Testing beyond words: Using tests to enhance visuospatial map learning

Psychological research shows that learning can be powerfully enhanced through testing, but this finding has so far been confined to memory tasks requiring verbal responses. We explored whether testing can enhance learning of visuospatial information in maps. Fifty subjects each studied two maps, one through conventional study, and the other through computer-prompted tests. For the tests, the subjects were repeatedly presented with the same map with one feature deleted (e.g., a road or a river), and they tried to covertly recall the missing feature and its location. Subjects’ map drawings after 30 min were significantly better for maps learned through tests in comparison with maps learned through the same amount of time devoted to conventional study. These results suggest that the testing effect is not limited to the types of memory that require discrete, verbal responses, and that utilizing covert retrievals may allow the effect to be extended to a variety of complex, nonverbal learning tasks.     

Enhancing learning and retarding forgetting: Choices and consequences

Our research on learning enhancement has been focusing on the consequences for learning and forgetting of some of the more obvious and concrete choices that arise in instruction, including questions such as these: How does spacing of practice affect retention of information over significant retention intervals (up to 1 year)? Do spacing effects generalize beyond recall of verbal materials? Is feedback needed to promote learning, and must it be immediate? Although retrieval practice has been found to enhance learning in comparison with additional study, does it actually reduce the rate of forgetting? Can retrieval practice effects be extended to nonverbal materials? We suggest that as we begin to find answers to these questions, it should become possible for cognitive psychology to offer nonobvious advice that can be applied in a variety of instructional contexts to facilitate learning and reduce forgetting.     

Motor and visual codes interact to facilitate visuospatial memory performance

The spatial working memory system constantly updates spatial representations and many studies have focused on the underlying principles of the encoding and maintenance of visual information. Here we investigated the question of how the production of actions influences spatial working memory. Participants were given a task that required concurrent maintenance of two spatial arrays, one encoded by visual observation accompanied with pointing movements, the other by only visual observation. Across two experiments, movement during encoding was found to facilitate recognition of spatial arrays in a load-dependent manner. The results suggest an action-based encoding principle within the working memory system, and possible underlying action-related mechanisms are discussed.     

Animalism versus Lockeanism: Reply to Mackie

I respond to criticisms by David Mackie in PQ , 49 (1999), pp. 369–76, of my previous paper on animalism and Lockeanism. I argue that the 'transplant intuition', that a person goes where his brain (or cerebrum) goes, is compatible both with animalism and Lockeanism. I give three arguments for this conclusion, two of them developing lines of thought in Parfit's work. However, I accept that animalism and Lockeanism are incompatible, and I go on to consider the difficulties for Lockeanism that this raises. The principal difficulty, concerning the reference of 'I', can be met by distinguishing the thinker of an 'I'-thought from the reference of an 'I'-thought. The reference is always the person thinking the thought, but when the thought is simultaneously that of an animal coincident but non-identical with that person, there is not a unique thinker. Mackie's criticisms of this view are ineffective.     

Lookup tables for linear trajectories through color space

Many applications require changing the color of a visual stimulus, so that a linear trajectory through color space is traversed. The present paper outlines two methods for generating such trajectories on computer-controlled video systems. FORTRAN implementations of each method are provided, along with measures of interest for studies of color vision.     

Why you don't have a “perfect right” to anything

This paper demonstrates why the kind of rights usually presumed in assertive training most probably do not exist and why acting as if such rights do exist proves problematic. It contrasts these improbable rights with legal rights which do exist for some people in some societies. It concludes by suggesting an alternative scheme, The Picnic Mentality, for dealing with problems others have attempted to address using the concept of rights.Hank Robb is Executive Director for the Pacific Institute for RET and Training Coordinator for the Counseling Psychology Program, Lewis & Clark College, Portland, Oregon.I wish to thank four anonymous reviewers for their comments on earlier versions of this article.