Example-based learning: New theoretical perspectives and use-inspired advances to a contemporary instructional approach

Decades of research has shown that example-based learning is an effective instructional strategy for learning new skills. The field of learning from examples is seeing a shift in focus towards more innovative and use-inspired research, in part because the use of examples for informal and formal learning purposes has mushroomed. This special issue comprises a set of eight papers in which students learned a procedural skill from worked examples or modeling examples. Each study characterizes a recent development towards more innovative example-based learning research. These developments are: (a) the integration of social-cognitive and cognitive example research, (b) the integration of example-based learning and analogical reasoning research, (c) the extension of traditional Cognitive Load Theory effects, (d) a greater focus on learning from (productive) errors, and (e) more research on individual differences. This special issue concludes with insightful commentary articles written by Prof. Dr. Katharina Scheiter and Prof. Dr. Richard Mayer.     

Effect of environmental exposure to a maternally-learned odorant on anxiety-like behaviors at weaning in mice

Animal Cognition - Early sensory experience, such as exposure to maternal or other environmental factors, is considered to influence neurocognitive development and behaviors. In many species,...     

When talking makes you feel like a group: The emergence of group-based emotions

Group-based emotions are emotional reactions to group concerns and have been shown to emerge when people appraise events while endorsing a specific social identity. Here we investigate whether discussing a group-relevant event with other group members affects emotional reactions in a similar way. In two experiments, we confronted participants with an unfair group-relevant event, while manipulating their social identity and whether they discussed the event or an unrelated topic. Our major finding is that having group members discuss the unfair group-relevant event led to emotions that were more negative than in the irrelevant discussion and comparable to those observed when social identity had been made salient explicitly beforehand. Moreover, it also generated group-based appraisals of injustice (Experiment 1) and group-based identity (Experiment 2). This research sheds new light not only on the consequences of within-group sharing of emotions for the unfolding of intergroup relations but also on the nature of group-based emotions.     

Early trauma and serious mental illness: what role does spirituality play?

For many who experience serious mental illness, spirituality and religion can be common vehicles that provide a sense of coherence and meaning to life. However, in the presence of early trauma, spiritual and religious beliefs may be enhanced or destroyed, or never develop. This paper explores the relationship between spirituality/religion, early trauma, and serious mental illness. Three case examples from a qualitative phenomenological study are presented to illustrate spiritual and religious struggles that can arise and how a person can work through these over time to use spirituality and religion as positive resources for recovery. Tentative implications for practice are offered.     

The frequency of actions and thoughts scale: development and psychometric validation of a measure of adaptive behaviours and cognitions

This paper describes the development and preliminary psychometric evaluation of an instrument that measures the frequency of adaptive behaviours and cognitions related to therapeutic change during cognitive behavioural therapy (CBT), for symptoms of anxiety and depression. Two studies were conducted. In study one, 661 participants completed an online survey with 28 items targeting adaptive behaviours and cognitions. Exploratory factor analysis performed on part of the sample (n = 451) revealed that a four-factor solution ‘characterised’ the data. This led to the development of a 12-item instrument, the Frequency of Actions and Thoughts Scale (FATS). Confirmatory factor analysis was used to confirm the factor structure of the FATS using the remaining sample (n = 210), which revealed an acceptable model fit. In study two, 125 participants with clinically significant symptoms of anxiety, depression, or both were recruited to an Internet-delivered CBT (iCBT) treatment course. Participants completed the FATS and other measures throughout treatment, after treatment, and at three-month follow-up. Correlations and residual change scores of the FATS and its subscales with measures of anxiety, depression, behavioural activation, and CBT-related skills usage supported the construct validity of the FATS. A significant increase in FATS scores over treatment was also observed. The findings provide preliminary support for the psychometric properties of the FATS, which appears to have utility in research investigating mechanisms of change in CBT.     

Variants of Psychopathic Traits Follow Distinct Trajectories of Clinical Features Among Children with Conduct Problems

Research on Child and Adolescent Psychopathology - Original definitions of psychopathy suggest the existence of two variants that present with distinct clinical features among antisocial adults,...     

When combined spatial polarities activated through spatio-temporal asynchrony lead to better mathematical reasoning for addition

Several recent studies have supported the existence of a link between spatial processing and some aspects of mathematical reasoning, including mental arithmetic. Some of these studies suggested that people are more accurate when performing arithmetic operations for which the operands appeared in the lower-left and upper-right spaces than in the upper-left and lower-right spaces. However, this cross-over Horizontality × Verticality interaction effect on arithmetic accuracy was only apparent for multiplication, not for addition. In these studies, the authors used a spatio-temporal synchronous operand presentation in which all the operands appeared simultaneously in the same part of space along the horizontal and vertical dimensions. In the present paper, we report studies designed to investigate whether these results can be generalized to mental arithmetic tasks using a spatio-temporal asynchronous operand presentation. We present three studies in which participants had to solve addition (Study 1a), subtraction (Study 1b), and multiplication (Study 2) in which the operands appeared successively at different locations along the horizontal and vertical dimensions. We found that the cross-over Horizontality × Verticality interaction effect on arithmetic accuracy emerged for addition but not for subtraction and multiplication. These results are consistent with our predictions derived from the spatial polarity correspondence account and suggest interesting directions for the study of the link between spatial processing and mental arithmetic performances.     

Understanding culture across species

Recent claims of culture in great apes have provoked fervent argument about the 'true' definition of culture, most of which has been unhelpful. Instead, a range of definitions should be used to explore different aspects of the cognitive processes that together result in human culture, many of which can be productively studied in non-humans. A richer cognitive account of the contents of culture needs to be developed and used to compare animal and human cultures, instead of sterile searching for a cognitive Rubicon between them. Exploring six views of culture, this article highlights the fundamental contrast of whether culture evolves as a by-product of cumulative change in cognitive mechanisms, or whether it is actively selected for its advantages.