Theory of learning mathematics with computer-assisted instruction: Hierarchical and nonhierarchical options

The learning of arithmetic problems is assumed to be a Markov process involving conditioning of a set of k subskills, each consisting of one or more productions. An axiom set is provided, with the choice between two options for one axiom controlling which of two models results. Model 1, which assumes that every subskill is attempted on every occurrence of a given problem, is a nonhierarchical model. Model 2, which assumes that every subskill in the temporal sequence for a problem is attempted until one is failed, is a somewhat unconventional hierarchical model: It is hierarchical in the sense that conditioningor chance success at one level is prerequisite to performance of the next subskill (next level) in the problem. As the value of the guessing parameter, g, declines, Model 2 leads to less efficient learning than Model 1.     

The paired associate learning task: Is it an externally valid instrument for assessing methylphenidate response in children with attention deficit disorder?

The Paired Associate Learning Task (PAL-T) is a laboratory-based instrument commonly used for assessing psychostimulant response (and specifically cognitive nonresponse or toxicity) in children with Attention Deficit Disorder/Hyperactivity (ADDH). The present study examined the PAL-T's sensitivity in detecting overall and between-dose methylphenidate (MPH) effects, its operating characteristics, and its relationship with academic performance in 36 children with ADDH who underwent a placebo controlled trial of MPH at four dose levels. Children's PAL-T performance under active medication resembled but was uncorrelated with direct observations of their academic performance in the classroom. Negative predictive power (NPP) rates indicated that cognitive nonresponse to MPH did not portend a poor response in children's academic efficiency under identical dose conditions in the classroom. Clinical implications are discussed.The authors are grateful to the undergraduate and graduate student members of the Children's Learning Clinic who assisted with the conduct of this study.     

The dimensional effects of missing information on choice processing

This paper demonstrates that choice processing may be different in missing information situations than in full information situations depending on whether inferences are used to fill in missing values and the overlap of the missing information itself. It is shown that when individuals do not form inferences to fill in missing values, fewer full attribute-based processes and more processes which accommodate for missing attribute values, alternative-based or given-dimension attribute-based, are used. It is also shown that when a processing shift due to missing information does occur, the overlap of the missing values will affect the type of shift that takes place. If overlap is high, a shift to given-dimension attribute-based processing is more likely, and when overlap is low, a shift to alternative-based processing is more likely. When individuals do form inferences to fill in missing values, processing is more similar to that in full information situations. Finally, it is shown that individuals will often partially fill in missing information, thus moderating the proposed effects.     

TEACHING CHILDREN WITH AUTISM TO SEEK INFORMATION-ACQUISITION OF NOVEL INFORMATION AND GENERALIZATION OF RESPONDING

A time delay procedure was used to teach 3 children with autism to ask the question “What's that?” when novel stimuli were presented during an instructional task. Once the ability to ask the question was acquired, the children's ability to learn novel information by asking the question was assessed. The children were then taught to ask the question within a less structured context. All three studies used a multiple baseline across participants. Generalization was assessed in a different room, to a new person, and to novel stimuli. All of the children learned to ask the question within the instructional context, while on a walk in the school building, and to request information about three-dimensional objects. The acquisition of novel information was consistent for receptive and expressive tests for 2 of the children, with varied results for the 3rd. These studies indicate that children with autism can be taught to ask questions that lead to the acquisition of new information.     

The effect of Person on cardiac and motor responsivity to shock in dogs

Interaction between effect of social stimulus (Person) and a faradic shock on heart rate and motor response (leg flexion) in four dogs was observed and recorded. The trials during which the shock and petting were presented simultaneously showed a significant suppression of heart rate increase to shock when compared to the shock alone trials. The lack of this suppression effect in the motor response to the shock is discussed in relation to the concept of schizokinesis. The importance of controlling prior experience of subjects is also discussed.     

The Ethics of Teaching Rhetorical Intertextuality

Journal of Academic Ethics - Three approaches to intertextual writing are available to college instructors: mechanical, ethical, and rhetorical. The mechanical approach, a staple of writing...     

The power of politics: How political leaders in Serbia discursively manage identity continuity and political change to shape the future of the nation

The construction of national identities through political discourse is a growing field of interest to social psychologists, particularly as many countries face changing demographics, borders and social realities as part of globalization, immigration and continued political integration and conflict. Through an analysis of 17 key speeches by Serbian politicians over the past 25 years, the present paper explores the question of how politicians, as entrepreneurs of identity, discursively manage the relationship between identity continuity and political change over time, in attempts to construct the future of a nation. We particularly explore this issue in the context of Serbia's present political aspirations toward joining the European Union. The findings indicate that (i) political change becomes negotiated within the framework of established and legitimized identity discourses that have developed over time, and (ii) while history is frequently drawn on to support political agendas, it is successful to the extent that this history offers a sense of cultural continuity rather than a coherent narrative of historical events and time periods. We conclude by arguing for the benefits that a diachronic approach to political discourse can offer social psychologists interested in the discursive construction of national identity.     

The Impact of Segmental Trunk Support on Posture and Reaching While Sitting in Healthy Adults

The authors investigated postural and arm control in seated reaches while providing trunk support at midribs and pelvic levels in adults. Kinematics and electromyography of the arm and ipsiliateral and contralateral paraspinal muscles were examined before and during reaching. Kinematics remained constant across conditions, but changes were observed in neuromuscular control. With midribs support, the ipsilateral cervical muscle showed either increased anticipatory activity or earlier compensatory muscle responses, suggesting its major role in head stabilization. The baseline activity of bilateral lumbar muscles was enhanced with midribs support, whereas with pelvic support, the activation frequency of paraspinal muscles increased during reaching. The results suggest that segmental trunk support in healthy adults modulates ipsilateral or contralateral paraspinal activity while overall kinematic outputs remain invariant.