Using tutoring systems to study learning: An application of HyperCard

HyperCard was used to develop a simplified tutoring system whose principles were based on a learning theory, and a genetics tutoring system was evaluated experimentally. Learning was studied by examining immediate versus delayed feedback after an error was made. Such tutoring systems aid in psychological studies of learning, because experimental variables can be easily manipulated. HyperCard provides a good vehicle for tutoring system development, since it requires no extensive programming skills.     

Subjective quality of life of surgically treated glioma patients undergoing polychemotherapy

25 patients with glioma were questioned as to how they apprehended and appreciated their state of health and their psychosocial situation 1 1/2 years (s = 4 months) after the start of their postoperative polychemotherapy. In their opinion, their health was relatively good, that is, they claimed to suffer little pain, few complaints, little feeling of inadequacy, few fears for the future. They regarded the mode of treatment as being somewhat more inconvenient. Such an unexpectedly positive response, in view of the poor prospect, raises the question as to its provenance. A significant cause is seen in the organic psycho-syndrome, and its significance is made the subject of the concluding discussion, with reference to adaptation mechanisms and specifics of the illness.     

RELATIONS BETWEEN PREDICTION- AND ESTIMATION-RESPONSES IN CUE-PROBABILITY LEARNING AND TRANSFER

B auer M arianne Relations between prediction- and estimation-responses in cue-probability learning and transfer. Scand. J. Psychol ., 1972, 13 , 198–207. —Comparisons were made between prediction- and estimation-responses, preceded by training with different types of responding and when task probabilities were shifted. The main results were: ( a ) differential effects of procedure of learning and shift in task structure on predictions and estimates support the hypothesis of two different processes, ( b ) estimates as indicators of probability learning reflect traits assumed to characterize the perception process, viz. sensitivity to shifts in probabilities, and robustness against influence from procedure of learning, and ( c ) prediction-responses were affected in the direction of more extreme responses by simultaneous estimation, which result strengthens the supposition that probability estimates are insufficient as indicators of the complete perception process in a prediction task.     

Magnetoencephalography--current trends

The review deals with the method of magnet-encephalography. The physical principles and the most important technical conditions to put into practice this method are mentioned. Comparing with the electroencephalography this method shows various advantages, what leads to its intensive use for the localisation of components of evoked potentials, for the magnet-encephalographic record of the brain activity of the human fetus, and for the localisation of epileptic foci in therapy resistant epileptics.     

Social facilitation during the initial stage of motor learning: a re-examination of Martens' audience study

This study partially replicated Martens' (1969a) social-facilitation study of motor behavior. His very robust performance findings provided impressive confirmation for Zajonc's hypothesis, and his arousal findings have since been used as evidence for a nonlearned-drive basis for social facilitation. The present study also extended Martens' investigation by examining the separate and combined effects of an audience and videotape camera. The effects due to the presence of the audience and camera were not additive; instead, the audience detrimentally affected subjects' performance consistency and the camera resulted in more trials with errors greater than 30 msec after the performance criteria had been attained. Martens' most robust findings for constant error were not replicated, nor were some of his physiological arousal findings. His pattern of constant error results over all trials is atypical of known learning strategies that subjects use to reduce error over successive trials. Overall, audience effects accounted for only a very small portion of the variance.     

Irrelevant differences in the "same"--"different" task

This article examines the effects of irrelevant information on the multidimensional "same"--"different" task. Subjects were instructed to compare two geometric figures with respect to certain attributes but to ignore other attributes in making the "same"--"different" decision. The irrelevant attributes were chosen in such a way that they could not easily be ignored to see how the existence of irrelevant differences would affect the comparison process. As expected, the overall latencies were longer than is usually found in tasks with no irrelevant differences. However, the nature of the comparison process appeared unchanged. The usual finding of a "fast-same" phenomenon persisted even when irrelevant information was present. The similarity of the results in this task to results in the "same"--"different" task with no irrelevant features supports the idea that the same comparison mechanism is used whether or not irrelevant differences are present in the stimulus pairs. The results suggest a more general-purpose comparison mechanism than is usually included in models of this task. Two-process models of visual comparisons are thus ruled out entirely. A modified version of Krueger's noisy-operator theory does appear consistent with the results.     

Teaching minority high school students to recruit helpers to attain personal and educational goals

Recruiting help from mentors and other potential helpers is a promising strategy for helping disadvantaged and minority youths meet their personal and educational goals. Three African-American high school seniors participated in a project designed to evaluate the effectiveness of training procedures that would allow them to ask for help in attaining educational and other personal goals. A behavioral training procedure that included instructional materials, role-play practice, praise, and feedback was used. Targeted skills included goal setting and 30 responses involved in the process of meeting with a potential helper. Role-play situations were used to evaluate participants' help-recruiting skills before and after training. Participants increased their help-recruiting skills from an average of 38% during baseline, to an average of 75% after training. Self-reported measures of goal attainment suggested that the students benefited from the training. Implications for mentoring programs designed to increase minority students' opportunities to reach educational goals were discussed.     

Differential impact of parenting sick infants

Parenting a newborn infant has been identified as a significant stressor, and parenting a sick infant evokes an even greater stress. This study evaluated the differential impact of parenting infants with interrupted infantile apnea vs. extremely low birth weight infants. These infants were compared to normal infants on the Bayley Scales of Infant Assessment and the Parenting Stress Index when the infants were 6 months old. Significant effects on the mental index revealed that the low birthweight infants performed more poorly than did the other groups. A stepwise multiple discriminant analysis on the Parenting Stress Index suggested that child adaptability, maternal restrictions, isolation, and health were significant stressors. Mothers of apneic infants were affected most severely by their child's illness. The lower educational level of these mothers may have influenced these findings.