Picture this! Effects of photographs,diagrams, animations,and sketching on learning and beliefs about learning from a geoscience text

Many studies have demonstrated that illustrating expository science texts with images that are interesting, but irrelevant for understanding the causal relations underlying scientific phenomena, can cause seduction effects, which can reduce understanding from text. The term “seduction effects” refers to the influence that images are thought to have on readers, seducing them away from deeply processing important information. The present study explores whether images relevant for instructional goals may also show some seduction effects. In this study, the presence of photographic images negatively impacted understanding compared with the presence of relevant animations or instructing students to sketch a drawing during reading. However, the results showed that both photographic images and relevant animations could lead to illusions of understanding, whereas sketching did not. The results suggest that even images that are relevant for instructional goals may sometimes result in seduction effects that deceive readers when judging their own understanding.     

Meta‐analysis of behavioral self‐management techniques used by students with disabilities in inclusive settings

This comprehensive review synthesizes findings from 29 studies in which students with disabilities utilized behavioral self‐management techniques in inclusive settings. Findings suggest that consistent with 2 earlier reviews of these types of studies, most behavioral self‐management techniques continue to be adaptable in inclusive settings with moderate to strong efficacy. This review identifies strengths as well common limitations of the studies, provides recommendations for future research and practice, and includes behavioral self‐management resources.     

Analyzing Models of Career Decision Self-Efficacy: First-Order,Hierarchical, and Bifactor Models of the Career Decision Self-Efficacy Scale

The goal of the study was to examine the dimensionality of the Career Decision Self-Efficacy Scale Short Form (CDSES-SF, Betz et al. 1996). Integrating several previous findings from different cultures, we found that the bifactor structure of the CDSES-SF on a Hungarian sample of 649 respondents showed the best model fit. This structure includes a general CDSE factor covering 15 items and the original five specific factors (self-appraisal, occupational information, goal selection, planning, and problem solving) covering three items each. This short form of CDSES shows an acceptable model fit and appropriate reliability in terms of the Cronbach’s alpha and omega values. Regarding career decision self-efficacy, a large proportion of variance was explained by the general factor and to a smaller extent by the specific factors. These results can be considered as a first step in resolving the paradox of the dimensionality of CDSES-SF.     

胸腺功能的发现及其对免疫学发展的影响

19世纪60年代初,免疫系统的发现使免疫学的发展方向发生了革命性转变。在这场转变的过程中,胸腺功能的发现起到了重要的作用。详述了胸腺功能的发现过程,并进一步深入到免疫学思想史,讨论了这个发现如何影响了免疫学的历史进程。     

Testing the limits of testing effects using completion tests

Recent work on testing effects has shown that retrieval practice can facilitate memory even for complex prose materials (Roediger & Karpicke, 2006a, 2006b). In three experiments the current study explores the effectiveness of retrieval practice on fill-in-the-blank (FITB) tests requiring the recall of specific words or phrases from a text. Final tests included both repeated items that were directly taken from initial tests, and related items. In Experiment 1, with a 2-day delay between initial and final tests, FITB testing benefited performance only on repeated items. In Experiment 2 a 7-day delay between testing sessions led to more robust effects on repeated items. However, once again no benefits were seen for related items. In Experiment 3 the scope of retrieval was varied by comparing FITB tests to paragraph recall tests requiring retrieval of all sentences following a topic sentence. Only the more open-ended recall practice demonstrated improvements in transfer to novel questions. The results suggest that scope or type of processing required during retrieval practice is likely a critical factor in whether testing will have specific or robust benefits.     

The use of virtual reality for episodic memory assessment: effects of active navigation

Episodic memory was assessed using Virtual Reality (VR). Forty-four (44) subjects visualized a target virtual apartment containing specific objects in each room. Then they visualized a second virtual apartment comprised of specific objects and objects shared by the two apartments. Subjects navigated in the virtual apartments in one of the following two conditions: active and passive. Four main episodic memory components were scored from the VR exposures: (1) learning effect; (2) active forgetting effect; (3) strategies at encoding and at retrieval; and (4) false recognitions (FRs). The effect of navigation mode (active vs. passive) on each memory component was examined. Active subjects had better learning and retrieval (recognition hits) performances compared to passive subjects. A beneficial effect of active navigation was also observed on the source-based FR rates. Active subjects made fewer source-based FRs compared to passive subjects. These overall results for the effect of active navigation are discussed in terms of the distinction between item-specific and relational processing.     

Individual differences,rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy

The typical finding of metacomprehension studies is that accuracy in monitoring one's own level of understanding is quite poor. In the present experiments, monitoring accuracy was constrained by individual differences in both reading comprehension ability and working memory capacity (WMC), but rereading particularly benefited low-ability and low-WMC readers, effectively eliminating the relationship between monitoring accuracy and these reader characteristics. In addition, introducing a self-explanation reading strategy improved the accuracy of all the readers above mere rereading. The observed interaction between individual differences and rereading is interpreted in terms of concurrent-processing constraints involved in monitoring while text is processed, whereas the more general self-explanation effect is interpreted in terms of accessibility of valid, performance-predicting cues.     

Attachment representations in mothers of preterm infants

The aim of the study was to assess attachment representations in mothers of preterm infants using the Working Model of Child Interview (WMCI) at the 12 months of the infant's corrected age. In addition, the relation between WMCI representation categories and the Edinburgh Postnatal Depression Scale score at 6 months of the infant's corrected age was studied. There were 38 mothers of preterm infants (<1500 g or <32 gestational weeks) and 45 mothers of full-term infants. The results showed no differences between the study groups in the distribution of the three main representation categories (balanced, disengaged and distorted). However, there were qualitative differences in representations between the groups. Furthermore, maternal depression symptoms were associated with distorted representation category. We suggest that despite the qualitative differences in the mothers’ representations, mothers of preterm infants are as likely to form balanced attachments with their infants as mothers of full-term infants.