How visual and semantic information influence learning in familiar contexts

Previous research using the contextual cuing paradigm has revealed both quantitative and qualitative differences in learning depending on whether repeated contexts are defined by letter arrays or real-world scenes. To clarify the relative contributions of visual features and semantic information likely to account for such differences, the typical contextual cuing procedure was adapted to use meaningless but nevertheless visually complex images. The data in reaction time and in eye movements show that, like scenes, such repeated contexts can trigger large, stable, and explicit cuing effects, and that those effects result from facilitated attentional guidance. Like simpler stimulus arrays, however, those effects were impaired by a sudden change of a repeating image's color scheme at the end of the learning phase (Experiment 1), or when the repeated images were presented in a different and unique color scheme across each presentation (Experiment 2). In both cases, search was driven by explicit memory. Collectively, these results suggest that semantic information is not required for conscious awareness of context-target covariation, but it plays a primary role in overcoming variability in specific features within familiar displays. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Counselling in the workplace: How time‐limited counselling can effect change in well‐being

Background: Many employers provide counselling support on work and personal issues for their employees, but in times of economic pressure such services can be at risk if their effectiveness is not demonstrated. Aim: To evaluate whether time‐limited counselling in a workplace can effect sustained change in well‐being. Method: The study was carried out by a staff counselling team in a university setting. The Warwick‐Edinburgh Mental Well‐being Scale (WEMWBS) was completed by clients at the beginning and end of counselling, and at three and six months following. A non‐treatment comparison group completed the survey at the same intervals. Results: The results of our investigation show clearly that the effect of time‐limited counselling (average seven sessions) on distressed clients is positive. The evidence of our treatment group suggests that they acquire an increased sense of well‐being as a result of the experience of counselling with a significant statistical difference between pre‐and post‐counselling treatment group scores on the WEMWBS and consistently higher scores found post counselling. The improvement was maintained at the same level for at least six months following the end of counselling. Conclusions: The provision of time‐limited counselling by employers is an effective support for personal difficulties affecting work.     

What's the Point?*

We present a theory of conversation comprehension in which a line of the conversation is “understood” by relating it to one of seven possible “points”. We define these points, and present examples where it seems plausible that the failure to “get the point” would indeed constitute a failure to understand the conversation. We argue that the recognition of such points must proceed in both a top down and bottom up fashion, and thus is likely to be quite complicated. Finally, we see the processing of information in the conversation to be dependent upon which point classification the user decides upon.     

An evaluation of the associative strength of a partially reinforced serial CS

Three experiments examined the factors that are responsible for producing a high rate of autoshaped keypecking in pigeons when the conditioned stimulus is followed by varying consequences. In the first experiment, a single group received three serial conditioning schedules presented on different keys. The AB⁺ schedule consisted of trials in which A was followed by B, which, in turn, was followed by food. The CD⁺C° schedule consisted of reinforced CD pairings plus presentations of C alone. The EF^+/0 schedule consisted of a mixture of reinforced and nonreinforced EF pairings. It was found that responding was most rapid during C, slowest during E, and at an intermediate rate during A. In spite of this ordering A was chosen in preference to C, when these stimuli were presented simultaneously. In Experiments 2 and 3 the schedules AB⁺A° and AB^+/0 were presented to separate groups. The rate of responding during A was substantially greater in the former schedule, yet it was found that this stimulus was equally ineffective as a conditioned reinforcer in both groups. We propose that autoshaped keypecking is composed of two types of response, a conditioned response and an orienting response, which are governed by different processes.     

A QUALITATIVE ANALYSIS OF CONTENT AREA READING‐1930 REVISITED

For the last twenty years, the concept of content area reading has been a major topic in the research and professional literature. This notion, however, was not an invention of the 60s; research contributing to this area is documented fifty years earlier. Another recent trend has been the emergence of ethnography as a research tool in educational settings. This, too, has been employed since the 1920s. In fact, one of the more extensive early studies incorporating an enthnographic design for content reading was undertaken by McCallister. This review and reanalysis of his study aid in judging its value and accuracy.