Investigating the Role of Emotion in Science Center Visitor Learning

ABSTRACT

A number of investigators have argued that emotion plays an important role in free-choice learning in settings such as museums, science centers, zoos, and aquariums, particularly given the relationship between emotion and cognition. Despite considerable research on the cognitive aspects of visits, empirical studies on emotion in such settings are virtually non-existent. This study investigated the role that emotion plays in facilitating and enhancing learning at a science center. Three major research questions were addressed: (a) Can emotion be measured using Russell's Affect Grid in a non-laboratory setting such as an interactive science center? (b) If so, do different types of science center experiences create measurably different levels of emotional arousal and/or valence in visitors? and (c) If so, was there evidence that elevated arousal and/or valence enhanced or retarded visitors' long-term cognitive science learning? The study provided evidence that emotion could be measured using a modified Affect Grid technique and that a particular traveling exhibition generated arousal levels above baseline levels as determined by a control group. Findings suggest a relationship between emotional arousal and positive changes in visitor long-term cognition, attitudes, and behaviors.     

Dating Violence Perpetration: The Predictive Roles of Maternally versus Paternally Perpetrated Childhood Abuse and Subsequent Dating Violence Attitudes and Behaviors

This study investigated both young men's and young women's perpetration of physical, sexual, and psychological forms of dating violence, examining predictors of violence including maternally or paternally perpetrated forms of various types of child maltreatment, as well as attitudes toward dating violence and dating violence victimization. Results of hierarchical linear regressions found that childhood experiences of maternal neglect predicted men's physical perpetration, and childhood sexual abuse predicted women's sexual perpetration and men's psychological perpetration. Further, positive attitudes toward dating violence predicted women's physical, psychological, and sexual perpetration, as well as men's sexual perpetration, and experiences of dating violence victimization were the strongest predictors of most forms of dating violence perpetration, particularly among women. Implications for future research and prevention initiatives are discussed.     

Action influences spatial perception: Neuropsychological evidence

We present neuropsychological evidence indicating that action influences spatial perception. First, we review evidence indicating that actions using a tool can modulate unilateral visual neglect and extinction, where patients are unaware of stimuli presented on one side of space. We show that, at least for some patients, modulation comes about through a combination of visual and motor cueing of attention to the affected side (Experiment 1). Subsequently, we review evidence that action‐relations between stimuli reduce visual extinction; there is less extinction when stimuli fall in the correct colocations for action relative to when they fall in the incorrect relations for action and relative to when stimuli are just associatively related. Finally, we demonstrate that action relations between stimuli can also influence the binding of objects to space, in a patient with Balint's syndrome (Experiment 2). These neuropsychological data indicate that perception–action couplings can be crucial to our conscious representation of space.     

Pictorial rehearsal effects in younger and older adults

Abstract

In three studies, we examined pictorial rehearsal effects in younger and older adults. Concrete and abstract line drawings that varied in the amount of pictorial detail were presented for study under different presentation conditions. In the pictorial rehearsal condition, each picture was followed by a blank rehearsal interval where the picture was no longer presented. In all three experiments, the poststimulus interval enhanced picture recognition for both age groups, relative to a control condition where no rehearsal interval occurred. These findings suggest that older adults, like younger adults, form and maintain visual images across a blank rehearsal interval. Implications of these findings for current views on imaginal processes in older adults are discussed.     

Individual differences in the ability to avoid distracting sounds

The present work aims to establish a greater understanding of the cognitive mechanisms involved in avoiding distraction from speech and nonspeech sounds. Although mixed results have been presented by research investigating the hypothesis that individuals with superior working memory abilities are better able to avoid acoustic distraction, we found that working memory correlated with some aspects of performance during distraction when carefully examined. This is consistent with the view that working memory involves resisting interference. In a large sample, we examined two different tasks accompanied by acoustic distraction—serial recall and rapid colour naming—as well as two different measures of working memory (operation span and running span). We show that the previous inability to find relations between working memory and avoidance of distraction may stem from the use of inadequate correlational techniques. Additionally, the level of difficulty of the serial recall task may be an important factor. The results illustrate that commonly used statistical techniques can be misleading and furthermore that the ability to avoid distraction from irrelevant items may not be a unitary construct.     

Can Word Puzzles be Tailored to Improve Different Dimensions of Verbal Fluency? A Report of an Intervention Study

Verbal fluency is commonly used as a proxy measure of executive functioning, as it involves cognitive flexibility, working memory, and inhibitory control. Previous research has demonstrated that crosswords can be a useful means of improving verbal fluency, results consistent with the cognitive reserve hypothesis; the form of verbal fluency affected has, however, differed across studies. The present study sought to assess the extent to which it was possible to target phonemic (PVF) and semantic verbal fluency (SVF) separately through word puzzles designed to focus on semantic/thematic and structural clues respectively. Fifty-three university students were randomly assigned to one of three groups: semantic/thematic, structural, or a daily diary control group. They were assessed on PVF and SVF at baseline, and immediately following a four-week intervention. Age, sex, and depression scores were controlled for. A 2 × 3 mixed ANCOVA showed that the structural group improved significantly more in PVF during the intervention period than did the semantic/thematic or control groups, with the improvement linked to improved switching performance. The effect size was large. No significant difference in improvement in SVF emerged, although the effect size was moderate. The findings support the notion that it is possible to improve specific forms of verbal fluency through tailored brief word-puzzle interventions.