FOK研究中一种新的标准测验——过度重复学习

提出FOK研究中一种新的标准测验形式——过度重复学习,并验证过度重复学习作为FOK研究的标准测验的可行性;另外还比较了作为标准测验,过度重复学习与再认的差别。同时,还探索了FOK判断中存在的两种错误类型——替代性错误和忽略性错误在FOK判断等级和标准测验成绩方面的差异。两个实验结果表明：FOK判断在预期随后的标准测验(过度重复学习和再认)成绩上是有准确性的;过度重复学习可以作为一种标准测验。实验结果还显示：替代性错误比忽略性错误的FOK判断等级要高;且无论是用再认还是用过度重复学习做标准测验,都能检验出两种错误类型项目在记忆激活强度上的差异。     

Prediction Errors and Attention in the Presence and Absence of Feedback

ABSTRACT— Contemporary theories of learning typically assume that learning is driven by prediction errors—in other words, that we learn more when our predictions turn out to be incorrect than we do when our predictions are correct. Results from the recording of electrical brain activity suggest one mechanism by which this might happen; we seem to direct visual attention toward the likely causes of previous prediction errors. This can happen very rapidly—within less than 200 milliseconds of the error-causing object being presented. It is tempting to infer that if learning is driven by prediction errors, then little can be learned in the absence of feedback. Such a conclusion is unwarranted. In fact, the substantial learning that is sometimes the result of simple exposure to objects can also be explained by processes of directing attention toward the likely causes of previous prediction errors.     

A primer on the understanding of meta-analysis

ObjectivesThe purpose of the present paper is to provide a primer on the understanding of meta-analysis.Design and methodAfter presenting the rationale behind meta-analysis, the present paper defines statistical artifacts of sampling error and measurement.FindingsExamples show that statistical artifacts influence the correlation coefficient. The paper also explains the notions of confidence intervals and credibility intervals and how correlations corrected for sampling error and measurement error are calculated.ConclusionsThe paper concludes by explaining the notion of second-order sampling error and moderator meta-analysis.     

INTRODUCTION TO THE SYMPOSIUM

This paper introduces a symposium discussing Michael Oakeshott's understanding of the relationship of religion, science and politics. Essays by Elizabeth Corey, Timothy Fuller, Byron Kaldis, and Corey Abel are followed by a review of Corey's recent book by Efraim Podoksik.     

汉语双字词的心理词典存储—来自发展性阅读障碍个案的证据

研究探讨了发展性阅读障碍个案S汉字命名过程选择性错误的产生机制。汉字命名、词汇判断和组词实验有三个主要发现,个案S在汉字命名过程中产生大量的选择性错误,选择性错误在复合词中发生的前后位置没有显著差异;S在词汇判断过程中,混淆词汇中两个词素的先后顺序;S对产生选择性错误的汉字组词的数量显著少于控制组,且其产生选择性错误的复合词的频率显著高于他组出的其他词汇频率。研究以Zhou&Marslen-Wilson(2000)的复合词的多水平平行结构心理词典模型为基础讨论了这些发现的理论意义,并着重分析了汉字命名过程中词素频率和词汇意义结构之间的交互作用。     

Improving Migrant Students' Spelling of English and Spanish Words with Error Correction

We examined the effects of error correction on spelling accuracy of culturally and linguistically diverse students enrolled in summer Migrant Education. In an error correction strategy, students spelled a word, viewed a correct model, and corrected specific errors. In a traditional strategy, students wrote words three times each while viewing a correct model. Words were presented in Spanish or English. Results showed that students with and without learning disabilities, whose primary language was English, correctly spelled more English words in the error correction condition than the traditional. Students whose primary language was Spanish correctly spelled Spanish words equally well in both conditions, possibly because of the phonetic nature of the Spanish language.     

Responsible engineering: Gilbane Gold revisited

This paper addresses several concerns in teaching engineering ethics. First, there is the problem of finding space within already crowded engineering curricula for meaningful discussions of ethical dimensions in engineering. Some engineering programs may offer entire courses on engineering ethics; however, most do not at present and may not in the foreseeable future. A promising possibility is to weave ethics into already existing courses using case studies, but most current case studies are not well integrated with engineering technical analysis. There is a danger that case studies will be viewed by both instructors and students as departures from “business as usual”—interesting perhaps, but not essentially connected with “real” engineering. We offer a case study, inspired by the National Society of Professional Engineer’s popular video Gilbane Gold, that can be used to make the connection. It requires students to engage in technical analysis, but in a context that makes apparent the ethical responsibility of engineers. Further, the case we present marks a significant departure from more typical cases that primarily focus on wrongdoing and its prevention. We concentrate more positively on what responsible engineering requires. There is a need for more such cases, regardless of whether they are to be used in standard engineering courses or in separate courses in engineering ethics. This article is the product of the NSF/Bovay Endowment “Workshop to Develop Numerical Problems Associated With Ethics Cases for use in Required Undergraduate Engineering Courses” (NSF Grant DUE-9455141) held at Texas A&M University in August 1995. For further information about this project, contact Michael J. Rabins, Director of the Ethics and Professionalism Program in the Look College of Engineering at Texas A&M University. Additional case studies from this workshop are available on the Internet site http://ethics.tamu.edu. The writing of this article was supported in part by “Engineering Ethics: Good Works” (NSF/EVS Grant SBR-930257). Michael Pritchard teaches ethics and is co-author of Engineering Ethics: Concepts and Cases (1995) with C.E. Harris and Michael Rabins (Wadsworth, Belmont CA). Mark Holtzapple teaches chemical engineering and is author of Foundations of Engineering (McGraw-Hill) which includes an ethics chapter suitable for freshman engineering students.     

A bayesian procedure for mastery decisions based on multivariate normal test data

A Bayesian framework for making mastery/nonmastery decisions based on multivariate test data is described in this study. Overall, mastery is granted (or denied) if the posterior expected loss associated with such action is smaller than the one incurred by the denial (or grant) of mastery. An explicit form for the cutting contour which separates mastery and nonmastery states in the test score space is given for multivariate normal test scores and for a constant loss ratio. For multiple cutting scores in the true ability space, the test score cutting contour will resemble the boundary defined by multiple test cutting scores when the test reliabilities are reasonably close to unity. For tests with low reliabilities, decisions may very well be based simply on a suitably chosen composite score.This work was performed pursuant to Grant NIE-G-78-0087 with the National Institute of Education, Department of Health, Education, and Welfare, Huynh Huynh, Principal Investigator. Points of view or opinions stated do not necessarily reflect NIE positions or policy and no official endorsement should be inferred. The assistance of Joseph C. Saunders is gratefully acknowledged. The author is indebted to an anonymous referee who pointed out several computational errors in the earlier versions of the paper.     

A model for repeat paired comparison preference tests

A model is proposed that describes subject behavior on repeat paired comparison preference tests. The model extends prior work in this area in that it explicitly allows for abstentions and permits the derivation of individual true scores for discrimination ability as well as conditional estimates of proportionate preference. With these results, the properties of a paired comparison test can be thoroughly explored. An empirical example is presented, and test design issues are considered. In particular, repeat paired comparison preference tests are shown to be inherently less efficient discrimination tests than are pick 1 of 2 tests.     

Conditions for Piagetian Stage IV search errors in a task using transparent occluders

In a Piagetian Stage IV search task in which the object was in plain view under transparent covers, Butterworth (1977) obtained errors from nearly half the infants but noted few errors when the object was uncovered. This study investigates the possibility that errors arise in the former case because novel transparent covers present a particular distraction. Butterworth's results with transparent covers were replicated under his conditions of administration, but virtually no errors were obtained when infants were familiarized with the covers prior to testing. From this and other results it is suggested that errors in search for a visible object only occur when the infant's attention is drawn by other features of the array.