Adult reflection in a graduate-level online distance education course

This study examined adult learners’ ability to engage in critical reflection concerning their own learning in a graduate-level online instructional technology course. The online course was facilitated through asynchronous discussions, and the course topic was about the design and delivery of distance education. The data for this study consisted of four critical reflection papers about students’ perception of their learning. The Periodic Reflection Tool, based on activity systems analysis, was introduced to participants as a guide for engaging in in-depth reflection about their learning process and completing their course assignment. After course completion and during data analysis, we applied instrumental learning and communicative learning theories to evaluate how participants used the tool to reflect on their personal learning in the course. At the conclusion of an analysis of their reflection statements, it was found that purposeful reflections guided by the Periodic Reflection Tool could help guide adult learners to reflect on many aspects of their learning and we suggest that the tool could be used to examine adults’ transition from traditional to online settings.     

The Validity of Construction Workers' and Students' Perceptions of Each Other: A Research Note

Following the spring 1970 confrontations between undergraduate college students and construction workers in lower Manhattan, a study of attitudes of a sample of undergraduates and construction workers was conducted. One hunderd Columbia University undergraduates and 100 apprentice construction workers were asked to indicate their level of agreement with 10 statements which were intended to embody "basic American tenets". The respondents within each group were also asked to predict the attitude that a member of the other group would hold. A "liberal/conservative" dichotomy was developed for the instrument by having independent judges categorize each of the 10 items as representing a "liberal" or a "conservative" attitude.
The expectations that student responses would be more liberal than construction worker responses and that each group would perceive this difference were tested and supported. The expectation that students perceive construction workers to be even more conservative than the workers report themselves to be was also supported. But the construction workers did not demonstrate the expected exaggeration of the students' liberalism.     

A system for automatically analyzing and correcting real-time experiment control programs

A system is described that automatically analyzes the time constraints in a real-time experiment control program and automatically makes corrections to that program to provide any degree of temporal accuracy desired by the experimenter within the capabilities of the hardware. A generalized procedure is presented to allow similar systems to be developed for most common languages and hardware platforms.     

Simpler,faster, more reliable photosensor circuits

Experimental psychologists have used infrared sensors for many purposes. A new set of readily available components has recently made circuit design and computer interfacing easier, made circuits more reliable, and enabled faster reaction times. Circuits with the new components are compared with equivalent circuits with the old components, and methods of interfacing to the IBM PC and Macintosh are discussed.     

The role of learning data in causal reasoning about observations and interventions

Recent studies have shown that people have the capacity to derive interventional predictions for previously unseen actions from observational knowledge, a finding that challenges associative theories of causal learning and reasoning (e.g., Meder, Hagmayer, & Waldmann, 2008). Although some researchers have claimed that such inferences are based mainly on qualitative reasoning about the structure of a causal system (e.g., Sloman, 2005), we propose that people use both the causal structure and its parameters for their inferences. We here employ an observational trial-by-trial learning paradigm to test this prediction. In Experiment 1, the causal strength of the links within a given causal model was varied, whereas in Experiment 2, base rate information was manipulated while keeping the structure of the model constant. The results show that learners’ causal judgments were strongly affected by the observed learning data despite being presented with identical hypotheses about causal structure. The findings show furthermore that participants correctly distinguished between observations and hypothetical interventions. However, they did not adequately differentiate between hypothetical and counterfactual interventions.     

Creative Anticipatory Ethical Reasoning with Scenario Analysis and Design Fiction

Science and Engineering Ethics - This paper presents an experimental approach for engaging undergraduate STEM students in anticipatory ethical reasoning, or ethical reasoning applied to the...     

Beyond the Information Given: Causal Models in Learning and Reasoning

ABSTRACT— The philosopher David Hume's conclusion that causal induction is solely based on observed associations still presents a puzzle to psychology. If we only acquired knowledge about statistical covariations between observed events without accessing deeper information about causality, we would be unable to understand the differences between causal and spurious relations, between prediction and diagnosis, and between observational and interventional inferences. All these distinctions require a deep understanding of causality that goes beyond the information given. We report a number of recent studies that demonstrate that people and rats do not stick to the superficial level of event covariations but reason and learn on the basis of deeper causal representations. Causal-model theory provides a unified account of this remarkable competence.     

Current Assessment Practice,Personality Measurement,and Rorschach Usage by Psychologists

The hypothesis under evaluation was that persons giving a larger number of M responses (minimum 5) would show greater ease in expressing themselves creatively than a group of persons giving low M in the Rorschach (0 to 2). Groups were matched on variables of age, education, and socio-economic status. Twenty-two high M and 21 low M persons were tested for creative expression by means of written and verbal TAT, drawings and Lowenfeld Mosaic Designs. Ability to be creatively expressive for high as compared to low M Ss was very great, reaching significance levels beyond .001 on all tests. Flexor and extensor quality of M appeared to be unrelated to ease of creative expression.