Providing corrective feedback during retrieval practice does not increase retrieval-induced forgetting

Recalling a subset of studied materials can impair subsequent retrieval of related, nontested materials. In two experiments, we examined the influence of providing corrective feedback (no feedback, immediate feedback, delayed feedback) during retrieval practice on this retrieval-induced forgetting effect. Performance was assessed with category cued recall (e.g., recall all exemplars studied under Weather), category-and-stem cued recall (e.g., Weather–B___), and recognition. We report a dissociation between the effects of feedback on memory of the tested materials and the nontested materials. Whereas providing immediate or delayed feedback (compared to no feedback) improved recall and recognition of the tested items, it had no influence on retrieval-induced forgetting. These results are consistent with the inhibition account of retrieval-induced forgetting. From an applied perspective, this finding is encouraging for students and educators who use testing to foster learning.     

The relation between mirror self-image reactions and imitation in 14- and 18-month-old infants

Previous research suggests that sensitivity to aspects of the self and others develop in tandem. We tested 14- and 18-month-olds’ imitative abilities and mirror self-image reactions (i.e., testing behavior and passing the mark test). Results showed that 14-month-olds’ imitation was closely related to the occurrence of testing behavior in front of the mirror, where they checked whether they could control the movements of the mirror image. Eighteen-month-olds, however, no longer showed this relation. Furthermore, in 18-month-olds, we found a high association between imitation and passing the mark test. These correlations suggest that infants’ mirror self-image reactions and imitation share the ability to detect and produce visual-motor contingencies.     

The effects of free recall testing on subsequent source memory

The testing effect is the finding that prior retrieval of information from memory will result in better subsequent memory for that material. One explanation for these effects is that initial free recall testing increases the recollective details for tested information, which then becomes more available during a subsequent test phase. In three experiments we explored this hypothesis using a source-monitoring test phase after the initial free recall tests. We discovered that memory is differentially enhanced for certain recollective details depending on the nature of the free recall task. Thus further research needs to be conducted to specify how different kinds of memorial details are enhanced by free recall testing.     

Postural configuration affects the perception of earth-based space during pitch tilt

This study investigates the relative contribution of body parts in the elaboration of a whole-body egocentric attraction phenomenon previously observed during earth-based judgments. This was addressed through a particular earth-based task requiring estimating the possibility of passing under a projected line, imagining a forward horizontal displacement. Different postural configurations were tested, involving whole-body tilt, trunk tilt alone or head tilt alone. Two legs positions relative to the trunk were manipulated. Results showed systematic deviations of the subjective “passability” toward the tilt, linearly related to the tilt magnitude. For each postural configuration, the egocentric influence appeared to be highly dependent on the position of trunk and head axes, whereas the legs position appeared not relevant. When compared to the whole-body tilt condition, tilting the trunk alone consistently reduced the amount of the deviation toward the tilt, whereas tilting the head alone consistently increased it. Our results suggest that several specific effects from multiple body parts can account for the global deviation of the estimates observed during whole-body tilt. Most importantly, we support that the relative contribution of the body segments could mainly depend on a reweighting process, probably based on the reliability of sensory information available for a particular postural set.     

认知诊断计算机化自适应测验的题库使用均匀性初探

项目曝光控制是认知诊断计算机化自适应测验(CD-CAT)中亟需解决的重要问题之一。采用蒙特卡洛模拟方法对CD-CAT中五种常用选题策略(随机化方法、KL信息量方法、香农熵方法、后验加权的KL信息量方法和综合后验加权和距离加权的KL信息量方法)的题库使用情况进行探讨。结果发现:四种非随机化选题策略的题库使用均匀性较差、测验重叠率高,从而导致测验安全性较差;香农熵方法的判准率总是最高。今后可以将传统CAT中的项目曝光控制技术融入到CD-CAT选题策略中。     

Effectiveness of a brief counseling intervention in stimulating vocational exploration

The intervention procedures used in this study, a brief report of vocational interest scores and small group sessions on vocational planning, were designed to encourage girls to consider the full range of occupations, unrestricted by sex-role stereotypes. In each of three schools, ninth-grade girls with average academic ability or above were randomly assigned to an intervention group (N = 195) and a control group (N = 195). Analyses of 1- and 3-month outcome data indicated that the intervention stimulated occupational exploration and increased congruence between occupational preferences and measured interests. Outcomes differed according to interest type, thus suggesting that certain students may need more counselor attention than others.     

Visual attention at three months as a predictor of cognitive functioning at two years of age

The purpose of the present study was to examine the predictive power of various cognitive skills at 3 months of age in terms of later cognitive functioning. Habituating to redundant and recovering to novel stimuli at 3 months of age were found to predict later intellectual functioning at 24 months better than 3-month global intelligence or object permanence scores. In terms of information processing skills, recovery predicted later intelligence test scores better than habituation. It is suggested that changes in cognitive functioning may be viewed as a transformation of skills from one age to another rather than as a continuum of the same skills. With regard to the cognitive abilities of the 3-month-old, it is suggested that information processing may be central to cognitive functioning at this age.     

Selection Procedures in North America

The selection practices of organizations in Canada and the United States are reviewed. These practices are notable insofar as they rarely represent the most valid procedures, nor do they tend to be based on current research knowledge. Some reasons for the current state of selection and assessment procedures include knowledge of appropriate devices, professional competence, and client limitations. The challenge of complying with human rights legislation in North America is viewed by many practitioners as a selection constraint. It is argued, however, that legal requirements support valid selection practices by demanding professional accountability.     

用多元概化理论对普通话的测试

用多元概化理论 (MGT)研究了国家语委编制的普通话测验。在G研究中 ,利用香港人普通话测试的数据 ,估计了引起分数变异的各种来源的方差与协方差分量。在D研究中 ,首先估计了该测验 3个部分的全域分数和各自的概化系数等技术指标 ,然后估计了全域合成分数及其概化系数、信噪比等指标。结果表明 ,该测验的信度从总体上讲是较高的 ,把三个部分的全域分数进行合成也是合理的 ,但从细节上看其第 3部分的信度较低。另外 ,当评分者个数为 3、试题数量为 2 8时 ,测验的第 1、2部分的信度已经较高 ,因此 ,在实测时减少这两部分的题量并不会有太大问题     

Benefits from retrieval practice are greater for students with lower working memory capacity

We examined the effects of retrieval practice for students who varied in working memory capacity as a function of the lag between study of material and its initial test, whether or not feedback was given after the test, and the retention interval of the final test. We sought to determine whether a blend of these conditions exists that maximises benefits from retrieval practice for lower and higher working memory capacity students. College students learned general knowledge facts and then restudied the facts or were tested on them (with or without feedback) at lags of 0–9 intervening items. Final cued recall performance was better for tested items than for restudied items after both 10 minutes and 2 days, particularly for longer study–test lags. Furthermore, on the 2-day delayed test the benefits from retrieval practice with feedback were significantly greater for students with lower working memory capacity than for students with higher working memory capacity (r?=??.42). Retrieval practice may be an especially effective learning strategy for lower ability students.