The Reflected Best Self field experiment with adolescent leaders: exploring the psychological resources associated with feedback source and valence

This study provides a preliminary examination of the efficacy of the Reflected Best Self Exercise. We conducted a field quasi-experiment with 108 adolescent leaders assigned to a 2 × 2 design: (1) valence of feedback (i.e., strengths-only versus strengths and improvement-oriented) and (2) source of feedback (i.e., professional (e.g., teachers, coaches, bosses) only versus professional and personal (e.g., friends and family)). By ANOVA, support was found for the hypothesis that feedback from the combination of professional and personal sources is associated with more positive emotional, agentic, and relational resources than feedback from only professional sources. Little support was found for the hypothesis that strengths-based feedback generates more positive emotional, agentic, or relational resources. Limitations, implications for practice and directions for future research are discussed.     

Indicative conditionals,conditional probabilities,and the “defective truth-table”: A request for more experiments

While there is now considerable experimental evidence that, on the one hand, participants assign to the indicative conditional as probability the conditional probability of consequent given antecedent and, on the other, they assign to the indicative conditional the “defective truth-table” in which a conditional with false antecedent is deemed neither true nor false, these findings do not in themselves establish which multi-premise inferences involving conditionals participants endorse. A natural extension of the truth-table semantics pronounces as valid numerous inference patterns that do seem to be part of ordinary usage. However, coupled with something the probability account gives us—namely that when conditional-free ? entails conditional-free ψ, “if ? then ψ” is a trivial, uninformative truth—we have enough logic to derive the paradoxes of material implication. It thus becomes a matter of some urgency to determine which inference patterns involving indicative conditionals participants do endorse. Only thus will we be able to arrive at a realistic, systematic semantics for the indicative conditional.     

反馈干预对学习判断的影响

将反馈干预作为外部线索引入元记忆研究,采用重复学习任务,在第一轮次学习-测验之后插入反馈干预,用两个实验分别考查任务反馈和能力反馈两种形式下的反馈效价对第二轮次即时学习判断的影响.结果表明：①在学习过程中,学习者会进行自我监测;②在任务反馈形式下,反馈信息与自我监测信息冲突,导致反馈干预对元认知监测和认知过程没有影响;③在能力反馈形式下,反馈信息与自我监测信息的冲突消失,结果消极反馈影响了元认知监测.由此得出结论：只有在不与自我监测信息冲突的情况下,反馈干预才对学习判断产生影响.此外,在有反馈干预的情况下,两个实验中都出现了显著的练习伴随低估效应.     

Symptoms,blood-pressure information and mood effects on symptom recall

Abstract

After completion of an illness symptom checklist (PILL) covering the previous three months, 97 nor-motensives were allocated to either experimental (false pressor feedback, n=42), or information control (accurate pressor feedback, n = 55), groups. The median reported symptom score divided high from low symptom subjects. All were given standard cuff blood pressure (BP) assessment and were normotensive. However, experimental subjects were misinformed that their BP was raised while information control subjects were told their BP was normal. Subsequently, subjects completed the state anxiety form of the State-Trait Personality Inventory, the PILL, and were asked about their belief of the ascribed BP label (normo/hypertensive) and then any perceived causal relationship between their BP and symptoms. Experimental subjects had significantly higher anxiety scores but no change in symptom recall after pressor feedback, whereas control subjects showed lower anxiety scores and decreases in symptom recall.

A post hoc treatment control (no pressor information) group (n = 20) excluded effects of BP labeling on post-BP scores, and a post hoc symptom control group (n = 55) ensured that symptom levels were representative of the normal population. The majority of subjects in both groups rejected any association between BP labels and symptoms. Data are discussed in the light of Leventhal's models of illness representation.     

Challenge Point: A Framework for Conceptualizing the Effects of Various Practice Conditions in Motor Learning

The authors describe the effects of practice conditions in motor learning (e.g., contextual interference, knowledge of results) within the constraints of 2 experimental variables: skill level and task difficulty. They use a research framework to conceptualize the interaction of those variables on the basis of concepts from information theory and information processing. The fundamental idea is that motor tasks represent different challenges for performers of different abilities. The authors propose that learning is related to the information arising from performance, which should be optimized along functions relating the difficulty of the task to the skill level of the performer. Specific testable hypotheses arising from the framework are also described.     

The effects of feedback on the gender differences in the performance in a chronometric mental-rotation test

ABSTRACT

Gender differences favouring males are often found in mental-rotation tests and are usually smaller in chronometric than in psychometric test. The individual feedback in the chronometric test could be an explanation for the comparable performance of males and females. To test this hypothesis, 102 undergraduate students (60 females, 42 males) participated in a chronometric mental-rotation study with or without feedback. A subsample of 41 participants was asked to report their confidence about their performance in the test. In reaction time, males outperformed females and participants in the feedback condition reacted faster than participants without feedback. A significant interaction of gender and condition was found. Only females had an advantage in the feedback condition in reaction time while there was no difference for males. Males reported higher scores of confidence. Feedback seemed to help females especially to react faster. Confidence levels are discussed as reasons for differences between conditions and genders.     

A generalized linear factor model approach to the hierarchical framework for responses and response times

We show how the hierarchical model for responses and response times as developed by van der Linden (2007), Fox, Klein Entink, and van der Linden (2007), Klein Entink, Fox, and van der Linden (2009), and Glas and van der Linden (2010) can be simplified to a generalized linear factor model with only the mild restriction that there is no hierarchical model at the item side. This result is valuable as it enables all well‐developed modelling tools and extensions that come with these methods. We show that the restriction we impose on the hierarchical model does not influence parameter recovery under realistic circumstances. In addition, we present two illustrative real data analyses to demonstrate the practical benefits of our approach.     

Effects of visual focus and gait speed on walking balance in the frontal plane

We investigated how head position and gait speed influenced frontal plane balance responses to external perturbations during gait. Thirteen healthy participants walked on a treadmill at three different gait speeds. Visual conditions included either focus downward on lower extremities and walking surface only or focus forward on a stationary scene with horizontal and vertical lines. The treadmill was positioned on a platform that was stationary (non-perturbed) or moving in a pattern that appeared random to the subjects (perturbed). In non-perturbed walking, medial–lateral upper body motion was very similar between visual conditions. However, in perturbed walking, there was significantly less body motion when focus was on the stationary visual scene, suggesting visual feedback of stationary vertical and horizontal cues are particularly important when balance is challenged. Sensitivity of body motion to perturbations was significantly decreased by increasing gait speed, suggesting that faster walking was less sensitive to frontal plane perturbations. Finally, our use of external perturbations supported the idea that certain differences in balance control mechanisms can only be detected in more challenging situations, which is an important consideration for approaches to investigating sensory contribution to balance during gait.     

Effects of guided reflexivity and team feedback on team performance improvement: The role of team regulatory processes and cognitive emergent states

The effectiveness of decision-making teams depends largely on the quality of information processing. Prior research has shown that guided team reflexivity and team feedback are important means of advancing team information processing and outcomes. However, the nature of the relationships, and how these relate to team regulatory processes, cognitive emergent states, and ultimately team performance, is currently poorly understood. Drawing on reflexivity and team information-processing theory, we proposed and found that teams that received guided team reflexivity or a combination of both guided reflexivity and feedback showed higher levels of actual reflection than teams that received neither a reflexivity intervention nor feedback. Conditional process analysis showed that the effects of team reflection on team performance improvement were mediated by a path from shared team mental models to shared task mental models and to adaptation. Finally, we also expected that team reflection would be lower in virtual teams than in face-to-face teams. These hypotheses were tested experimentally among 98 student teams that communicated either face-to-face or virtual (via chat) while completing a collective decision-making task. The information distribution among team members constituted a hidden profile. The results supported all our hypotheses, except for the one relating to virtuality.