bluuebunny/crossref_metadata_2025_split huggingface dataset:
The use of computer displays to improve reading comprehension
Authors: Juola James F. 
Published: June 2007

AbstractThere are a number of different ways to present text on computer‐controlled displays, and these vary in their relative readabilities. ‘Electronic pages’ can be made to be almost as readable as high‐quality printed pages. Alternative text display formats can make use of some of the flexibility inherent in computers—for example, by presenting text that appears to move upwards from the bottom of the screen or from right to left along a single line. Research has shown, however, that the most viable alternative to the standard page format, both as a tool for the study of reading processes and as a means to promote reading efficiency, is the rapid, serial visual presentation (RSVP) technique. In RSVP the text is divided into small units of one or a few words that are presented successively for brief durations to a common location on a screen. Text presented in this way can be read rapidly and with good comprehension, while the need for eye movements is eliminated. The data from several studies indicate that RSVP can actually improve the comprehension abilities of less‐skilled readers. The present paper explores reasons for this apparent advantage of RSVP for some readers, and proposes ways in which the method might be applied in instructional settings.
Retroactive interference in the retention of prose: A reconsideration and new evidence
Authors: Dempster Frank N. 
Published: June 2007

AbstractThe sensitivity of naturalistic prose material to retroactive interference (RI) was investigated in three experiments, with due consideration given to the conditions known to produce RI in non‐prose material. In experiment 1, unrelated, related, and nearly identical (parapharase) prose passage conditions yielded a pattern of results very similar to those obtained with non‐prose material, with only the related condition associated with significant amounts of RI. Based upon these results and a few simple assumptions, a classificatory scheme was developed within which predictions were made regarding RI in related prose material. Several such predictions were tested and confirmed in Experiments 2 and 3. It was concluded that the many previous failures to detect RI in the retention of prose may be attributed to factors other than any inherent insensitivity of the material itself, and that RI may be just as predictable in prose as it is non‐prose material.
Learning from lectures: The effect of varying the detail in lecture handouts on note‐taking and recall
Authors: Morgan C. H. , Lilley J. D. , Boreham N. C. 
Published: June 2007

AbstractPrevious research on the effect of lecture handouts on student learning indicates that students who are given skeletal handouts usually perform better in course examinations than students who take all their own notes. The present study investigates whether the amount of detail in the handout is a critical factor in this. A randomized groups experiment was conducted in the context of a course on dental surgery. Four lecture handout conditions (headings and full text; headings and key points; headings only; no supplementary materials) were compared on tests 2 days and 2 weeks after the lecture. The significant differences between conditions were: ‘headings only’ better than ‘headings and key points’ on the first test; ‘headings only’ better than ‘no supplementary materials’ on the second test; and ‘headings and full text’ better than ‘no supplementary materials’ on the second test. These results indicate that the amount of detail is a critical factor in handout effectiveness.
Text memory and integration at different times of day
Authors: Oakhill Jane 
Published: June 2007

AbstractThis paper reports an experiment that explored whether the extent to which the ideas in a text are integrated changes over the day. In order to monitor integration, a task used by Wilkes, Alred and Al‐Ahmar (1983) was adopted. The assumption underlying the task was that information that is inconsistent with respect to preceding information in a text will be remembered differently from information that is not inconsistent. Obviously, such selective remembering cannot occur if the information in the text is not integrated, so the degree to which differential remembering occurs can be taken as an index of degree of integration. Although the predicted differences in degree of integration between morning and afternoon subjects were not confirmed, the morning superiority effect in text recall was replicated, and it was demonstrated that this superiority arose because of the morning subjects' better memory for the exact wording of the text. In addition, subjects showed different types of recall error at the two times of day. These errors are discussed in relation to subjects' hypothesized changes in strategy over the day.
Relative retention of verbal and audiovisual information in a national training programme
Authors: Gehring Robert E. , Toglia Michael P. 
Published: June 2007

AbstractA 15‐min segment of a national pharmaceutical sales training programme was evaluated in two experiments. Lecture supplemented by 139 colour slides failed to produce recognition scores on immediate and 1‐week tests above those produced by lecture alone. However, videotaped visuals designed to carry the main points of the message in a dynamic way enhanced retention over 1 week, compared to lecture only and lecture plus slides. The video presentation also yielded less intertest forgetting over 1 week than the combined results of lecture and lecture plus slides. The findings indicate that video presentations emphasizing action and conveying more than redundant illustrations of a verbal message can elevate long‐term retention in training programmes. A modified version of dual‐coding theory may explain the results and predict the circumstances under which combined pictorial and verbal codes will or will not be superior to a code which is primarily verbal.
The applicability of verbal mnemonics for different populations: A review
Authors: Cook Neil McLaughlin 
Published: June 2007

AbstractThe main aims of this review were to assess(1) the likelihood of learners making spontaneous use of verbal mnemonics, and (2) the extent to which learners will benefit from using verbal mnemonics. Over 60 investigations of verbal mnemonics were reviewed, most of which concentrated upon sentence mnemonics or first‐letter mnemonics; although many of the studies used students as subjects, the review also considers the value of verbal mnemonics for schoolchildren, mentally handicapped people, brain‐injured patients, and the elderly. On the whole, verbal mnemonics are relatively popular internal memory aids and, when compared to standard control conditions such as rehearsal, appear to be effective learning strategies for most of the populations studied, although mentally handicapped people and schoolchildren may find it difficult to produce effective mnemonics themselves; additionally, students and schoolchildren can benefit from the use of mnemonic sentences as part of more complex techniques. Comparisons between verbal mnemonics and other memory‐aiding strategies have, however, given more equivocal results. A number of areas for future research are identified. In particular it is hoped to see a development of recent trends to use non‐student subject, and to investigate the applicability of verbal mnemonics outside the laboratory.
Digit memory of soroban experts: Evidence of utilization of mental imagery
Authors: Hatta Takeshi , Hirose Takehiko , Ikeda Kazuo , Fukuhara Hiroyuki 
Published: June 2007

AbstractTwo experiments were conducted to demonstrate that skilled soroban (Japanese abacus) operators can improve digit memory retention by manipulating the beads of a ‘mental soroban’ which is analogous to the actual one. In Experiment 1, soroban experts and control subjects were given two digit memory tasks. In one task, pictures of a soroban figure and in the other, pictures of digit sequences, were presented to the subjects during the retention interval. Soroban experts experienced greater interference from presentation of the soroban figures than the digits; on the other hand, the reverse was true in the control subjects. In Experiment 2, ther soroban experts and control subjects were given the same digit memory tasks under three conditions—soroban pictures, pictures of digit sequences, and human faces were presented to subjects during the retention period of 15 s. The soroban experts were more affected by the presentation of the soroban figures than by the faces or digits, whereas the controls showed more interference from the digits than by the presentation of faces or soroban pictures.
Hypnotic memory and confident reporting
Authors: Krass Jeanette , Kinoshita Sachiko , McConkey Kevin M. 
Published: June 2007

AbstractThe effect of hypnosis on the relationship between confidence and accuracy of memory reports is examined. Specifically, the article reviews experimental research that has measured subjects' confidence in their hypnotically influenced memory reports. The findings of this research are discussed in terms of the factors that increase confidence without affecting accuracy, and the factors that decrease accuracy without affecting confidence. The article argues that both the experiential and social factors associated with hypnosis potentially reduce the correspondence between confidence and accuracy of memory. Finally, the article specifies the major implications for further theoretical and empirical work on hypnotic memory and confident reporting.
Effects of racial stereotypes on eyewitness performance: Implications of the real and the rumoured Allport and Postman studies
Authors: Treadway Molly , McCloskey Michael 
Published: June 2007

AbstractThe Allport and Postman (1945, 1947) study of rumour has been widely cited in support of the claim that expectations based upon racial stereotypes can cause eyewitnesses to make dramatic errors in perceiving or remembering an event. However, this claim is founded on inaccurate accounts of the study that have appeared throughout the eyewitness testimony literature. In this article we explore the implications of the actual Allport and Postman study, and the study as erroneously described, for questions about eyewitness performance.
Novice Strategies for Understanding Paintings
Authors: Schmidt Julie A. , McLaughlin John P. , Leighten Patricia 
Published: June 2007

AbstractVisual analysis is taught in art history classes as a skill which aids a student in understanding a work of art in its appropriate conceptual or historical context. To provide a foundation for the design of computer‐based lessons to train students in the skill, this study attempted to discover the strategies that novices employ when viewing a set of paintings. Verbal protocols obtained from novices in this study indicated that they described semantic features, or content, of paintings more than the formal elements, e. g. line, colour, shape, when viewing realist paintings. However, when presented with abstract, i. e. less semantically accessible paintings, novices shaply altered their approach and discussed formal elements over content. These findings suggest that an analysis of formal elements is not performed by a novice when a painting depicts a clear subject, but is attempted when the subject‐matter becomes obscure. This implies that, at some level, novices realize that the meaning of a painting can be extracted from attention to the formal elements. Interestingly, novice protocols contained the same categories of strategies deemed important by experts. The lack of training in visual analysis was not notably manifest with respect to style. Of all formal dimensions, this one yielded the greatest discrepancy between novices and the expectations of instructors.
Practice schedule and cognitive style interaction in learning a maze task
Authors: Jelsma Otto , Pieters Jules M. 
Published: June 2007

AbstractIn the present study the effects of contextual interference on the retention and transfer performance of reflectives and impulsives on a maze task were studied. Forty‐seven subjects were randomly assigned to either a high contextual interference group or to a low contextual interference group. Within the two groups subjects were further classified according to their preferred modes of responding. Retention and transfer were measured immediately following practice and after a 4‐week delay. The dependent variables were tracing time and errors. Reflectives made fewer errors and moved more quickly after practising under conditions of high contextual interference. Impulsives tended to have fewer errors after practising under conditions of high contextual interference but moved more slowly. Based on these results it was suggested that trainers consider individual differences in reflectivity‐impulsivity before designing particular practice schedules.
Moderators of the confidence‐accuracy correlation in face recognition: The role of information processing and base‐rates
Authors: Cutler Brian L. , Penrod Steven D. 
Published: June 2007

AbstractForty‐four undergraduates were shown one set of slides of persons in the beginning of the session and a second set of slides at the end. During the second slide presentation subjects gave recognition judgements for each slide and confidence judgements for each decision. The disguise of the to‐be‐recognized (TBR) persons was varied and the distinctiveness and attractiveness of the TBR persons were assessed. The relation between subjects' confidence judgements and their face recognition accuracy was stronger if the TBR persons were not disguised and if the TBR persons had distinctive characteristics. Attractiveness was unrelated to face recognition accuracy. Base‐rate information, which referred to the number of persons the subjects expected to recognize, affected decision criterion but had no effect on confidence judgements.
Recall of autobiographical events
Authors: White Richard T. 
Published: June 2007

AbstractThe clarity with which events that happened 6 years earlier can be recalled was estimated. The estimates are consistent with a gradual degradation rather than a precipitate decline of memory, and with the proposition that once an event cannot be recalled then it will remain inaccessible under similar conditions of cueing. Rare events are recalled well, suggesting that proactive interference has a strong influence on difficulty to recall. Vivid events are recalled well, also, but other dimensions such as importance of the event, its association with semantic knowledge, and the intensity of physical sensation are not related to recallability. Memory for the date of an event is poor, but for its time of day is good.
Errors in the quantification of uncertainty: A product of heuristics or minimal probability knowledge base?
Authors: Gebotys R. J. , Claxton‐Oldfield S. P. 
Published: June 2007

AbstractThe use of intuitive heuristics (e. g. representativeness and availability) has been put forward as an explanation for peoples' assignment of probabilities (Tversky and Kahneman, 1971). This phenomenon is seen as robust since experts as defined by education (professional psychologisis), despite advanced training in statistics and methodology, rely on the same heuristics as novices (lay people). Both experts and novices, as defined by education, were studied in a series of experiments and further classified as experts and novices according to their probability knowledge base, prior to receiving (or not) a brief (15‐minute) training session. Immediately following training, subjects completed a probability test which consisted of ten Tversky and Kahneman (e. g. 1974) problems. The training significantly increased the number of problems correctly solved on the probability test and eliminated the expert/novice education classification. The results of a follow‐up test 5 weeks after the experiment indicated that the training group maintained its superior performance. It is proposed that failure to use proper methods of probability assignment may not be due to intrinsic human inference biases or heuristics, but is a result of a minimal probability knowledge base.
Cognitive psychology and medical diagnosis
Authors: Gilhooly K. J. 
Published: June 2007

AbstractThe nature and acquisition of complex cognitive skills have been intensively investigated over the past 20 years. From such studies in non‐medical domains it appears that experts (a) generally remember new information in their field better than do the less expert; (b) work forward to solutions; (c) form superior representations of problems; (d) are superior in knowledge, not in basic processing abilities; and (e) require extensive practice over a period of years to achieve expert status. Studies of expertise in medical diagnosis have found two major departures from the typical findings in other areas of expertise, viz. that memory for new information seems best at intermediate levels of skill rather than at high levels, and that a mixture of forward and backward reasoning (hypothetico‐deductive inference) is common at all levels of skill in medical diagnosis. These departures from findings in other domains are explained by the special characteristics of both medical knowledge and the diagnostic task.
Hybrid computation in cognitive science: Neural networks and symbols
Authors: Anderson James A. 
Published: June 2007

AbstractThe human brain seems to be a hybrid computer, partly a highly efficient, highly evolved, massively parallel ‘intuitive’ and ‘perceptual’ processor, and, partly a slow and inaccurate serial symbol manipulator. Neural network models seem compatible with the massively parallel hardware, and are probably the best current model for the parallel part of the hybrid. Traditional symbol‐based artificial intelligence has usually based its models on the presumed properties of the symbol manipulator. Potentially, the strengths and weaknesses of the two parts of the hybrid complement each other nicely, and ultimately, a computer could make good use of both strategies simultaneously. However, the coupling between them in humans is still uneasy, perhaps because this novel combination is biologically recent. A brief discussion of human ‘computation’ suggests the virtues and problems inherent in a hybrid.
Imaginal elaboration of illustrations to facilitate fact learning: Creating memories of Prince Edward Island
Authors: Pressley Michael , Brewster Mary Ellen 
Published: June 2007

AbstractCanadian students in grades 5 and 6 studied facts about the 10 Canadian provinces (e. g. Many very good plays are put on in Prince Edward Island). At study, each fact was accompanied by a picture of a stereotypical setting in the province (e. g. a picture of the lush farmland in Prince Edward Island). Half the subjects were instructed to learn by imagining the fact as stated occurring in the depiction (e. g. very good plays being produced in the lush farmland setting); half were told only to try hard to remember that the fact occurred in the particular province. The imagery instruction was effective, but only when children had previously mastered associations between the provinces and the pictures of the provinces. Naturalistically occurring pictures can be used by grade‐school children to create elaborative images that facilitate acquisition of confusing facts, but only if children first know what the illustrations represent.
Reconstructing the dates of personal events: Gender differences in accuracy
Authors: Skowronski John J. , Thompson Charles P. 
Published: June 2007

AbstractOne commonly held stereotype is that females are more concerned with, and attentive to, dates than are males. One possible implication of this idea is that females have a more welldeveloped temporal reference schema than males, which should allow females to reconstruct the dates on which past events have occurred with more accuracy than males. This accuracy hypothesis was assessed by re‐analysing the data from four studies collected in previous work on the accuracy of event dating. Analyses of two of the studies yielded evidence for more accurate female dating; analysis of a third study produced a substantial, but non‐significant, trend in the predicted direction; and analysis of the fourth study yielded a small, but nonsignificant, reversal. A meta‐analysis combining the results of these four studies indicated that the dating accuracy of females was superior to the dating accuracy of males. Additional analyses indicated that these differences were probably not due to differences in self‐disclosure patterns.
The bilingual‐dichotic method for learning a foreign‐language vocabulary
Authors: Aarons Louis 
Published: June 2007

AbstractThe bilingual‐dichotic method organizes native and foreign words in paired‐associate learning for optimum compatibility with study behaviour and asymmetric cerebral hemispheric specialization. Slow‐paced auditory presentations alternate dichotic (simultaneous, native word at left ear and foreign word at right ear) and diotic (foreign word at both ears) input while the student views the word list in parallel to the dichotic format (native word‐foreign word). More college students attained the criterion of perfect cuedrecall and in significantly less study time using the bilingual‐dichotic method to learn English‐Russian word pairs compared with those using the conventional (diotic Russian) or a reversed‐ear dichotic control method. The new method yielded superior overall performance with significantly more accurate recall of the Russian words, and with shorter latencies of response than that obtained with the conventional method. Analysis suggests the bilingual‐dichotic method combines attentional strategies with the right‐ear advantage for dichotic verbal material to enhance rehearsal processes of learning. Practical applications of this new method for learning foreign vocabulary may be found in the early stages of foreign‐language learning in coordination with other exercises.
The suggestibility of child witnesses: A review
Authors: Baxter James S. 
Published: June 2007

AbstractThe idea that child witnesses are unreliable because of their high suggestibility is a common one. However, it is questionable if suggestibility can be attributed to individuals without considering the situational determinants of the phenomenon. This paper reviews studies of suggestibility in adults and children with particular reference to its determinants. The possibility that interview techniques might be developed which could enhance the reliability of child witnesses is considered.
The cognitive consequences of poverty: A neo‐Piagetian study with Zulu children
Authors: Bentley A. M. , Kvalsvig J. , Miller R. 
Published: June 2007

AbstractSamples of impoverished Zulu schoolchildren drawn from three age groups were tested repeatedly on the Figural Intersection Test (FIT), a measure of M‐power in Pascual‐Leone's theory of constructive operators. Results showed an initial underperformance when compared with Canadian and urban Zulu children. This was attributed to the effects of impoverishment. However, impoverished children did acquire the age‐related levels of performance after repeated trials, a result consistent with the concept of M‐power in the theory of constructive operators.