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Lakhzoum D, Izaute M, Ferrand L, Zeelenberg R, Pecher D. NewAbstractConcepts: A Database of 42 Normed Abstract Concepts and Exemplars. J Cogn 2024; 7:53. [PMID: 39005953 PMCID: PMC11243765 DOI: 10.5334/joc.384] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2024] [Accepted: 06/29/2024] [Indexed: 07/16/2024] Open
Abstract
Recently, researchers have expressed challenges in conducting word-learning experiments in adult populations due to limited availability of normed stimulus materials. This constraint often prompts the use of low-frequency or low-prevalence words, introducing the potential influence of prior knowledge or direct translation to familiar words. In response, we developed novel abstract concepts devoid of word referents, providing better control over prior knowledge. These new concepts describe situations encountered in various settings for which there is no existing word in English. The resulting database comprises 42 normed New Abstract Concepts, offering unique materials structured through scenarios, each containing similar and dissimilar exemplars. These materials underwent meticulous norming for relatability and similarity levels across a series of studies. The success of our approach was demonstrated in a word-learning experiment examining the effects of similarity and diversity. The database serves as a valuable resource for selecting stimuli in experiments exploring the learning of abstract semantic concepts, particularly investigating the role of similarity versus diversity in concept learning. The database is available on OSF (https://osf.io/svm2p/).
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Affiliation(s)
- Dounia Lakhzoum
- Université Clermont Auvergne, CNRS, LAPSCO, F-63001 Clermont-Ferrand, France
| | - Marie Izaute
- Université Clermont Auvergne, CNRS, LAPSCO, F-63001 Clermont-Ferrand, France
| | - Ludovic Ferrand
- Université Clermont Auvergne, CNRS, LAPSCO, F-63001 Clermont-Ferrand, France
| | - René Zeelenberg
- Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, The Netherlands
| | - Diane Pecher
- Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, The Netherlands
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Zhang T, Fyfe ER. High variability in learning materials benefits children's pattern practice. J Exp Child Psychol 2024; 239:105829. [PMID: 38070439 DOI: 10.1016/j.jecp.2023.105829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2023] [Revised: 09/17/2023] [Accepted: 11/14/2023] [Indexed: 01/01/2024]
Abstract
Concrete materials (e.g., pictures, objects) are believed to be helpful with learning, but not in all circumstances. Variability in these materials (i.e., using different materials vs. the same materials) could be an important factor. We compared how variability in concrete images influenced children's learning about repeating patterns (e.g., ABBABBABB). A total of 87 children aged 4 to 6 years from the United States (75% White; 44% female) completed an experiment via Zoom in which they received brief pattern training. Children were randomly assigned into Low, Medium, and High Variability training conditions, which differed in terms of whether the same materials were used over and over or they varied in their perceptual features. Children in the Low Variability condition performed better at the beginning of training, but this trend ultimately reversed. Children in the High Variability condition performed best by the end of training and on the posttest. Using variable materials may allow children to extract common structures across instances.
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Affiliation(s)
- Tongyao Zhang
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA
| | - Emily R Fyfe
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN 47405, USA.
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Babineau AL, Witherby AE, Ariel R, Pelch MA, Tauber SK. Do Domain Knowledge and Retrieval Practice Predict Students' Study Order Decisions? J Intell 2022; 10:122. [PMID: 36547509 PMCID: PMC9785803 DOI: 10.3390/jintelligence10040122] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Revised: 11/28/2022] [Accepted: 12/05/2022] [Indexed: 12/13/2022] Open
Abstract
Learning complex concepts is necessary for student success, but it is often challenging. Learning such concepts can be influenced by students' study order choices during learning to switch to a new category (interleaved study order) or stay within the same category (blocked study order). Students often prefer stay decisions during learning and make relatively few switch decisions; however, an open question is whether students' switch decisions are related to their level of prior knowledge in the domain and the learning strategy they use (retrieval practice versus study). To examine these relationships, we recruited undergraduate students from an introductory geology course. Prior to the course modules on rock classification, students self-rated their knowledge, took a prior knowledge test, classified rock exemplars by completing study or retrieval practice trials, and made study order choices. Students then completed assignments and attended lectures in their geology course on igneous, sedimentary, and metamorphic rocks. Next, students self-rated their knowledge, took a new prior knowledge test, completed study or retrieval practice trials, made study order decisions, took final classification tests, and self-reported beliefs about study order choices. Even though students' knowledge increased after course modules on rock identification, and most students believed that domain knowledge impacts study decisions, prior knowledge did not predict students' switch decisions. In contrast, students who completed retrieval practice trials made substantially more switch decisions (i.e., interleaved study) than did students who completed study trials.
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Affiliation(s)
- Addison L. Babineau
- Department of Psychology, Texas Christian University, Fort Worth, TX 76129, USA
| | - Amber E. Witherby
- Department of Psychology, Creighton University, Omaha, NE 68178, USA
| | - Robert Ariel
- Department of Psychology, Virginia Wesleyan University, Virginia Beach, VA 23455, USA
| | - Michael A. Pelch
- School of Environment, Washington State University, Pullman, WA 99164, USA
| | - Sarah K. Tauber
- Department of Psychology, Texas Christian University, Fort Worth, TX 76129, USA
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Gorman TE, Goldstone RL. An instance-based model account of the benefits of varied practice in visuomotor skill. Cogn Psychol 2022; 137:101491. [PMID: 35901537 DOI: 10.1016/j.cogpsych.2022.101491] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2021] [Revised: 03/25/2022] [Accepted: 05/27/2022] [Indexed: 11/16/2022]
Abstract
Exposing learners to variability during training has been demonstrated to improve performance in subsequent transfer testing. Such variability benefits are often accounted for by assuming that learners are developing some general task schema or structure. However much of this research has neglected to account for differences in similarity between varied and constant training conditions. In a between-groups manipulation, we trained participants on a simple projectile launching task, with either varied or constant conditions. We replicate previous findings showing a transfer advantage of varied over constant training. Furthermore, we show that a standard similarity model is insufficient to account for the benefits of variation, but, if the model is adjusted to assume that varied learners are tuned towards a broader generalization gradient, then a similarity-based model is sufficient to explain the observed benefits of variation. Our results therefore suggest that some variability benefits can be accommodated within instance-based models without positing the learning of some schemata or structure.
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How variability shapes learning and generalization. Trends Cogn Sci 2022; 26:462-483. [DOI: 10.1016/j.tics.2022.03.007] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2020] [Revised: 03/18/2022] [Accepted: 03/21/2022] [Indexed: 01/25/2023]
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Online argumentation-based learning aided by digital concept mapping during COVID-19: implications for health management teaching and learning. HEALTH EDUCATION 2021. [DOI: 10.1108/he-12-2020-0125] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The COVID-19 pandemic has affected educational systems worldwide, forcing them to abruptly shift from face-to-face to online teaching and learning. This case study illustrates how a traditional lecture-based activity for undergraduate students in a Management of Health Service Organizations program was transformed into an argumentation-based learning activity using the technique of digital concept mapping and was deployed in an online format during the COVID-19 lockdown.
Design/methodology/approach
The students were tasked with solving an ill-structured problem bearing significance for their future professional lives and connected to the contents of their course (entitled “Assimilation of service quality in health systems”). The activity was composed of two phases. In Phase 1, participants were asked to provide five arguments to establish their proposed solution to the problem by using a concept map on a digital platform (Mindomo). In Phase 2, they were asked to substantiate their arguments. Reflective journals were used to ascertain how the participants viewed the activity. Thematic analysis was used to analyze the qualitative data by searching for themes demonstrating different epistemological positions.
Findings
Six themes were inductively derived from the students' reflections: (1) transitioning from passive to active learning; (2) generating epistemic change; (3) social perspective-taking; (4) domain-based knowledge; (5) prior knowledge and experience; and (6) online collaboration with other students. Episodes, thoughts and feelings expressed by the students were reported so as to increase the reliability of the recurrent and common themes.
Originality/value
This study mainly shows that combining constructivist teaching and learning tools with advanced technology in an online course enables the development of lifelong learning capabilities among students in the health management professions.
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van Loon M, van de Pol J. Judging own and peer performance when using feedback in elementary school. LEARNING AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.lindif.2019.101754] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Persky AM, Dinsmore DL. Metacognitive changes and sources of confidence judgements in health professions classroom learning. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:338-345. [PMID: 31040009 DOI: 10.1016/j.cptl.2019.01.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2018] [Revised: 10/24/2018] [Accepted: 01/05/2019] [Indexed: 05/25/2023]
Abstract
INTRODUCTION The purpose of this study was to examine sources of confidence during learning to better understand metacognition and if a metacognitive intervention improves student metacognition or assessment performance. METHODS One-hundred fifty-eight doctor of pharmacy students participated in a semester-long intervention that included ratings of confidence as well as sources of their confidence judgments. Throughout the semester, students made metacognitive judgements on selected topics within the course. Students also completed a pre- and post-assessment which was used to examine changes in performance and metacognitive accuracy over time. RESULTS Most students appeared to anchor their confidence (i.e. judgments of learning) on prior knowledge, particularly at the beginning of the course. Students' performance and judgements of learning (confidence) increased over the semester, but the gains in both were dependent on topic. Making metacognitive judgements on selected topics did not appear to help or hinder assessment performance or improve metacognitive accuracy for most topics. CONCLUSIONS Students may need assistance recognizing that their prior knowledge may not be adequate to judge their current learning. To improve their judgements of learning, students should utilize more external sources (e.g., the textbook) rather than internal cognitive resources. Instructional strategies should model the task and coach students to competency (i.e. scaffold).
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Affiliation(s)
- Adam M Persky
- Eshelman School of Pharmacy, Division of Pharmacotherapy and Experimental Therapeutics, University of North Carolina, 2312 Kerr Hall, CB#7569, Chapel Hill, NC 27599, United States.
| | - Daniel L Dinsmore
- Department of Foundations and Secondary Education, University of North Florida, United States
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McMurray B, Roembke TC, Hazeltine E. Field Tests of Learning Principles to Support Pedagogy: Overlap and Variability Jointly Affect Sound/Letter Acquisition in First Graders. JOURNAL OF COGNITION AND DEVELOPMENT 2019; 20:222-252. [DOI: 10.1080/15248372.2018.1526176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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Mashi MS, Subramaniam C, Johari J. The effect of management commitment to safety, and safety communication and feedback on safety behavior of nurses: the moderating role of consideration of future safety consequences. INTERNATIONAL JOURNAL OF HUMAN RESOURCE MANAGEMENT 2018. [DOI: 10.1080/09585192.2018.1454491] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Affiliation(s)
- Munir Shehu Mashi
- Department of Business Management, Federal University Dutsin-ma , Dutsin-ma, Nigeria
| | | | - Johanim Johari
- School of Business Management, College of Business, Universiti Utara Malaysia , Changlun, Malaysia
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Rahaman J, Agrawal H, Srivastava N, Chandrasekharan S. Recombinant Enaction: Manipulatives Generate New Procedures in the Imagination, by Extending and Recombining Action Spaces. Cogn Sci 2017; 42:370-415. [PMID: 28845521 DOI: 10.1111/cogs.12518] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2016] [Revised: 04/24/2017] [Accepted: 05/20/2017] [Indexed: 11/27/2022]
Abstract
Manipulation of physical models such as tangrams and tiles is a popular approach to teaching early mathematics concepts. This pedagogical approach is extended by new computational media, where mathematical entities such as equations and vectors can be virtually manipulated. The cognitive and neural mechanisms supporting such manipulation-based learning-particularly how actions generate new internal structures that support problem-solving-are not understood. We develop a model of the way manipulations generate internal traces embedding actions, and how these action-traces recombine during problem-solving. This model is based on a study of two groups of sixth-grade students solving area problems. Before problem-solving, one group manipulated a tangram, the other group answered a descriptive test. Eye-movement trajectories during problem-solving were different between the groups. A second study showed that this difference required the tangram's geometrical structure, just manipulation was not enough. We propose a theoretical model accounting for these results, and discuss its implications.
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Affiliation(s)
- Jeenath Rahaman
- Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research
| | - Harshit Agrawal
- Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research
| | | | - Sanjay Chandrasekharan
- Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research.,Interdisciplinary Program in Educational Technology, Indian Institute of Technology Bombay
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13
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Loewenstein J. Structure Mapping and Vocabularies for Thinking. Top Cogn Sci 2017; 9:842-858. [PMID: 28574645 DOI: 10.1111/tops.12280] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2016] [Revised: 11/28/2016] [Accepted: 03/17/2017] [Indexed: 10/19/2022]
Abstract
While extremes tend to capture attention, the ordinary is often most of the story. So it may be with the structure-mapping process. The structure-mapping process can account for such pinnacles of thinking as analogy and metaphor, which can lead to overlooking the mundane, incremental use of structure mapping. Consequently, the current discussion shifts focus to the value of close comparisons between literally similar items for the development of knowledge. The intent is to foster greater integration between process and content as well as between individuals and collectives. The payoff is identifying some undue simplifications and some promising new directions.
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Affiliation(s)
- Jeffrey Loewenstein
- Department of Business Administration, University of Illinois, Urbana-Champaign
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Laski EV. An Explanation of the Distinction Between Developmental Factors and Mechanisms. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2017. [DOI: 10.1177/1475725716680544] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This paper provides five clear, relatable examples that can help students understand the distinction between the term “factors” and “mechanisms” in Developmental Psychology. The examples emphasize the idea that factors are related to changes in ways that moderate development, but are not causal. On the other hand, the term mechanism refers to processes that produce change. These examples can be embedded in lectures individually or shared as a whole to support student learning. A precise understanding of the distinction between factors and mechanisms can help students better understand development, parse research findings, and consider policy and practical implications.
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Affiliation(s)
- Elida V. Laski
- Department of Counseling, Applied Developmental, and Educational Psychology, Boston College
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Carvalho PF, Braithwaite DW, de Leeuw JR, Motz BA, Goldstone RL. An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses. PLoS One 2016; 11:e0152115. [PMID: 27003164 PMCID: PMC4803187 DOI: 10.1371/journal.pone.0152115] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2015] [Accepted: 03/09/2016] [Indexed: 11/18/2022] Open
Abstract
Study sequence can have a profound influence on learning. In this study we investigated how students decide to sequence their study in a naturalistic context and whether their choices result in improved learning. In the study reported here, 2061 undergraduate students enrolled in an Introductory Psychology course completed an online homework tutorial on measures of central tendency, a topic relevant to an exam that counted towards their grades. One group of students was enabled to choose their own study sequence during the tutorial (Self-Regulated group), while the other group of students studied the same materials in sequences chosen by other students (Yoked group). Students who chose their sequence of study showed a clear tendency to block their study by concept, and this tendency was positively associated with subsequent exam performance. In the Yoked group, study sequence had no effect on exam performance. These results suggest that despite findings that blocked study is maladaptive when assigned by an experimenter, it may actually be adaptive when chosen by the learner in a naturalistic context.
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Affiliation(s)
- Paulo F Carvalho
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, United States of America
| | - David W Braithwaite
- Department of Psychology, Carnegie Mellon University, Pittsburgh, PA, United States of America
| | - Joshua R de Leeuw
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, United States of America
| | - Benjamin A Motz
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, United States of America
| | - Robert L Goldstone
- Department of Psychological and Brain Sciences, Indiana University, Bloomington, IN, United States of America
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