Immediate Feedback Assessment Technique Promotes Learning and Corrects Inaccurate first Responses

The Psychological Record - Multiple-choice testing procedures that do not provide corrective feedback facilitate neither learning nor retention. In Studies 1 and 2, the performance of participants...     

Shades and Shining: Thoughts on John Sallis's Shades – of Painting at the Limit

Continental Philosophy Review -     

Perception of correlated attributes involving African–American and white females' faces by 10‐month‐old infants

Thirty‐two 10‐month‐olds were habituated to stimuli containing an African–American female face or a white female face paired with a specific object. Test stimuli maintained or violated habituation stimuli pairings (i.e. categories). Results add to an emerging literature showing that 10‐month‐olds perceive categories of social information based on detection of correlated attributes. Copyright © 2003 John Wiley & Sons, Ltd.     

The anatomy of loneliness

Loneliness is a potent but little understood risk factor for broad-based morbidity and mortality. We review five social neurobehavioral mechanisms that may account for this association. The evidence suggests that different mechanisms explain short-term and long-term effects, and that the long-term effects operate through multiple pathways. Implications for the design of interventions are discussed.     

Examining the Relationship Between Mathematics Anxiety and Mathematics Performance: An Instructional Hierarchy Perspective

This study investigated the relationship between mathematics anxiety, fluency, and error rates in basic mathematical operations among college students. College students were assigned to one of two groups (high anxiety or low anxiety) based on results from the Fennema-Sherman Mathematics Anxiety Scale (FSMAS). Both groups were then presented with timed tests in basic mathematical operations (addition, subtraction, multiplication, division, and linear equations). Results suggested that the higher mathematics anxiety group had significantly lower fluency levels across all mathematical operations tests. However, there were no significant differences in error rates between the two groups across any of the probes suggesting that mathematics anxiety is more related to higher levels of learning than to the initial acquisition stage of learning. Discussion focuses on a) stages of learning and their potential relationship to mathematics anxiety, b) the relationship between mathematics anxiety and mathematics performance, and c) directions for future research.