An Evaluation of Interventions to Facilitate Algebra Problem Solving

Three participants were trained on 6 target algebra skills and subsequently received a series of 5 instructional interventions (cumulative practice, tiered feedback, feedback plus solution sequence instruction, review practice, and transfer training) in a multiple baseline across skills design. The effects of the interventions on the performance of 5 problem-solving tasks that required novel combinations of 2 or more of the target skills were evaluated. Results showed that cumulative practice of the skills and a combination of feedback with solution sequence instruction led to limited performance increases on some of the problem-solving tasks, with one task meeting the mastery criterion following the solution sequence intervention. The introduction of the transfer training resulted in more consistent improvements across tasks such that participants achieved the performance criterion on all remaining problem-solving tasks during a final baseline condition. The findings suggest that a structured intervention designed to transfer stimulus control from previously established discriminative stimuli to more complex, novel stimuli can facilitate problem solving without extensive direct instruction on the higher-level skills. This research was funded in part by a contract with the Florida Department of Children and Families. The content and opinions expressed herein do not necessarily reflect the position or policy of the Department of Children and Families. We thank Tim Vollmer for suggestions made throughout this study and for helpful comments on an earlier draft of this paper. We also thank Linda Meckler for her assistance with data collection. Kristin H. Mayfield, now at iLearn, Inc., Marietta, GA, USA.     

Perceptual visual grouping under inattention: electrophysiological functional imaging

Two types of perceptual visual grouping, differing in complexity of shape formation, were examined under inattention. Fourteen participants performed a similarity judgment task concerning two successive briefly presented central targets surrounded by task-irrelevant simple and complex grouping patterns. Event-related potentials (ERPs) were recorded from 22 scalp electrodes and source current density estimations were conducted for the net response to the task-irrelevant background patterns, using low-resolution electromagnetic tomography (LORETA). Although participants’ subjective reports indicated that neither type of organization induced awareness, electrophysiological results showed they both evoked significant activation in occipital, parieto-temporal and frontal brain areas. Behavioral results demonstrated that only grouping of the simple pattern arose under inattention. In contrast to the complex pattern, the processing of the simple pattern was associated with an initially longer latency and higher activation beginning at 130 ms. These results support the distinction of grouping patterns differing in complexity of shape formation.     

A Deposit Contract Method to Deliver Abstinence Reinforcement for Cigarette Smoking

Eight smokers were randomly assigned to a deposit contract ($50.00) or to a no-deposit group. Using a reversal design, participants could recoup their deposit (deposit group) or earn vouchers (no-deposit group) for smoking reductions and abstinence (breath carbon monoxide [CO] ≤ 4 parts per million) during treatment phases. Treatment was delivered via a novel Internet-based method to monitor smoking status. Although equivalent decreases in breath CO and abstinence were observed during treatment in both groups, $178.50 in vouchers were distributed to participants in the no-deposit group, whereas a small surplus remained in the deposit group. A deposit contract method may represent a cost-effective model to deliver abstinence reinforcement for cigarette smoking.     

Sociometric typologies during adolescence: contrasting different scoring techniques and formulas

Our aim in this work is to compare the different sociometric classification formulae and to analyze possible connections between each type of formula and each behaviour assessed by peers during adolescence. We classified a total of 1,009 Spanish fourth-grade secondary education students (15-year-olds) using four different systems: two were based on a nomination technique by Coie and Dodge, Newcomb and Bukowski, the third system was a modified version of the latter based on the revision of the neglected status, and a fourth system was based on the qualification scale by Maassen and Laandsheer. Results show a significant relation between all four classifications, but there are also differences among them. The classifications proceeding from the nomination technique share more similarities and also offer a better behavioural characterization of sociometric categories.     

Healthy Eating Index-C is compromised among adolescents with body weight concerns, weight loss dieting, and meal skipping

The objective was to describe weight concerns, dieting, and meal skipping of adolescents and to determine associations with the Healthy Eating Index-C (HEI-C). Data, that were collected using the Food Behaviour Questionnaire, revealed that participants (male=810, female=1016) in grades 9/10 reported weight concerns (n=518), dieting (n=364), and skipping breakfast (n=498), lunch (n=252), and/or dinner (n=129). Of those dieting or weight concerned (n=602), 61% were healthy weight and of those not dieting or weight concerned (n=1224), 13% were overweight/obese. The ordinal logistic regression analysis revealed that HEI-C was likely to be rated lower among those weight concerned and dieting (p<.001), and among those that skipped the breakfast meal (p<.001). The current study identified inappropriate weight concerns and dieting that compromised diet quality and has implications for future intervention and policy development.