Enhancing Immediate Retention with Clickers Through Individual Response Identification

Classroom audience response systems, in which students respond to class questions via a remote ‘clicker’ unit, are widely used as a method for increasing student participation and providing immediate feedback in the form of a group frequency distribution. The phenomenon of social facilitation shows that task performance can be enhanced with co‐action of others or with the presence of an audience. To enhance the audience effect, we employed a unique feedback system that displays each individual's response. After reading a text passage, participants responded via a remote clicker to a series of comprehension questions. Participants were provided with no feedback regarding other respondents' answers, group feedback, or individual feedback. The results demonstrated significantly higher test performance with individual response identification. Implications are discussed in terms of applied classroom settings and social facilitation with enhanced options for displaying different types of feedback with clickers during instruction. Copyright © 2014 John Wiley & Sons, Ltd.     

Relational Diagnosis and Psychotherapy Treatment Cost Effectiveness

Despite a call by researchers for estimates of the treatment effectiveness and cost effectiveness for relational problems, very little has been done to answer this call. The present study is an examination of actual treatment costs and recidivism rates for patients treated for a relational problem (either in individual or conjoint therapy sessions) in the Cigna network. Policymakers and third-party payers may use such clinical-effectiveness and cost effectiveness data to make decisions regarding treatment of relational problems and funding allocation. The present study is also the first to compare the costs of couples therapy versus family therapy for relational problems.     

Do Measures of Executive Functioning and Manipulation of Ego Depletion Predict How University Students Discount Probabilistic Gains and Losses?

Discounting occurs when the subjective value of an outcome is altered because the outcome is delayed or uncertain. Previous research has suggested that how individuals discount delayed gains is related to executive functioning. The present study attempted to extend this relationship to discounting of probabilistic gains and losses, and to examine whether diminishing cognitive resources would impact how participants discounted monetary outcomes. In Experiment 1, university students completed an executive function measure and then a probability-discounting task that involved the hypothetical sum of either $1,000 or $100,000 framed as either a gain or a loss. The executive function of organization was a significant predictor of how participants discounted all four outcomes while motivational drive predicted discounting of losses, but not gains. In Experiment 2, participants completed the same measures with the addition of an ego-depletion task to deplete cognitive resources before making discounting decisions. The executive function of motivational drive and empathy were significant predictors of how participants discounted both loss outcomes. The results suggest that discounting of monetary outcomes is related to the executive function of organization for gains and motivational drive, and empathy for losses. They also support the notion that the discounting of gains may be a distinct process from the discounting of losses.     

Disturbance cues function as a background risk cue but not as an associative learning cue in tadpoles

Animal Cognition - Chemical information has an important role in the sensory ecology of aquatic species. For aquatic prey, chemical cues are a vital source of information related to predator...     

Situationism,capacities and culpability

Philosophical Studies - The situationist experiments demonstrate that most people’s behaviour is influenced by environmental factors much more than we expect, and that ordinary people can be...     

Knowledge is a mental state (at least sometimes)

Philosophical Studies - It is widely held in philosophy that knowing is not a state of mind. On this view, rather than knowledge itself constituting a mental state, when we know, we occupy a belief...     

Mediators between Adversity and Well-Being of College Students

Journal of Adult Development - Although the concurrent link between adverse childhood experiences (ACEs) and both physical and mental health is established, little is known about the mechanisms...     

Correction to: The Impact of Right Temporal Lobe Epilepsy on Nonverbal Memory: Meta-regression of Stimulus- and Task-related Moderators

Neuropsychology Review -