集体问题解决中的知识、惯例和绩效

在Cohen和Bacdayan发明的两人TTT纸牌游戏的基础上开发了三人TTT游戏,并以此为实验任务,考察了三人集体问题解决活动能否形成惯例,比较了有问题图式组和无问题图式组之间在惯例和绩效上的差异。实验结果表明：（1）三人问题解决能够形成惯例;（2）有图式组的惯例化程度总体上低于无图式组,而其惯例化程度提高的速度则快于后者;（3）无图式组的绩效高于有图式组,但前期差异显著,后期不显著。这些结果将前人基于两人TTT游戏所做的惯例研究进一步拓展到三人情境,证实了三人互动中惯例的生成,为研究涉及更多人互动的真正意义上的组织惯例奠定了基础;阐明了知识,特别是前人在组织惯例研究中所忽视的陈述性知识,对于惯例形成和绩效提升的影响,并揭示了其在组织管理和决策活动中的实际意义。     

VIDEO MODELING BY EXPERTS WITH VIDEO FEEDBACK TO ENHANCE GYMNASTICS SKILLS

The effects of combining video modeling by experts with video feedback were analyzed with 4 female competitive gymnasts (7 to 10 years old) in a multiple baseline design across behaviors. During the intervention, after the gymnast performed a specific gymnastics skill, she viewed a video segment showing an expert gymnast performing the same skill and then viewed a video replay of her own performance of the skill. The results showed that all gymnasts demonstrated improved performance across three gymnastics skills following exposure to the intervention.     

INTERTEACHING: THE EFFECTS OF QUALITY POINTS ON EXAM SCORES

Although previous studies have found interteaching to be an effective alternative to traditional methods of instruction, few studies have examined which of its components contribute to its effectiveness. In the current study, we examined whether manipulating quality points had an effect on our students' exam scores. In two sections of an undergraduate general psychology course, we used interteaching but alternated between quality points and no quality points several times throughout the semester; we also counterbalanced the order of presentation across sections. We found that quality points did not have an effect on exam scores.     

Projectible predicates in analogue and simulated systems

We investigate the relationship between two approaches to modeling physical systems. On the first approach, simplifying assumptions are made about the level of detail we choose to represent in a computational simulation with an eye toward tractability. On the second approach simpler, analogue physical systems are considered that have more or less well-defined connections to systems of interest that are themselves too difficult to probe experimentally. Our interest here is in the connections between the artifacts of modeling that appear in these two approaches. We begin by outlining an important respect in which the two are essentially dissimilar and then propose a method whereby overcoming that dissimilarity by hand results in usefully analogous behavior. We claim that progress can be made if we think of artifacts as clues to the projectible predicates proper to the models themselves. Our degree of control over the connection between interesting analogue physical systems and their targets arises from determining the projectible predicates in the analogue system through a combination of theory and experiment. To obtain a similar degree of control over the connection between large-scale, distributed simulations of complex systems and their targets we must similarly determine the projectible predicates of the simulations themselves. In general theory will be too intractable to be of use, and so we advocate an experimental program for determining these predicates.

the object of the natural history which I propose is...to give light to the discovery of causes and supply a suckling philosophy with its first food. Francis Bacon, The Great Instauration

     

Metacognition in Taiwan: students' calibration of comprehension and performance

Researchers have increasingly investigated the role played by metacognition in students' learning and performance. Metacognition is comprised of metacognitive knowledge and metacognitive experiences, and both components of metacognition are viewed as being important to learning and performance in academic settings. Metacognitive experiences involve, in part, students' awareness of progress on cognitive tasks. Such awareness is critical to learning, for students may fail to spend additional time reviewing or studying material if they believe they have understood the material adequately. In the present study we examined Taiwanese students' ability to assess their comprehension of passages following reading as well as their ability to predict the number of questions they would be able to answer about passage content. Following an actual test on the material, students were asked to assess how many questions they felt they answered correctly about a passage (postdiction). Students were able to predict comprehension and test performance at better than chance levels and were more accurate at postdiction than prediction. Students with better performance, as measured by comprehension test scores, were better at both prediction and postdiction of comprehension performance. However, students' self-assessments of general calibration ability did not relate to their test performance. The metacomprehension skills of Taiwanese students were quite similar to those previously found for western students, but also diverged in some respects.     

Ironic effects of explicit gender prejudice on women’s test performance

As prejudice becomes more subtle in its manifestations, members of stigmatized groups must often contend with the ambiguity of not knowing whether others are biased against them. In this study, we tested whether explicitly communicated gender prejudice would facilitate women’s performance on a difficult task compared to contexts where such discrimination might be possible but is not explicitly communicated. The findings revealed that the task performance of women who are chronically concerned about gender discrimination suffered when a male interviewer’s gender attitudes were ambiguous, relative to when his attitudes were either explicitly chauvinistic or explicitly egalitarian. As expected, the performance of women low in discrimination concerns was not affected by the experimental manipulation. The findings are discussed in light of growing evidence for the ironic effects of prejudice for the targets of stigma.     

Comparison of two TAGteach error-correction procedures to teach beginner yoga poses to adults

Teaching with acoustical guidance involves auditory feedback (e.g., a click sound when a desired behavior occurs) as part of a multicomponent intervention known as TAGteach. TAGteach has been found to improve performance in sport, dance, surgical technique, and walking. We compared the efficacy and efficiency of the standard TAGteach error-correction procedure and a modified TAGteach error-correction procedure to teach 4 novice adult yoga practitioners beginner yoga poses. Both error-correction procedures were effective for all participants; however, the relative efficiency of these error-correction procedures was unclear. Results are discussed in terms of limitations and considerations for future research.     

On the effectiveness of including meaningful pictures in the formation of equivalence classes

In three experiments, 165 adult participants were trained on 12 baseline conditional discriminations and tested for the formation of three 5-member equivalence classes (A➔B➔C➔D➔E). All experiments included two reference groups; the abstract (ABS) group was trained with all abstract stimuli and the picture (PIC) group with C-stimuli as meaningful pictorial stimuli but A, B, D, and E stimuli as abstract shapes. In Experiment 1, the color of the meaningful stimuli was manipulated. In the ABS, PIC, and black-and-white groups, 33.3%, 80%, and 93.3% formed equivalence classes, respectively. In Experiment 2, participants were exposed to a test block with and without trials that included C stimuli. For the groups with and without C trials in the test, 93.3% and 86.7% formed equivalence classes, respectively, compared to 20% in the ABS group. In Experiment 3, the number of meaningful pictures and their location in stimulus classes were manipulated. One group was trained with 3 pictures (C1/B2/D3, the 3-PIC) while the other groups had 2 pictures (C1/B2 and C1/D3, the 2-PIC). In the second test block for the ABS and PIC groups, 6.7% and 86% of the participants formed equivalence classes, respectively. For the 3-PIC and the 2-PIC groups, 66.7% and 50% of the participants formed equivalence classes, respectively. Results suggest that the effects of meaningful stimuli in equivalence classes (a) cannot be attributed to the use of colorful stimuli in previous studies, (b) occur during training and are not dependent on the presence of meaningful stimuli at test, and (c) are sensitive to stimulus location.     

Does expertise and thinking mode matter for accuracy in judgments of job applicants’ cognitive ability?

The present research examined the role of thinking mode for accuracy in recruiters and laypeople’s judgments of applicants’ cognitive ability. In Study 1, students who relied on their intuition were somewhat less accurate. In Study 2, an experimental manipulation of thinking mode (intuitive vs analytical) revealed no apparent differences in accuracy. Moreover, there were no differences in accuracy or agreement between recruiters and laypeople. Examination of the use of specific resume content suggested that intuitive thinking corresponds to basing one’s judgments more on the way that applicants present themselves in their personal letter and less on diagnostic biographical information such as SAT scores. The findings point to the possibility that professional recruiters may not possess intuitive expertise in this context.     

Oriental wisdom for interpersonal life: Confucian ideal personality traits (Junzi personality) predict positive interpersonal relationships

Junzi personality refers to traits of ideal persons in Confucian philosophy and is a key to East-Asian indigenous personality studies. We proposed that Junzi personality predicts positive interpersonal relationships, mediated by internal and external attributions in affiliation goal areas. Participants from China (N = 337) completed self- and peer-rated questionnaires in three stages over a 4-month period. Results showed that Junzi personality significantly and positively predicted self-rated interpersonal competence and satisfaction and peer ratings of interpersonal performance. These effects were significantly mediated by internal and external attributions for affiliation. This research provides personality and interpersonal psychology insights by culturally compatible measures and frameworks rooted in East-Asian philosophy and also contributes to the literature on antecedents and consequences of affiliation attribution.