Examples,practice problems,or both? Effects on motivation and learning in shorter and longer sequences

Research suggests some sequences of examples and problems (i.e., EE, EP) are more effective (higher test performance) and efficient (attained with equal/less mental effort) than others (PP, sometimes also PE). Recent findings suggest this is due to motivational variables (i.e., self-efficacy), but did not test this during the training phase. Moreover, prior research used only short task sequences. Therefore, we investigated effects on motivational variables, effectiveness, and efficiency in a short (Experiment 1; four learning tasks; n = 157) and longer task sequence (Experiment 2; eight learning tasks; n = 105). With short sequences, all example conditions were more effective, efficient, and motivating than PP. With longer sequences, all example conditions were more motivating and efficient than PP, but only EE was more effective than PP. Moreover, EE was most efficient during training, regardless of sequence length. These results suggest that example study (only) is more effective, efficient, and more motivating than PP.     

Correction to: Towards a Better Understanding of Cognitive Deficits in Absence Epilepsy: a Systematic Review and Meta-Analysis

Neuropsychology Review - Due to an error during the editorial phase, a correction regarding Fig. 2 is added to the original article: “Towards a Better Understanding of Cognitive...     

Exploring Human Values in the Design of a Web-Based QoL-Instrument for People with Mental Health Problems: A Value Sensitive Design Approach

Science and Engineering Ethics - Quality of life (QoL) is an important outcome measure in mental health care. Currently, QoL is mainly measured with paper and pencil questionnaires. To contribute...     

Implicit trust in clinical decision-making by multidisciplinary teams

Synthese - In clinical practice, decision-making is not performed by individual knowers but by an assemblage of people and instruments in which no one member has full access to every piece of...     

The paradox of phase transitions in the light of constructive mathematics

Synthese - The paradox of phase transitions raises the problem of how to reconcile the fact that we see phase transitions happen in concrete, finite systems around us, with the fact that our best...     

Evaluations versus stereotypes in emotion recognition: a replication and extension of Craig and Lipp’s (2018) study on facial age cues

Recently, Cognition and Emotion published an article demonstrating that age cues affect the speed and accuracy of emotion recognition. The authors claimed that the observed effect of target age on emotion recognition is better explained by evaluative than stereotype associations. Although we agree with their conclusion, we believe that with the research method the authors employed, it was impossible to detect a stereotype effect to begin with. In the current research, we successfully replicate previous findings (Study 1). Furthermore, by changing the comparative context, Study 2 provides a first test of age-stereotypes affecting emotions recognition. We discuss recommendations for future studies in the domain of social categorisation and emotion recognition.     

The dynamical hypothesis in cognitive science

According to the dominant computational approach in cognitive science, cognitive agents are digital computers; according to the alternative approach, they are dynamical systems. This target article attempts to articulate and support the dynamical hypothesis. The dynamical hypothesis has two major components: the nature hypothesis (cognitive agents are dynamical systems) and the knowledge hypothesis (cognitive agents can be understood dynamically). A wide range of objections to this hypothesis can be rebutted. The conclusion is that cognitive systems may well be dynamical systems, and only sustained empirical research in cognitive science will determine the extent to which that is true.     

Presence,Content, and Characteristics of Memories of Individuals with Dental Phobia

Knowledge about memories of distressing events underlying fears and specific phobias is limited. This study assessed (1) the presence, content, and characteristics of memories of events that initiated or exacerbated dental anxiety levels; and (2) the relationship between dental trait anxiety and some key features of these memories. This study used a semi‐structured interview and included dental phobics (n = 42), subthreshold dental phobics (n = 41), and normal controls (n = 70). Dental phobics were more likely to report a memory underlying their anxiety than the normal controls. Moreover, dental phobics' memories were reported as more vivid, disturbing, and more intensely relived than the memories of the normal controls. Greater severity of dental trait anxiety was significantly associated with greater disturbance of patients' memories. The results suggest that memories of distressing events play a significant role in the development of dental phobia and that their characteristics are associated with severity of dental trait anxiety. Copyright © 2015 John Wiley & Sons, Ltd.     

‘Of the group’ and ‘for the group’: How followership is shaped by leaders' prototypicality and group identification

Previous research has focused on the importance of leaders being seen to be of the group (i.e. to be prototypical of a group) but less on the impact of leaders' own degree of identification with the group. Also, little is known about the combined impact of leader prototypicality and leader identification on followers' responses. This paper reports two studies that address these lacunae. Study 1 shows experimentally that perceived leader identification and prototypicality interact to determine followers' personal identification with leaders and their perceptions of leader charisma. Findings indicate that high identification can compensate for low prototypicality such that high‐identified leaders are able to inspire followership when leaders are low prototypical. Study 2 replicates these findings in the field by examining followers' responses to workgroup leaders. In addition, results demonstrate that the aforementioned responses are more pronounced for highly identified followers. The present research extends social identity theorizing by demonstrating that leaders' inability to inspire followership derives as much from their failure to project a sense of ‘we’ and ‘us’ as part of their self‐concept as from a failure to exemplify group‐typical attributes. Copyright © 2015 John Wiley & Sons, Ltd.