Goals and Learning in Microworlds

We explored the consequences for learning through interaction with an educational microworld called Electric Field Hockey (EFH). Like many microworlds, EFH is intended to help students develop a qualitative understanding of the target domain, in this case, the physics of electrical interactions. Through the development and use of a computer model that learns to play EFH, we analyzed the knowledge the model acquired as it applied the game-oriented strategies we observed physics students using. Through learning-by-doing on the standard sequence of tasks, the model substantially improved its EFH playing ability; however, it did so without acquiring any new qualitative physics knowledge. This surprising result led to an experiment that compared students' use of EFH with standard-goal tasks against two alternative instructional conditions, specific-path and no-goal, each justified from a different learning theory. Students in the standard-goal condition learned less qualitative physics than did those in the two alternative conditions, which was consistent with the model. The implication for instructional practice is that careful selection and analysis of the tasks that frame microworld use is essential if these programs are to lead to the learning outcomes imagined for them. Theoretically, these results suggest a new interpretation for numerous empirical findings on the effectiveness of no-goal instructional tasks. The standing “reduced cognitive load” interpretation is contradicted by the success of the specific-path condition, and we offer an alternative knowledge-dependent interpretation.     

Long-term retention of information about presentation modality by children and adults

A mixed-modality continuous recognition task followed by a final recognition test after 0 h, 4 h, 1 day, or 7 days was administered to third- and fourth-grade children and adults. Subjects gave recognition responses and reported presentation modalities. Forgetting rates for both words and input mode were invariant with age. The decay functions for presentation modality were affected, however, by the initial input mode, with modality identification declining more rapidly for words heard first than for words seen first. Information about whether a word was seen or heard remained in memory for at least 4 h. The results demonstrate that long-term-memory representations contain a great deal of information about input mode and suggest that the theoretical distinction between automatic and effortful processing may be a useful one.     

Dichoptic interaction of visual structure and light flashes

Perceptual interaction between monocular flashes and different amounts of continuously visible target structure shown to the other eye was investigated. A response variable called dominance of the flashes is defined and found to be a direct function of flash intensity and an inverse function of contraocular target structure. The dominance variable is distinguished from subjective brightness of the flashes and subjective complexity of the targets. The observed effects are attributed to limited central processing capacity with increased informational load.     

Role-taking skills in intellectually-gifted third-grade children

Very bright (mean IQ = 152) third graders were compared with both average IQ third graders and average IQ sixth graders on perceptual, cognitive, and affective perspective-taking tasks. The role-taking skills of the intellectually-gifted children were more similar to those of their mental age mates than to those of their chronological age mates on both the cognitive and affective tasks. On the perceptual task, the bright children's performance fell between that of the two comparison groups. The results provide evidence that gifted children are advanced in thinking about both the social and physical worlds, and have implications for educational issues such as curriculum development and acceleration vs. enrichment.     

Social Categorization and the Influence of Drug Involvement on Drug Attitude Structures: Implications for Assessing Drug Use and Tolerance in the Workplace1

Theories of social categorization were used to generate hypotheses concerning the impact of drug involvement on the attitudes and knowledge structures that people use in making drug-related judgments. Data indicated that greater drug exposure tended to foster more complex knowledge structures for drugs and drug users as revealed by subjects’ perceptions of drug users, tolerance for drug use, and perceptions of drug seriousness. Basically, high drug involvement in terms of personal alcohol use and associating with illicit drug users was related to greater individuation of drug user types. Therefore, high-involved subjects, relative to low-involved individuals, were better able to discriminate between different drug user subtypes and drug user subtypes were more important to high-involved subjects when responding to drug-related survey items.     

The effects of receiving help: Gender differences in motivation and performance

This study examined gender differences among Caucasian college students in reactions to receiving unsolicited help from a similar peer on an educational task. We found that women, but not men, were more likely to attribute their relatively poor performance to a lack of ability when they received help than when they did not. Also, women who received help performed better on a subsequent, unrelated task than women who did not receive help. In contrast, men who received help spent less time on the subsequent task and performed worse on it than men who did not receive help. Implications of the results for the threat to self-esteem model [A. Nadler (1986) “Self-Esteem and the Seeking and Receiving of Help: Theoretical and Empirical Perspectives,” in B. A. Maher and N. B. Maher (Eds.), Progress in Experimental Personality Research (Vol. 14), New York, Academic Press] and suggestions for future research are discussed.     

PARTICIPATIVE EDUCATION FOR CHILDREN: AN EFFECTIVE APPROACH TO INCREASE SAFETY BELT USE

Vehicle license plate numbers and the shoulder belt use of front-seat occupants were recorded unobtrusively when parents delivered and picked up their children at a Montessori school during 5-day baseline, intervention, and follow-up phases. Practicing and presenting a 15-min safety belt skit increased the safety belt use of those 6 kindergarten children who were not consistent belt users 82% above their preintervention baseline belt use mean of 47%. The belt use of these children's parents (who watched the skit) increased to 56% above their baseline mean of 36%. Also, mean safety belt use of 11 primary school children who watched the skit increased to 70% above their baseline of 28%. Mean safety belt use of the older children's parents (who didn't watch the skit) remained at approximately 31% for each phase, regardless of whether children were vehicle occupants. The follow-up observations, taken 3 months after the intervention, revealed 60% belt use for the kindergartners, 48% for the primary school children, and 71% for the kindergartners' parents when the children were vehicle occupants but only 30% when the parents were driving alone.