What types of learning are enhanced by a cued recall test?

In two experiments, we investigated what types of learning benefit from a cued recall test. After initial exposure to a word pair (A+B), subjects experienced either an intervening cued recall test (A→?) with feedback, or a restudy presentation (A→B). The final test could be cued recall in the same (A→?) or opposite (?→B) direction, or free recall of just the cues (Recall As) or just the targets (Recall Bs). All final tests revealed a benefit for testing as opposed to restudying. Tests produced a direct benefit for information that was retrieved on the intervening test (B). This benefit also “spilled over” to facilitate recall of information that was present on the test but not retrieved (A). Both theoretical and practical implications are discussed.     

Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect

In three experiments, we investigated the role of transfer-appropriate processing and elaborative processing in the testing effect In Experiment 1, we examined whether the magnitude of the testing effect reflects the match between intervening and final tests by factorially manipulating the type of intervening and final tests. Retention was not enhanced for matching, relative to mismatching, intervening and final tests, contrary to the transfer-appropriate-processing view. In Experiment 2, we examined final retention as a function of the number of cues needed to retrieve items on intervening cued recall tests. In this case, fewer retrieval cues were associated with better memory on the final test. Experiment 3 replicated the findings of Experiment 2 while controlling for individual item difficulty and directly manipulating the number of cues present. These findings suggest that an intervening test may be most beneficial to final retention when it provides more potential for elaborative processing     

The neural bases of strategy and skill in sentence-picture verification

This experiment used functional Magnetic Resonance Imaging to examine the relation between individual differences in cognitive skill and the amount of cortical activation engendered by two strategies (linguistic vs. visual-spatial) in a sentence-picture verification task. The verbal strategy produced more activation in language-related cortical regions (e.g., Broca's area), whereas the visual-spatial strategy produced more activation in regions that have been implicated in visual-spatial reasoning (e.g., parietal cortex). These relations were also modulated by individual differences in cognitive skill: Individuals with better verbal skills (as measured by the reading span test) had less activation in Broca's area when they used the verbal strategy. Similarly, individuals with better visual-spatial skills (as measured by the Vandenberg, 1971, mental rotation test) had less activation in the left parietal cortex when they used the visual-spatial strategy. These results indicate that language and visual-spatial processing are supported by partially separable networks of cortical regions and suggests one basis for strategy selection: the minimization of cognitive workload.     

What one intelligence test measures: a theoretical account of the processing in the Raven Progressive Matrices Test

The cognitive processes in a widely used, nonverbal test of analytic intelligence, the Raven Progressive Matrices Test (Raven, 1962), are analyzed in terms of which processes distinguish between higher scoring and lower scoring subjects and which processes are common to all subjects and all items on the test. The analysis is based on detailed performance characteristics, such as verbal protocols, eye-fixation patterns, and errors. The theory is expressed as a pair of computer simulation models that perform like the median or best college students in the sample. The processing characteristic common to all subjects is an incremental, reiterative strategy for encoding and inducing the regularities in each problem. The processes that distinguish among individuals are primarily the ability to induce abstract relations and the ability to dynamically manage a large set of problem-solving goals in working memory.     

A survey of microcomputer use in small psychology departments

A survey of microcomputer use in psychology showed equal frequency of use for teaching, research, and administration. Respondents with computer experience evaluated microcomputer contributions more highly than did those respondents without experience but with an interest in using computer systems. Apple IIes were the most popular machines, word processing the most popular use, and experimental and statistical psychology the most popular courses for using computers. Sixty percent of the users wrote their own software.     

Reducing Binge Drinking in Adolescents through Implementation of the Strategic Prevention Framework

The Strategic Prevention Framework (SPF) is a conceptual model that supports coalition‐driven efforts to address underage drinking and related consequences. Although the SPF has been promoted by the U.S. Substance Abuse and Mental Health Services Administration's Center for Substance Abuse Prevention and implemented in multiple U.S. states and territories, there is limited research on the SPF's effectiveness on improving targeted outcomes and associated influencing factors. The present quasi‐experimental study examines the effects of SPF implementation on binge drinking and enforcement of existing underage drinking laws as an influencing factor. The intervention group encompassed 11 school districts that were implementing the SPF with local prevention coalitions across eight Kansas communities. The comparison group consisted of 14 school districts that were matched based on demographic variables. The intervention districts collectively facilitated 137 community‐level changes, including new or modified programs, policies, and practices. SPF implementation supported significant improvements in binge drinking and enforcement outcomes over time (p < .001), although there were no significant differences in improvements between the intervention and matched comparison groups (p > .05). Overall, the findings provide a basis for guiding future research and community‐based prevention practice in implementing and evaluating the SPF.     

Empowering Parents: The Use of the Parent as Researcher Paradigm in Early Intervention

Whilst family-focussed models of service delivery are proving more effective in early intervention, it is the parents who ultimately carry the burden of responsibility. They often evolve their own strategies for coping with difficulties and solving problems within a family context. Through case study analysis, I report on some of the key outcomes of early intervention for families of very young children with disabilities. The analysis challenges traditional definitions of the family and suggests a recontextualisation of this concept. Similarly parental perceptions of the style of early intervention services are contrasted with those models reported to be effective by professionals. In striving for optimal effectiveness in early intervention, the unique knowledge and understanding of parents is pivotal, and ways are suggested of objectively collecting and collating that knowledge to inform practice and identify important research questions. This case study analysis has led to the evolution of the parent as researcher paradigm, and the implications for the practical implementation of this model will be considered.     

A stochastic multidimensional unfolding approach for representing phased decision outcomes

This paper presents a stochastic multidimensional unfolding (MDU) procedure to spatially represent individual differences in phased or sequential decision processes. The specific application or scenario to be discussed involves the area of consumer psychology where consumers form judgments sequentially in their awareness, consideration, and choice set compositions in a phased or sequential manner as more information about the alternative brands in a designated product/service class are collected. A brief review of the consumer psychology literature on these nested congnitive sets as stages in phased decision making is provided. The technical details of the proposed model, maximum likelihood estimation framework, and algorithm are then discussed. A small scale Monte Carlo analysis is presented to demonstrate estimation proficiency and the appropriateness of the proposed model selection heuristic. An application of the methodology to capture awareness, consideration, and choice sets in graduate school applicants is presented. Finally, directions for future research and other potential applications are given.     

The role of eye-fixation research in cognitive psychology

Eye-fixation research can be used to address issues of theoretical interest in several areas of cognitive psychology, such as linguistic processing, spatial processing, and reading. The eye-fixation behavior can lead to processing models, assuming that the eye fixates the referent of the symbol being operated on.     

An attentional mechanism in the analysis of spatial frequency

Sinusoidal gratings of various spatial frequencies were used as masking stimuli in a detection task and a vernier acuity task. The test stimuli were 1 cycle/deg square-wave gratings. The spatial frequency of the most effective mask was 1 cycle/deg for the detection task but 3 cycles/deg for the vernier acuity task. The different masking functions for the two tasks show that the visual system analyzes the square-wave stimulus into its various spatial-frequency components. Since the test stimulus was the same for both tasks, the different masking functions may be the result of an attentional mechanism that weighs the importance of the output from various spatial-frequency analyzers. Whether the information from a particular spatial-frequency analyzer is attended or not depends upon the task the visual system must perform.