title: Does Training Improve Performance on a Perspective-taking Task?

authors: Baker, Laura Maree

subjects: perspective-taking

abstract: This study investigated the effect of training on perspective-taking with 22 normally developed adults. The perspective-taking task, similar to that used by McHugh, Barnes-Holmes, Barnes-Holmes, Whelan, and Stewart (2007), required the participants read two related statements per trial presented on a computer screen. They pressed one of two keys to indicate if they thought the second statement was true or false. The statements differed along three dimensions, perspective (Self, Other, or Photo), belief (true- or false- belief), and correct response (true or false). Latency to respond, timed from the end of the statement presentation, and accuracy were recorded. A reaction time task, that requiring participants to indicate if a statement ( This is (colour name) ) about a coloured square was true or false, was included to assess the effect of task repetition on response latencies. There were four blocks of reaction time trials alternating with three blocks of perspective-taking trials (Pre-test, Training, and Post-test). During the Training phase there was feedback on the accuracy of each response. Feedback was not given in the Pre-test, Post-test, or reaction time trials. Extended training on the perspective-taking task reduced latencies on this task over and above the decreases seen in the latencies on the reaction time tests, and this reduction generalized to a novel stimulus set.  The Self and Other questions resulted in longer latencies than the Photo questions (both before and after the removal of reaction time) as predicted by Relational Frame Theory. The longer latencies were associated with greater relational complexity and partially replicated the results of McHugh et al. (2007a). These results suggest that training with multiple exemplars can be used to decrease response latencies, and so to improving performance, on a perspective-taking task.

text: Does Training Improve Performance on a Perspective-taking Task? This study investigated the effect of training on perspective-taking with 22 normally developed adults. The perspective-taking task, similar to that used by McHugh, Barnes-Holmes, Barnes-Holmes, Whelan, and Stewart (2007), required the participants read two related statements per trial presented on a computer screen. They pressed one of two keys to indicate if they thought the second statement was true or false. The statements differed along three dimensions, perspective (Self, Other, or Photo), belief (true- or false- belief), and correct response (true or false). Latency to respond, timed from the end of the statement presentation, and accuracy were recorded. A reaction time task, that requiring participants to indicate if a statement ( This is (colour name) ) about a coloured square was true or false, was included to assess the effect of task repetition on response latencies. There were four blocks of reaction time trials alternating with three blocks of perspective-taking trials (Pre-test, Training, and Post-test). During the Training phase there was feedback on the accuracy of each response. Feedback was not given in the Pre-test, Post-test, or reaction time trials. Extended training on the perspective-taking task reduced latencies on this task over and above the decreases seen in the latencies on the reaction time tests, and this reduction generalized to a novel stimulus set.  The Self and Other questions resulted in longer latencies than the Photo questions (both before and after the removal of reaction time) as predicted by Relational Frame Theory. The longer latencies were associated with greater relational complexity and partially replicated the results of McHugh et al. (2007a). These results suggest that training with multiple exemplars can be used to decrease response latencies, and so to improving performance, on a perspective-taking task.

year: 2009

title: The Science-for-Life Partnerships: Does size really matter, and can ICT help?

authors: Falloon, Garry

subjects: ICT

abstract: This study introduces findings of an initial pilot from a New Zealand government-funded initiative known as Science-for-Life, which aims to enhance the quality of science teaching through the formation of face-to-face and virtual learning partnerships involving crown research institutes (CRIs) and primary and secondary schools. Using a case study methodology, it describes and analyses a trial partnership between the CRI, Scion Research, and teachers of Seadown Primary School in Hamilton. The study uses Grobe's (1990) typology of industry-education partnerships as an analytical "lens" through which to evaluate the characteristics of the partnership, and explores the role that ICT played in establishing and sustaining it, well beyond its anticipated conclusion. Findings indicate that while in terms of Grobe's framework a genuine partnership label may not have been appropriate in this case, the interaction nonetheless proved to be extremely valuable in supporting learning goals, and that while ICT played a significant role in this, it was not fundamental to the partnership's success.

text: The Science-for-Life Partnerships: Does size really matter, and can ICT help? This study introduces findings of an initial pilot from a New Zealand government-funded initiative known as Science-for-Life, which aims to enhance the quality of science teaching through the formation of face-to-face and virtual learning partnerships involving crown research institutes (CRIs) and primary and secondary schools. Using a case study methodology, it describes and analyses a trial partnership between the CRI, Scion Research, and teachers of Seadown Primary School in Hamilton. The study uses Grobe's (1990) typology of industry-education partnerships as an analytical "lens" through which to evaluate the characteristics of the partnership, and explores the role that ICT played in establishing and sustaining it, well beyond its anticipated conclusion. Findings indicate that while in terms of Grobe's framework a genuine partnership label may not have been appropriate in this case, the interaction nonetheless proved to be extremely valuable in supporting learning goals, and that while ICT played a significant role in this, it was not fundamental to the partnership's success.

year: 2011

title: Enhancing well-being and social connectedness for Maori elders through a peer education (Tuakana-Teina) programme: A cross-sectional baseline study

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background: Māori kaumātua (elders) face stark health and social inequities compared to non-Māori New Zealanders. The tuakana-teina (older sibling-younger sibling) peer education programme is a strengths-based approach to enhance well-being and social connectedness. The purpose of this study is to present the baseline data from this programme and identify correlates of well-being outcomes.

Method: Participants included 128 kaumātua who completed a self-report survey about health-related quality of life, spirituality, social connection and loneliness, life satisfaction, cultural identity and connection, elder abuse, health service utilisation and demographics.

Findings: Multiple regression models illustrated the following correlates of outcomes: (a) self-rated health: needing more help with daily tasks (β = −0.36) and housing problems (β = –0.17); (b) health-related quality of life: needing more help with daily tasks (β = –0.31), housing problems (β = –0.21), and perceived autonomy (β = 0.19); (c) spiritual well-being: understanding of tikanga (cultural protocols) (β = 0.32) and perceived autonomy (β = 0.23); (d) life satisfaction: social support (β = 0.23), sense of purpose (β = 0.23), cultural identity (β = 0.24), trouble paying bills (β = –0.16), and housing problems (β = –0.16); (e) loneliness: elder abuse (β = 0.27), social support (β = –0.21), and missing pleasure of being with whānau (extended family) (β = 0.19).

Conclusions: Key correlates for outcomes centred on social support, housing problems, cultural connection and perceived autonomy. These correlates are largely addressed through the programme where tuakana/peer educators provide support and links to social and health services to teina/peer recipients in need. This study illustrates needs and challenges for kaumātua, whilst the larger programme represents a strengths-based and culturally-centred approach to address health issues related to ageing in an Indigenous population.

text: Enhancing well-being and social connectedness for Maori elders through a peer education (Tuakana-Teina) programme: A cross-sectional baseline study Background: Māori kaumātua (elders) face stark health and social inequities compared to non-Māori New Zealanders. The tuakana-teina (older sibling-younger sibling) peer education programme is a strengths-based approach to enhance well-being and social connectedness. The purpose of this study is to present the baseline data from this programme and identify correlates of well-being outcomes.

Method: Participants included 128 kaumātua who completed a self-report survey about health-related quality of life, spirituality, social connection and loneliness, life satisfaction, cultural identity and connection, elder abuse, health service utilisation and demographics.

Findings: Multiple regression models illustrated the following correlates of outcomes: (a) self-rated health: needing more help with daily tasks (β = −0.36) and housing problems (β = –0.17); (b) health-related quality of life: needing more help with daily tasks (β = –0.31), housing problems (β = –0.21), and perceived autonomy (β = 0.19); (c) spiritual well-being: understanding of tikanga (cultural protocols) (β = 0.32) and perceived autonomy (β = 0.23); (d) life satisfaction: social support (β = 0.23), sense of purpose (β = 0.23), cultural identity (β = 0.24), trouble paying bills (β = –0.16), and housing problems (β = –0.16); (e) loneliness: elder abuse (β = 0.27), social support (β = –0.21), and missing pleasure of being with whānau (extended family) (β = 0.19).

Conclusions: Key correlates for outcomes centred on social support, housing problems, cultural connection and perceived autonomy. These correlates are largely addressed through the programme where tuakana/peer educators provide support and links to social and health services to teina/peer recipients in need. This study illustrates needs and challenges for kaumātua, whilst the larger programme represents a strengths-based and culturally-centred approach to address health issues related to ageing in an Indigenous population.

year: 2021