How Experts Adapt Their Gaze Behavior When Modeling a Task to Novices

Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem-solving behavior as well as their eye movements to learners. While research on expert-novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem-solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically.     

Examples,practice problems,or both? Effects on motivation and learning in shorter and longer sequences

Research suggests some sequences of examples and problems (i.e., EE, EP) are more effective (higher test performance) and efficient (attained with equal/less mental effort) than others (PP, sometimes also PE). Recent findings suggest this is due to motivational variables (i.e., self-efficacy), but did not test this during the training phase. Moreover, prior research used only short task sequences. Therefore, we investigated effects on motivational variables, effectiveness, and efficiency in a short (Experiment 1; four learning tasks; n = 157) and longer task sequence (Experiment 2; eight learning tasks; n = 105). With short sequences, all example conditions were more effective, efficient, and motivating than PP. With longer sequences, all example conditions were more motivating and efficient than PP, but only EE was more effective than PP. Moreover, EE was most efficient during training, regardless of sequence length. These results suggest that example study (only) is more effective, efficient, and more motivating than PP.     

Enhancing social diffusion theory as a basis for prevention intervention: A conceptual and strategic framework

Social diffusion theory has recently been recognized as a promising approach for large-scale disease prevention and health promotion efforts. This paper describes how principles and tactics from social cognitive theory, operant psychology, social psychology, social marketing, and the overarching stages of change model can be used to further develop the conceptual and strategic (technological) bases of social diffusion theory. Within an integrative framework, we discuss in detail more effective ways to train peer mediators of behavior change as one example of how social diffusion theory can benefit from this conceptual and strategic reformulation. We then further illustrate the use of peer mediators of change in human immunodeficiency virus (HIV) and cancer prevention intervention studies with both interventions training peer mediators to diffuse information, norms, and risk reduction strategies. Although the results of these studies showed reductions in high-risk behaviors across population segments, more closely following the framework discussed in this article should further increase the behavior change potential of future interventions based on social diffusion theory.     

Personal goals and psychological growth: testing an intervention to enhance goal attainment and personality integration

We hypothesized that semester goal attainment provides a route to short-term psychological growth. In an attempt to enhance this process, we randomly assigned participants to either a goal-training program or to a control condition. Although there were no main effects of program participation on later goal attainment, important interactions were found. Consistent with a "prepared to benefit" model, participants already high in goal-based measures of personality integration perceived the program as most useful and benefited the most from the program in terms of goal attainment. As a result, they became even more integrated and also increased in their levels of psychosocial well-being and vitality. Implications for theories of short-term growth and positive change are discussed, as is the unanswered question of how to help less-integrated persons grow.     

Sex and generational differences in desired characteristics in mate selection

This study compared the ranking of 18 personal characteristics or qualities which college students might use in selecting a future mate and builds on six other assessment periods from 1939-1996 which dealt with this issue. Among the most consistent findings for all seven assessment periods is the high value both sexes place on dependable character, emotional stability/maturity, pleasing disposition, and mutual attraction/love. Men across all assessment periods placed a higher value than women on good health, good cook/housekeeper, and good looks, while women placed a higher value on ambitious/industrious, similar educational background, and good financial prospect. These trends could go along with ethological theory. For both sexes chastity and similar religious background gained value; however, this may be an artifact of the current sample of 100 students.     

Face-to-face and at a distance: The mediation of guidance and counselling through the new technologies

The hitherto widely-held assumption that the counselling interaction should be conducted face-to-face, while other activities within the overall guidance process could be supported by computer, is re-examined. Recent computer-mediated information and communications technologies are reviewed, and their implications for guidance and counselling as a whole are explored. While fears are still current that human relations will be mechanised through the use of the information and communications technologies, it is contended that human relations will be changed but not necessarily diminished. Comparisons are drawn with the ways in which open and distance learning have brought a re-examination of what is understood to be a 'real' teaching interaction. It is suggested that practitioners in the fields of guidance and counselling must similarly be prepared to manage radical change.     

Perfectionism, Coping, Social Support, and Depression in Maltreated Adolescents

The current study examined the associations among dimensions of perfectionism, coping, social support, and depression in 58 adolescents with a history of maltreatment. Participants completed the Child-Adolescent Perfectionism, multidimensional measures of coping and social support, and the CES-D Depression Scale. Correlational analyses showed that depression was associated with socially prescribed perfectionism, internalized emotion-oriented coping, avoidant-oriented distancing, and low family support and peer support. Analyses of coping responses and perfectionism established links between self-oriented perfectionism and internalized emotion-oriented coping responses and self-reliant problem-solving. Socially prescribed perfectionism was associated with avoidance-oriented coping (i.e., distancing). While self-oriented perfectionism and social support were unrelated, socially prescribed perfectionism was associated with reduced levels of family support. Collectively, the findings highlight the roles of poor coping and social support as contributors to the emotional distress experienced by maltreated adolescents. Moreover, it is suggested that the distress experienced by perfectionistic youth with a history of maltreatment reflects, in part, the role of maladaptive coping styles and coping resource deficits. Our findings support further consideration of personality dimensions such as perfectionism as contributors to poor functioning among maltreated youth.     

The impact of uncertainty and communal coping on mental health following natural disasters

Feelings of uncertainty are a central feature of the disaster experience. Surprisingly, though, there is very little systematic quantitative research about the impact of uncertainty on disaster survivors. Moreover, communal coping has increasingly received attention as a potential buffer of the negative effects of stressors but that literature is also limited in its application to disasters. This investigation applies research in the domain of uncertainty, together with the Theoretical Model of Communal Coping to better understand the experience of a community exposed to three wildfires in a one year period. A random-digit dialing procedure was used to gather data from 402 individuals. Participants completed measures of mental health, uncertainty, and communal coping in the context of their experience with the most personally stressful of the three wildfires. All analyses were examined separately for those who were evacuated and those who were not. Results support the negative impact of uncertainty across both evacuated and nonevacuated sub-samples and show a strong buffering role for communal coping among those who evacuated. The implications of these findings for the understanding of wildfire survivors' experiences are noted and future directions are proposed.     

Longitudinal stability of friendships in rhesus monkeys (Macaca mulatta): individual- and relationship-level effects

The longevity of children's friendships is influenced by a multitude of individual- and relationship-level attributes, but little is known about the factors that impact friendship maintenance in nonhuman primate juveniles. We investigated whether the following predicted the longitudinal stability of friendships in juvenile rhesus monkeys (Macaca mulatta): (1) individual characteristics including sex, dominance rank, matriline size, and temperament; and (2) relationship characteristics including kinship, reciprocity, complexity, and similarity between friends in sex, rank, and temperament. We recorded affiliative interactions of 29 two-year-old rhesus monkeys, previously observed as yearlings, at the California National Primate Research Center. Friends were defined as peers with whom subjects spent more time affiliating than expected by chance. Temperament had been assessed at 3-4 months of age. Sex was the only individual characteristic predicting friendship stability: males maintained more friendships from age one to two than did females. Relationship characteristics predicting friendship stability included similarity between individuals in temperament, kinship, and sex. In addition, reciprocated friendships, rather than unidirectional friendships, were significantly more likely to persist over time. Our findings suggest that the factors influencing friendship maintenance in rhesus monkeys are similar to those impacting human friendship longevity.