Multiple pedagogical conversational agents to support learner-learner collaborative learning: Effects of splitting suggestion types

This study experimentally investigated the design of effective interactions using pedagogical conversational agents (PCAs) in a learner-learner collaborative learning activity. While dyads engaged in a concept explanation task (explaining the mechanism of computer processing), PCAs served as facilitators and provided metacognitive suggestions to better improve learning performance. Previous studies have shown that learners who received several types of suggestions from multiple PCAs were motivated to produce effective explanations; this study then further explored the effects of using multiple PCAs in different roles, providing different types of facilitation. It was predicted that by using two different PCAs to offer suggestions with a delay, learners may be able to process information more efficiently, for example by paying closer attention to each type of suggestion. To investigate this possibility, two types of facilitating content, namely provision of metacognitive suggestions and advice on effective coordination, were each implemented into two role-playing PCAs, named the “explanation adviser” and the “communication adviser” respectively. The results show that when learners used PCAs playing different roles and offering suggestions corresponding to these roles, learners generated explanations related to the suggestions and improved performance (efficacy of explanations) in several areas, including learning performance, for example better understanding the concept and becoming able to explain it using a greater range of technical words. This study shows empirically how multiple PCAs can be effectively designed to implement roles yielding different types of suggestions. The advantages of using such methods and implementing such functions of PCAs are further discussed.     

The Effects of Attentional Focus Instructions and Task Difficulty in a Paced Fine Motor Skill

Abstract

An external focus of attention is considered superior to an internal focus for learning and performance. However, findings specific to changing the task difficulty are inconsistent. The present study used a reciprocal aiming task to determine the effects of attentional focus on motor performance using speed-accuracy paradigm. We constrained timing to examine how internal and external focus of attention influenced accuracy when task difficulty changes. The results indicated greater accuracy on the right target and greater consistency on both targets for the external focus condition, regardless of task difficulty. Our results uniquely demonstrated how instruction modified a speed-accuracy task.     

Reducing Proactive Interference in Motor Tasks

Abstract

Changing automatized movement patterns often leads to initial performance decrements caused by proactive interference. In this study, we scrutinized whether proactive interference could be reduced by inhibiting the to-be-changed movement pattern by means of a physical movement constraint and verbal inhibition instructions, and whether any of the two interventions may be superior. Skilled typists typed short texts as fast and accurately as possible on a regular QWERTZ keyboard. After baseline measures, a new rule prohibiting the use of the left index finger was introduced. Subsequently, participants took part in either a verbal instruction or an additional motor restriction intervention phase. Results revealed that the original rule change was successful in inducing proactive interference in skilled typists. Most importantly, the two interventions similarly reduced proactive interference both immediately following the rule change and after ten practice sessions. We conclude that reducing proactive interference by means of physical motor restrictions and verbal instructions may be equally effective.     

What happened in kindergarten? Mother-child conversations about life story chapters

ABSTRACT

Research indicates that adults form life story chapters, representations of extended time periods that include people, places and activities. Life chapter memories are distinct from episodic memories and have implications for behaviour, self and mental health, yet little is known about their development during childhood. Two exploratory studies examined parent–child conversations about life chapters. In Study 1, mothers recorded naturalistic conversations with their 5–6 year old children about two chapters in the child’s life. In Study 2, mothers recorded conversations with their 6–7 year old children about a particular life chapter—the child’s kindergarten year—and also about a specific episode of their choice. The results indicated that young children are able to recall and discuss information about life chapters and that parents actively scaffold children’s discussion of general information in chapters as well as specific events. Mothers’ conversational style when discussing chapters (e.g., elaborativeness) predicted children’s memory contributions, and was also positively correlated with their style when discussing specific events. The results suggest new avenues for research on the ontogeny of life chapters, the factors that shape them, and their role in development.     

The unwelcoming experience of abusive supervision and the impact of leader characteristics: turning employees into poor organizational citizens and future quitters

ABSTRACT

Over three studies (i.e., two 2 × 2 experiments and a multi-source field study), we examine the relationship between abusive supervision, leader characteristics, and organizational inclusion on employee outcomes. Drawing on the group value theory of organizational justice and multiple needs theory of organizational justice, we argue that abusive supervision is counterproductive to making employees feel welcome. Specifically, we demonstrate that abusive supervision demoralizes employees’ feelings of organizational inclusion. Additionally, we draw upon research that suggests that the display of hostility inherent in abusive supervision can be perceived differently when it comes from a strategic versus impulsive source. We build upon this reasoning to examine and explain how leader characteristics might alter the effect of abusive supervision on organizational inclusion. More specifically, we suggest that leader political skill (i.e., strategic source) and leader neuroticism (i.e., impulsive source) act as moderators of the relationship between abusive supervision and organizational inclusion. We integrate organizational justice and inclusion theories to demonstrate that abusive supervision can be interpreted as an unwelcoming experience that ultimately has the ability to turn employees into poor organizational citizens (i.e., decrease engagement of OCBs) and future quitters (i.e., increase of turnover intentions). Theoretical and practical implications are discussed.