How Experts Adapt Their Gaze Behavior When Modeling a Task to Novices

Domain experts regularly teach novice students how to perform a task. This often requires them to adjust their behavior to the less knowledgeable audience and, hence, to behave in a more didactic manner. Eye movement modeling examples (EMMEs) are a contemporary educational tool for displaying experts’ (natural or didactic) problem-solving behavior as well as their eye movements to learners. While research on expert-novice communication mainly focused on experts’ changes in explicit, verbal communication behavior, it is as yet unclear whether and how exactly experts adjust their nonverbal behavior. This study first investigated whether and how experts change their eye movements and mouse clicks (that are displayed in EMMEs) when they perform a task naturally versus teach a task didactically. Programming experts and novices initially debugged short computer codes in a natural manner. We first characterized experts’ natural problem-solving behavior by contrasting it with that of novices. Then, we explored the changes in experts’ behavior when being subsequently instructed to model their task solution didactically. Experts became more similar to novices on measures associated with experts’ automatized processes (i.e., shorter fixation durations, fewer transitions between code and output per click on the run button when behaving didactically). This adaptation might make it easier for novices to follow or imitate the expert behavior. In contrast, experts became less similar to novices for measures associated with more strategic behavior (i.e., code reading linearity, clicks on run button) when behaving didactically.     

Letters to the Editor Department

Letter to the Editor

Letters to the Editor Department     

Seventh-day Adventist Clergy: Understanding Stressors and Coping Mechanisms

This article examines the extent and types of clergy stress, the strategies used in coping with stressors, and the relationship between stressors and coping mechanisms in a sample of 261 Seventh-day Adventist pastors in North America. The results indicate that the most commonly reported stressors in order are: (1) lack of social support, (2) financial stress, and (3) time and workload stress. In terms of coping strategies, pastors sought relief most often through: (1) reflective growth/internal change; (2) social/emotional coping; (3) passive coping; and lastly (4) action-oriented coping. Significant correlational relationships existed between passive coping and financial stress, relocating stress, and congregational stress. In addition, we found significant inverse correlations between coping through reflective growth or internal change and relocating stress and congregational stress. There were no significant relationships with action coping or social/emotional coping and any stressor. Multi-regression analysis reveals that passive coping strategies were significantly related to financial stress. Thus, the greater the financial stress, the more likely pastors were to engage in passive coping strategies. Other coping strategies showed no significant relationships when included in multi-regression analysis. We conclude with recommendations for Church administrators to address structures and practices in place for pastors including an expansion of coping mechanisms to help pastors address their stress.     

The Beavers, McMaster and Circumplex clinical rating scales: a study of their sensitivity, specificity and discriminant validity

To assess the sensitivity and specificity of clinical rating scales from the Beavers, McMaster and Circumplex models of family functioning videotapes of sixty families engaging in a standardized family task interview were rated using the three rating scales. The sixty families included twenty containing a child with an emotional disorder, twenty containing a child with a mixed disorder of emotions and conduct, and twenty in which none of the children presented with clinically significant difficulties. The three rating scales accurately classified 85-90% of normal controls, 70-90% of cases containing a child with a mixed disorder of emotions and conduct, and 55-65% of families containing a child with an emotional disorder. On the rating scales, the Beavers and McMaster models showed particularly high levels of sensitivity in detecting clinical cases, whereas the Circumplex rating scale was particularly good at classifying non-clinical cases accurately.     

Vocal and gestural responses of cross-fostered chimpanzees

Ten positive, five neutral, and five negative events were presented to two chimpanzees, Tatu (female, 64 months old) and Dar (male, 56 months old), who had been cross-fostered from birth by human beings. Each event was announced in American Sign Language 10 s before. The announcements and events were common items in the cross-fostering routines and were administered according to a balanced design over a period of 2 months. Vocal and signed responses to the announcements and to the events were recorded. The likelihood of either mode of response depended on affective charge, and the likelihood of vocal and signed responses was positively correlated. Signed responses were more likely than vocal responses; signed responses were more likely to be evoked by announcements than by events, whereas vocal responses were more likely to be evoked by events than by announcements. The type of vocal response depended on the affective charge and on whether the response was immediate (to the event) or anticipatory (to the announcement). Incorporation of signs and phrases from the announcements, and reiteration of signs and phrases within an utterance depended on affective charge, just as they do for human children.     

Letters to the Editor Department

Letter to the Editor

Letters to the Editor Department     

The phantom leaf effect and its implications for near-death and out-of-body experiences

The phantom leaf effect seen in Kirlian photography may help researchers better understand near-death and out-of-body experience. While the process responsible for the phantom leaf effect is unknown, variations of Rupert Sheldrake's morphogenetic field theory offer three explanations for this phenomenon. Each of these variations has different implications for near-death and out-of-body experiences.     

Seeing what they read and hearing what they say: Readers’ representation of the story characters’ world

Do readers “see” the words that story characters read and “hear” the words that they hear? Just as priming effects are reduced when stimuli are presented cross-modally on two different occasions, we found reduced transfer effects when story characters were described as experiencing stimuli cross-modally. In Experiment 1, a repeated phrase was described as being part of a spoken message in both Story A and Story B, and transfer effects were found. In Experiment 2, in contrast, when the phrase was described as a written note in one story and a spoken message in the other, reading-time results indicated that readers did not retrieve the meaning of the repeated phrase. The results are consistent with findings indicating that visual imagery simulates visual processing and that auditory imagery simulates auditory processing. We conclude that readers mentally simulate the perceptual details involved in story characters’ linguistic exchanges.     

Repeated text in unrelated passages: Repetition versus meaning selection effects

Despite previous findings, Klin, Ralano, and Weingartner (2007) found transfer benefits across unrelated passages. After processing an ambiguous phrase in Story A that was biased toward its sarcastic meaning, readers were more likely to interpret the identical phrase in Story B as sarcastic, even though it contained no disambiguating information. In the present experiments, we found both repetition effects (a benefit for the lexical items) and meaning selection effects (a benefit for the selected meaning of the phrase) with short delays between Stories A and B; with longer delays, only repetition effects were found. Whereas decreasing the elaboration of the phrase eliminated both effects, moving the disambiguating context from before to after the phrase eliminated meaning selection effects only. We conclude that meaning selection effects, which are based on conceptual overlap, are more sensitive to context changes and less robust than repetition effects, which are based on both perceptual and conceptual overlap.     

When story characters communicate: readers’ representations of characters’ linguistic exchanges

Klin, Ralano, and Weingartner (2007) found transfer effects when a phrase, described as part of a note one character had left for another, was repeated across two passages. However, when the phrase was part of a note in story A and part of a conversation in story B, transfer effects were eliminated (Klin & Drumm, 2010). Klin and Drumm concluded that readers encoded the perceptual features of story characters’ linguistic exchanges and that the mismatch (visual vs. auditory) eliminated transfer effects. The present experiments support this conclusion and also demonstrate that readers encode details of the social interaction that surrounds the characters’ linguistic exchanges: Effects were reduced when the phrase in story A was part of a direct social interaction between the characters (e.g., phone conversation), whereas in story B, the interaction was indirect (e.g., voicemail). More generally, readers are exquisitely tuned to subtle aspects of characters’ linguistic exchanges.