Effectiveness of an improvement writing program according to students' reflexivity levels

After designing a writing program to enhance students' reflexivity and thus improve their compositions (García & de Caso, 2002a, 2002b), the aim of the research project was to show how reflexivity levels could influence the effectiveness of this program. This writing instruction through reflexivity was carried out with 5th and 6th grade students with learning disabilities (LD) and/or low achievement (LA) during 25 sessions. One hundred participants were assigned to either the experimental group (n=49), which received specific intervention in writing and reflexivity, or the control group (n=51), which simply received the ordinary curriculum. Both groups were assessed on the productivity and quality of their writing composition as well as their attitudes, self-efficacy, and reflexivity towards writing. The results show that coherence and reflexivity improved depending on the level of reflexivity, whereas the relationship with attitudes and self-efficacy is not so clear. Thus, it seems possible to improve LD and/or LA students' compositions by taking their reflexive style into account. Depending on the students' learning style, teachers should use either one or another technique.     

Analyzing head roll and eye torsion by means of offline image processing

Ocular torsion is a key problem in the understanding of many visual perceptual effects. However, since it is difficult to record, its integration with other sensorimotor signals is still poorly understood. Unfortunately, eyetracker systems are generally not dedicated to the monitoring of eye torsion. In addition, the classical methods used with video-based systems present some limits in the accuracy of torsion calculation. These limits are especially related to the detection of pupil center and the effects of pupil size changes. This article aims at (1) proposing a solution to analyze ocular torsion together with head roll using EyeLink II or similar equipment, (2) reviewing and adapting classical polar cross-correlation methods in order to improve the accuracy of torsion measurement, (3) providing a lower-cost method compared with the existing ones. Video sequences issued from the EyeLink II host computer monitor were recorded by means of a second computer equipped with a video acquisition card and converted into image sequences. Images were analyzed with algorithms of pupil center detection (median-based algorithm), torsion analysis (adapted polar cross-correlation method which takes into account pupil size variations) and marker tracking (head roll analysis). This method was tested on virtual eye images. Results are discussed with respect to other algorithms found in the literature.     

Psychological consequences of rheumatic diseases in children and adolescents: A first exploratory study

The objective of our study was to make a first exploratory study about the psychological status of children and adolescents with rheumatic diseases exploring, also, the significant differences between girls and boys. A total of 123 children (81 girls and 42 boys) with rheumatic diseases, between the ages of 1 and 19 years old were assessed using different measures for evaluating behavioral and emotional problems. The results showed a picture of a mild or moderate degree of psychological problems in the different measures of anxiety, depression, general distress and behavioral problems. Girls, compared to boys, scored higher in most of the measures used, showing more internalizing than externalizing kinds of symptoms. The results suggest the importance of making a more detailed study of these children, comparing them with matched controls and making prospective, longitudinal studies in order to detect psychological problems, and to explore the influence of predictive variables.     

Priming of luminance-defined motion direction in visual search

Features that we have recently attended to strongly influence how we allocate visual attention across a subsequently viewed visual scene. Here, we investigate the characteristics of any such repetition effects during visual search for Gabor patch targets drifting in the odd direction relative to a set of distractors. The results indicate that repetition of motion direction has a strong effect upon subsequent allocation of attention. This was the case for judgments of a target’s presence or absence, of a target’s location, and of the color of a target drifting in the odd direction. Furthermore, distractor repetition on its own can facilitate search performance on subsequent trials, indicating that the benefits of repetition of motion direction are not confined to repetition of target features. We also show that motion direction need not be the target-defining dimension throughout a trial block for motion priming to occur, but that priming can build up with only one presentation of a given target direction, even within blocks of trials where the target may, unpredictably, be defined by a different feature (color, in this case), showing that dimensional-weighting accounts cannot, on their own, account for motion direction priming patterns. Finally, we show by randomizing the set size between trials that priming of motion direction can decrease search rates in visual search.     

Credibility, Idealisation, and Model Building: An Inferential Approach

In this article we defend the inferential view of scientific models and idealisation. Models are seen as “inferential prostheses” (instruments for surrogative reasoning) construed by means of an idealisation-concretisation process, which we essentially understand as a kind of counterfactual deformation procedure (also analysed in inferential terms). The value of scientific representation is understood in terms not only of the success of the inferential outcomes arrived at with its help, but also of the heuristic power of representation and their capacity to correct and improve our models. This provides us with an argument against Sugden’s account of credible models: the likelihood or realisticness (their “credibility”) is not always a good measure of their acceptability. As opposed to “credibility” we propose the notion of “enlightening”, which is the capacity of giving us understanding in the sense of an inferential ability.

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The power of causal beliefs and conflicting evidence on causal judgments and decision making

In two experiments, we investigated the relative impact of causal beliefs and empirical evidence on both decision making and causal judgments, and whether this relative impact could be altered by previous experience. Participants had to decide which of two alternatives would attain a higher outcome on the basis of four cues. After completing the decision task, they were asked to estimate to what extent each cue was a reliable cause of the outcome. Participants were provided with instructions that causally related two of the cues to the outcome, whereas they received neutral information about the other two cues. Two of the four cues—a causal and a neutral cue—had high validity and were both generative. The remaining two cues had low validity, and were generative in Experiment 1, but almost not related to the outcome in Experiment 2. Selected groups of participants in both experiments received pre-training with either causal or neutral cues, or no pre-training was provided. Results revealed that the impact of causal beliefs and empirical evidence depends on both the experienced pre-training and cue validity. When all cues were generative and participants received pre-training with causal cues, they mostly relied on their causal beliefs, whereas they relied on empirical evidence when they received pre-training with neutral cues. In contrast, when some of the cues were almost not related to the outcome, participants’ responses were primarily influenced by validity and—to a lesser extent—by causal beliefs. In either case, however, the influence of causal beliefs was higher in causal judgments than in decision making. While current theoretical approaches in causal learning focus either on the effect of causal beliefs or empirical evidence, the present research shows that both factors are required to explain the flexibility involved in human inferences.