The effects of prior knowledge on the encoding of episodic contextual details

A positive relationship between prior knowledge and item memory is a consistent finding in the literature. In the present study, we sought to determine whether this relationship extends to episodic details that are present at the time of encoding, namely source memory. Using a novel experimental design, we were able to show both between- and within-subjects effects of prior knowledge on source memory. Specifically, the results revealed that the degree of prior knowledge positively predicted memory for source specifying contextual details. In addition, by including two conditions in which attention was divided either at encoding or retrieval, we were able to show that prior knowledge influences memory by affecting encoding processes. Overall, the data suggest that a priori knowledge within a specific domain allows attentional resources to be allocated toward the encoding of contextual details.     

The role of knowledge-based expectations in music perception: evidence from musical restoration

The perceptual restoration of musical sounds was investigated in 5 experiments with Samuel's (1981a) discrimination methodology. Restoration in familiar melodies was compared to phonemic restoration in Experiment 1. In the remaining experiments, we examined the effect of expectations (generated by familiarity, predictability, and musical schemata) on musical restoration. We investigated restoration in melodies by comparing familiar and unfamiliar melodies (Experiment 2), as well as unfamiliar melodies varying in tonal and rhythmic predictability (Experiment 3). Expectations based on both familiarity and predictability were found to reduce restoration at the melodic level. Restoration at the submelodic level was investigated with scales and chords in Experiments 4 and 5. At this level, key-based expectations were found to increase restoration. Implications for music perception, as well as similarities between restoration in music and speech, are discussed.     

A Short Review of School Field Trips: Key Findings from the Past and Implications for the Future

ABSTRACT

This review of the literature on field trips to out-of-school settings will briefly summarize key findings and discuss implications for future research and field trip practice. Cognitive and affective learning can occur as a result of class visits to out-of-school settings, and learning outcomes are fundamentally influenced by the structure of the field trip, setting novelty, prior knowledge and interest of the students, the social context of the visit, teacher agendas, student experiences during the field trip, and the presence or absence and quality of preparation and follow-up. Field trips, however, are not ideal for teaching complex concepts or even isolated facts, they are not “better classroom settings”; instead, they serve best as opportunities for exploration, discovery, first-hand and original experiences. Despite systemic pressures to the contrary, teachers and informal educators tend to agree on this broader vision of field trips and this article makes a variety of suggestions for putting such a vision into practice.     

The self-attribution of emotion as a function of success and failure1

When an act is interpreted as emotional, the responding individual generally is considered less responsible than if the act were interpreted as deliberate. This leads to the hypothesis that the self-attribution of emotion will more likely occur when behavior has undesirable rather than desirable consequences. Three experiments were conducted to explore this hypothesis. In these experiments, the self-attribution of emotion was assessed indirectly by having the subjects judge potentially arousing stimuli (e.g., nudes and corpses) after these stimuli had been associated with either failure or success on a problem-solving task. As predicted, the nudes were judged more attractive and the corpses more disturbing when they were associated with failure. This tendency was most apparent among subjects who perceived the task to be a valid indication of intellectual ability.     

Comparing Materials for Self-Guided Learning in Interactive Science Exhibitions

Science center exhibitions are considered to have the potential to support students' learning. To contribute to the field's knowledge of how to use this potential to the fullest, this study compares four different designs of self-guided resources for use during a science center visit. The first two (open exploration and a traditional worksheet) are similar to many currently in use, and the other two designs (guided exploratory learning, one paper-based and one tablet-based) provided more structure and explicitly aimed to support deeper engagement and exploration. Verbal and nonverbal behaviors of 64 11- to 13-year-old students were recorded by chest-mounted cameras. Video was coded and analyzed quantitatively around instances of behaviors consistent with deep engagement and learning. Findings suggest that different resource designs are associated with different levels of engagement-related behaviors, and designs for guided exploratory learning in particular have the potential to support students' progress towards conceptual understanding.     

On Retaining Classical Truths and Classical Deducibility in Many-Valued and Fuzzy Logics

In this paper, I identify the source of the differences between classical logic and many-valued logics (including fuzzy logics) with respect to the set of valid formulas and the set of inferences sanctioned. In the course of doing so, we find the conditions that are individually necessary and jointly sufficient for any many-valued semantics (again including fuzzy logics) to validate exactly the classically valid formulas, while sanctioning exactly the same set of inferences as classical logic. This in turn shows, contrary to what has sometimes been claimed, that at least one class of infinite-valued semantics is axiomatizable.     

Parental Role Portrayals in Twentieth Century Children’s Picture Books: More Egalitarian or Ongoing Stereotyping?

Gender role stereotyping continues to dominate within many media forms. This research examined the portrayals of mothers and fathers as companions, disciplinarians, caregivers, nurturers, and providers in 300 twentieth century children’s picture books randomly selected from the Children’s Catalog (H.W. Wilson Company, 2001). The books were published in the United States between the years of 1902 and 2000. The list of texts was stratified by time periods before sampling. The impact of time of publication upon each of the five parental role constructs was assessed using cross-tabulations. Previous analyses suggest traditional parental role portrayals are commonplace, but by employing time of publication as an independent variable, the researchers questioned whether an evolvement of roles would be noted. By examining the father and mother role performances independently over time it was expected that some progression toward egalitarianism would be noted. Overall, mothers did outperform fathers in nurturing and caregiving, and fathers outperformed mothers in companion and providing behaviors. However, when these behaviors were cross-tabulated with time of publication, no significant role evolvement was found. For example, while not statistically significant, father characters were most likely to nurture, provide care, and act as a child’s companion in books published in the 1970s, but these behaviors declined in subsequent time periods. The role evolvement of mother characters also lacked statistical significance, suggesting that the traditional male breadwinner-female homemaker model has been consistently portrayed in children’s picture books.