A Review of the Effects of Interspersing Procedures on the Stages of Academic Skill Development

Basic and applied research related to the effects of interspersing trials of maintenance (i.e., review) tasks among trials of acquisition tasks on academic skill development is reviewed. In general, empirical research suggests that interspersing procedures are effective in facilitating acquisition, learning rate, and maintenance. However, some inconsistency exists among the data that suggests student learning, in some instances, may be impeded. Research also suggests that interspersing procedures are not conducive to facilitating generalization. The discrepancy between various research findings and the consistent failure of research on interspersing procedures to increase generalization is critically reviewed in relation to a hierarchical learning theory set forth by Haring and Eaton (1978). From this hierarchical learning theory perspective, inconsistent results may be better understood and predicted. Implications for current practice and directions for future research are also discussed.     

Not the same old hindsight bias: Outcome information distorts a broad range of retrospective judgments

The hindsight bias (e.g., Fischhoff, 1975) illustrates that outcome information can make people believe that they would have (or did) predict an outcome that they would not (or did not) actually predict. In two experiments, participants (N = 226) made a prediction immediately before receiving outcome information. Therefore, participants could not distort or misremember their predictions to make them align with the outcome information. In both experiments, participants distorted their reports of how certain they recalled having been in their prediction, how good of a basis they had for making the prediction, how long they took to make the prediction, and so forth. Experiment 2 showed that these effects were diminished when participants engaged in private thought about the upcoming questions prior to receiving outcome information, suggesting that the effect is not due to impression management concerns.     

Alternative factor models and factorial invariance of the GHQ-12: a large sample analysis using confirmatory factor analysis

This study tested alternative factor models of the General Health Questionnaire-12 (GHQ-12), based on previous research findings, with a large sample using confirmatory factor analysis. An alternative models framework was used to test 6 factor analytic models. A 3-factor model was the best explanation of the sample data. The 3 factors were labeled Anxiety-Depression, Social Dysfunction, and Loss of Confidence. The model was found to be factorially invariant between men and women. The utility of the 3 subscales, as opposed to the total GHQ-12 score, is questioned as they appear to provide little information beyond that of a general factor.     

The relative effects of classwide peer tutoring and peer coaching on the positive social behaviors of children with ADHD

This study investigates the effects of Classwide Peer Tutoring (CWPT) and peer coaching on the peer social behaviors of children with ADHD. A single-subject, multiple-baseline design is used with three elementary-school students in Grades 3 and 4. Following a baseline period, CWPT is implemented in each student's classroom. During the second intervention phase, CWPT is continued and peer coaching is added. Peer social behaviors are observed in both academic and social settings, with a primary focus on intervention effects on the latter setting. Results suggest that students participating in CWPT are actively and positively engaged with their peers while carrying out the CWPT program in the academic setting. However, when only CWPT is implemented, increases in positive peer social behaviors are not observed in social settings. The addition of peer coaching results in enhanced social behaviors during recess and lunch.     

Conceptualizing and Measuring Historical Trauma Among American Indian People

This article reports on the development of two measures relating to historical trauma among American Indian people: The Historical Loss Scale and The Historical Loss Associated Symptoms Scale. Measurement characteristics including frequencies, internal reliability, and confirmatory factor analyses were calculated based on 143 American Indian adult parents of children aged 10 through 12 years who are part of an ongoing longitudinal study of American Indian families in the upper Midwest. Results indicate both scales have high internal reliability. Frequencies indicate that the current generation of American Indian adults have frequent thoughts pertaining to historical losses and that they associate these losses with negative feelings. Two factors of the Historical Loss Associated Symptoms Scale indicate one anxiety/depression component and one anger/avoidance component. The results are discussed in terms of future research and theory pertaining to historical trauma among American Indian people.     

Rising and surviving: a conceptual model of active coping among Black lesbians

This study tested a conceptual model of active coping among a predominantly middle-class sample (N = 92) of Black lesbians (ages 18 to 68) attending a Black lesbian retreat. F. B. Tyler's (1978) active coping dimension of psychosocial competence and L. P. Anderson, C. L. Eaddy, and E. A. Williams's (1990) psychosocial competence model for Black Americans emphasizing the role of individual and environmental factors provided the theoretical framework for the study. A theoretical model was developed to examine whether internal (self-esteem, race and lesbian identification) and external (social support, perceived available lesbian, gay, bisexual, and transgendered resources) factors predicted active coping. Results confirmed that the model of internal and external factors was a statistically significant predictor of active coping.     

Valid distinctions between conscious and unconscious perception?

In this commentary, we discuss the strengths and limitations of Snodgrass, Bernat, and Shevrin's (2004) theory of unconscious perception. Our commentary centers on the value of signal detection theory (SDT) to understanding the unconscious perception controversy, a value that Snodgrass et al. for the most part agree with (i.e., that most approaches to studying unconscious perception are invalid because they have confounded the criterion for detection with the criterion for awareness). However, we believe that their model relies on a somewhat restricted application of SDT. We discuss how SDTcan be better applied to provide the necessary tests to validate their model.     

Effects of ontogeny on performance of rats in a novel object-recognition task

The current experiment investigated ontogenetic forgetting on a novel object-recognition task similar to that of Besheer and Bevins. 18-day-old pups (n = 49) and adult (n = 29) rats were tested at two retention intervals (1 min. or 120 min.). By employing exclusion criteria which demanded minimum amounts of object exploration at training and test, the performance of 18-day-old pups but not that of adults was significantly impaired at 120 min. relative to 1 min. Analysis indicated that the ontogeny of the learning and memory measured in novel object recognition follows a developmental trend similar to that of other forms of learning, with older animals remembering more and thus performing better than younger animals. Unfortunately, given the extreme variability inherent to the task and large N necessary to achieve significance, the use of this task in studies of learning, memory, and development is discouraged.     

Auditory attentional capture: effects of singleton distractor sounds

The phenomenon of attentional capture by a unique yet irrelevant singleton distractor has typically been studied in visual search. In this article, the authors examine whether a similar phenomenon occurs in the auditory domain. Participants searched sequences of sounds for targets defined by frequency, intensity, or duration. The presence of a singleton distractor that was unique on an irrelevant dimension (e.g., a low-frequency singleton in search for a target of high intensity) was associated with search costs in both detection and discrimination tasks. However, if the singleton feature coincided with the target item, search was facilitated. These results establish the phenomenon of auditory attentional capture.     

Contraction bias in memorial quantifying judgment: does it come from a stable compressed memory representation or a dynamic adaptation process?

A common response bias in psychophysical judgments is regression toward the mean (overestimation of small and underestimation of large values, or the response contraction bias). The same bias is observed in magnitude estimation from memorized quantities. Participants estimated alphabetic interval distances between 2 letters for different levels of interletter distances. The underestimated and overestimated values and the point of least error changed, depending on the level of alphabetic distances judged; furthermore, their estimation showed a progressively increasing tendency toward the mean, rendering the estimation progressively less accurate as the estimation task was repeated. We conclude that the regression toward the mean in memorial quantifying judgment derives from a cognitive adaptation process rather than from a permanent, compressed memory representation of the stimuli. Two opposing views on the adaptive meaning of this judgment bias are discussed.