‘help-abuse’. This research indicates that the use of instructional scaffolds as worked-examples or hints and the efficiency of that use differs from student to student, making the attempt to find patterns at an overall level a hazardous endeavour.     

Associative memory in three aplysiids: correlation with heterosynaptic modulation

Much recent research on mechanisms of learning and memory focuses on the role of heterosynaptic neuromodulatory signaling. Such neuromodulation appears to stabilize Hebbian synaptic changes underlying associative learning, thereby extending memory. Previous comparisons of three related sea-hares (Mollusca, Opisthobranchia) uncovered interspecific variation in neuromodulatory signaling: strong in Aplysia californica, immeasureable in Dolabrifera dolabrifera, and intermediate in Phyllaplysia taylori. The present study addressed whether this interspecific variation in neuromodulation is correlated with memory of associative (classical conditioning) learning. We differentially conditioned the tail-mantle withdrawal reflex of each of the three species: Mild touch to one side of the tail was paired with a noxious electrical stimulus to the neck. Mild touch to the other side served as an internal control. Post-training reflex amplitudes were tested 15-30 min after training and compared with pre-test amplitudes. All three species showed conditioning: training increased the paired reflex more than the unpaired reflex. However, the temporal pattern of conditioning varied between species. Aplysia showed modest conditioning that grew across the post-test period. Dolabrifera showed distinctly short-lived conditioning, present only on the first post-test. The time course of memory in Phyllaplysia was intermediate, although not statistically distinguishable from the other two species. Taken together, these experiments suggest that evolutionary changes in nonassociative heterosynaptic modulation may contribute to evolutionary changes in the stability of the memory of classical conditioning.     

Relationship between age and aspects of depression: consistency and reliability across two longitudinal studies

In this study, the authors examined cross-sectional and longitudinal age and gender differences in each of the Center for Epidemiological Studies Depression Scale's 4 subscales of depressive symptomatology. Two independent studies (Sample 1 = 2,076; Sample 2 = 943) were used for purposes of establishing stability of findings. Results indicate a reasonable degree of stability among adults under 70 years of age. However, there were significant age-related increases in somatic symptoms and lack of well-being after approximately 70 years of age, whereas symptoms related to depressed affect and interpersonal problems remained stable. Notably, depressive affect symptoms remained stable given significant age-related somatic changes. The addition of comorbid physical illness to the analysis did not reduce the association between age and depressive symptoms, indicating that part of the association was not substantially accounted for by physical health.     

Moralizing the COVID-19 Pandemic: Self-Interest Predicts Moral Condemnation of Other's Compliance,Distancing, and Vaccination

The emergence of the novel coronavirus has put societies under tremendous pressure to instigate massive and rapid behavior change. Throughout history, an effective strategy to facilitate novel behaviors has been to morally condemn those who do not behave in an appropriate way. Accordingly, here, we investigate if complying with the advice of health authorities—for example, to physically distance or vaccinate—has emerged as a moralized issue during the COVID-19 pandemic. In Study 1, we rely on data (N = 94K) from quota-sampled rolling cross-sectional online surveys from eight countries (Denmark, Sweden, Germany, France, Italy, Hungary, the United Kingdom, and the United States). We find that large majorities find it justified to condemn those who do not keep a distance to others in public and around half of respondents blame ordinary citizens for the severity of the pandemic. Furthermore, we identify the most important predictors of condemnation to be behavior change and personal concern, while institutional trust and social distrust also play large but less consistent roles. Study 2 offers a registered replication of our findings on a representative sample of Britons (N = 1.5K). It shows that both moralization and condemnation of both vaccination and general compliance are best predicted by self-interested considerations.     

A functional naturalism

Synthese - I provide two arguments against value-free naturalism. Both are based on considerations concerning biological teleology. Value-free naturalism is the thesis that both (1) everything is,...     

Psychological Hardiness in Learning and Quality of College Life of Business Students: Evidence from Vietnam

Vietnam’s continuing economic transformation has sharply increased the demand for highly-qualified business graduates. Vietnamese universities have responded to this increase in demand by improving the quality of their programs and raising their performance standards. The degree to which high-quality competitive programs increase students’ satisfaction with their educational experience is determined by their psychological hardiness in learning, their learning motivation, and their assessments of the functional value of business education. This study gathered survey data from a convenience sample of 1,024 business students in Vietnam, then validated measures of four constructs: Quality of College Life, psychological hardiness in learning, learning motivation, and perceived functional value of business education. The relationships among the constructs were estimated by Structural Equation Modeling. The results demonstrate that psychological hardiness in learning and learning motivation have statistically significant positive impacts on students’ perceived Quality of College Life. The impacts are significantly stronger for students with higher assessments of the functional value of a business education. These findings suggest that universities could enhance the Quality of College Life and academic performance by offering programs to cultivate students’ psychological hardiness in learning and their learning motivation, and by providing them with objective information about the functional value of business careers.