Advance organizers: Delay hypotheses.

Three experiments examined the utility of inserting a delay between the reading of an advance organizer and its related text. The results of Experiment 1 indicated that the insertion of a delay resulted in a more facilitative effect on readers' passage recall than reading the organizer and then immediately turning to the to-be-learned passage. Experiments 2 and 3 examined two competing hypotheses put forth to account for the facilitative effects of the delay. The results of both experiments supported an "accessibility" hypothesis based on the work of D. Dellarosa and L. E. Bourne (see record 1987-09369-001) but did not support a "rehearsal" hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Advance organizers: Encoding manipulations.

Investigated whether varying students' methods of encoding advance organizers would influence the memorability of the organizers and subsequent reading materials in 2 experiments involving a total of 121 undergraduates. In Exp I, 3 encoding procedures were contrasted in the reading of a 1,300-word essay: (a) a nonorganizer, read only control, (b) a condition that required Ss to deal with the semantic base of organizers, and (c) a condition that required Ss merely to read the organizer and list key words it contained. In addition, both true organizers and control organizers were used to allow a contrast of advance organizers with other, nonorganizer prefatory materials. The results indicate that when Ss dealt with the semantic base of organizers, memory for the organizers and the subsequent essay content was significantly greater than in other conditions. However, Ss who dealt with the semantic base of organizers required significantly more study time than other Ss. Exp II replicated Exp I but entailed only 3 conditions: (a) control, (b) read organizer and chapter only, and (c) paraphrase organizer and read chapter. In addition, the reading material used in this experiment was a 5,000-word essay. The results confirm those of Exp I, but in this instance no significant differences in study time were observed. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Advance organizers that compensate for the organization of text.

In Exp I, 56 college students with no computer experience read a 24-frame text on computer programing that was presented in logical or random order. For random organization, Ss given an advance organizer performed better on a posttest than controls, but the opposite pattern obtained for logical organization. In Exp II, 96 students read a 4-paragraph text concerning imaginary countries that was presented in name or attribute organization. Low-ability (determined by questionnaire data on academic background and test scores) Ss given an organizer prior to reading performed better on questions that required integrating across different paragraphs of the presented text, and Ss given the organizer after reading performed relatively better on questions concerning information they had read within the same paragraph. Apparently, advance organizers served as an assimilative context for unfamiliar organizations. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Classical statistical hypotheses testing within the context of Bayesian theory.

A portion of results that are judged significant on the basis of classical statistical tests will be due to chance. The conditional probability of error in the presence of statistical significance depends upon the significance level employed, the power of the test, and the prior probability that a valid null hypothesis was chosen for testing. Bayesian theory provides a logical model for the design of experiments in which classical hypothesis testing is to be used. In this manner, Bayesian objectives can be realized while the safeguards of classical statistical hypothesis testing are retained. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Some conditions of meaningful learning for computer programming: Advance organizers and subject control of frame order.

In 2 experiments, a total of 160 nonprogrammers (undergraduates) learned a computer programming language and took a multileveled transfer posttest. Ss who were given pretraining with a concrete model of the computer before learning performed better on novel transfer and worse on near transfer relative to no-pretraining Ss including Ss who were given posttraining with the same model after learning. Similar differences in the pattern of transfer were noted for Ss who controlled the order of presentation of frames relative to E-controlled Ss. Results suggest that availability and activation of assimilative sets influence the structure of learning outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictable texts and interactive-compensatory hypotheses: Evaluating individual differences in reading ability, context use, and comprehension.

Examined the word-recognition and comprehension processes of 36 1st graders as they read a predictable text. Interactive-compensatory predictions related to comprehension were evaluated. Results suggest that when reading predictable texts, attention for both good and poor readers is available for comprehension processing but for different reasons. Consistent with predictions from the interactive-compensatory model by K. E. Stanovich (1980), good readers were able to attend to the meaning of a story because of automatic, context-free word-recognition skills. Poor readers were able to attend to the meaning of a story because of their automatic use of repetitive sentence context to facilitate word recognition. Thus, predictable texts may be appropriately used to provide comprehension opportunities for poorer readers. Predictable texts may give these students opportunities to engage in inferential reasoning and other comprehension processes, opportunities that infrequently occur because poor readers' attention is usually occupied by word-recognition demands. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of introductory organizers in television instruction.

Data from 943 undergraduates and 54 teachers show that an advance organizer significantly increased student comprehension but had negative affective consequences. A program title also inhibited the more advanced students' perceptions of the personal value and relevance of the instructional material. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Stimulus predifferentiation: Some generalizations and hypotheses.

A survey of the research literature concerned with stimulus predifferentiation reveals sufficient agreement to permit generalizable conclusions in 2 broad areas: kind of verbal pretraining given, and the amount of such training. The adequacy of several theoretical interpretations of sensory predifferentiation are discussed. 38 references. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychosocial measurement and specific hypotheses: A research note.

Administered the Health Locus of Control Scale to 115 mastectomy patients. A factor analysis resulted in 2 factors—Self-Blame and Fate. This scale was used as a treatment outcome measure to compare a group of 18 mastectomy patients who received counseling to a group of 18 mastectomy patients who did not receive counseling. Posttreatment group means in the locus of control, although significantly different, were accounted for by changes on the Fate subscale. The validity of this scale for populations characterized by different health problems is discussed. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When self-regulation fails: Tests of some preliminary hypotheses.

In a laboratory study designed to investigate variables that affect self-regulatory dysfunctioning, 96 college students volunteered to practice solving mathematics problems similar to those found on graduate school admissions tests. They were assigned to groups in which they either self-recorded inaccurate problem solving (negative self-monitoring, NSM), self-recorded accurate problem solving (positive self-monitoring, PSM), did not self-record but received immediate performance feedback, or did not self-record or receive immediate feedback (control). Groups were matched on ability and received either easy or difficult problems. Ss also completed Byrne's Repression–Sensitization Scale. Predictions derived from the closed loop model of self-regulation were supported in that NSM, relative to other conditions, led to lowered self-evaluations, decreased favorableness of self-consequations (self-reinforcement/punishment), and somewhat increased association of anxiety with performance. NSM also led to decreased accuracy in performance, but in comparison to PSM, it facilitated sustained self-monitoring (self-initiated viewing of a videotape of Ss' own problem-solving activity) when the task was relatively simple. All groups decreased sustained self-monitoring when the task was relatively difficult. Theoretical and clinical implications are discussed, and attention is drawn to the role of affect in self-regulation. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Difference recall protocols for technical texts due to advance organizers.

In 2 experiments, 108 undergraduates read a text concerning a new computer programming language, with an advance organizer given either before or after reading. On a subsequent recall test, there were different patterns of performance. The "before" group scored high on recall of conceptual idea units, produced more appropriate intrusions, and made more novel inferences; the "after" group scored higher on recall of technical idea units and produced more inappropriate intrusions, connectives, and vague summaries. Results support the idea that the locus of the effect was at encoding rather than retrieval and favor an assimilation encoding theory. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comment on Silverman and Weinberger: Rankian hypotheses confirmed.

Comments on L. H. Silverman and J. Weinberger's (see record 1986-15022-001) research that reflected many ideas suggested by O. Rank (e.g., 1929) in the mid-1920s. The parallels with Rank are highlighted, focusing on the role of symbiotic fantasies in allaying anxiety, promoting adaptive behaviors, and increasing receptiveness to helping people, as well as on Rank's concept of balance between conflicting and irresolvable wishes and fears. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction: Man's changing hypotheses of his internal universe.

The McMaster University Brain and Behaviour Research Programme was initiated in 1977 with the purpose of facilitating inter-departmental and inter-faculty discussion and collaborative research concerning brain-behaviour relationships in a broad perspective. In planning the lecture for 1983, it seemed that a topic in the area of cognitive neuroscience might be suitable, preferably one of a general nature that would be of interest to several disciplines. This article discusses the history of and planning for the lecture and how the invitees were chosen. The symposium was transcribed, and what follows are edited versions of the presentations by the authors and editors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Pseudoreplication conventions are testable hypotheses.

Hurlbert’s conceptions of pseudoreplication, such as the loss of independent replicates with repeated sampling over time and the lack of appropriate spatial interspersion of experimental units to achieve statistical independence, are really theoretical hypotheses that warrant empirical confirmation or disconfirmation. Schank and Koehnle have provided a valuable service to researchers in ecology, conservation biology, and animal behavior using logical argument and repeated Monte Carlo simulations to challenge Hurlbert’s theoretical assumptions about statistical independence. Their simulations showed that averaging samples to produce a single datum destroys the information within experimental units and is mathematically equivalent to the treatment level in a nested analysis of variance. Such results counter Hurlbert’s argument that pooling is wrong. Rigid thinking about sampling, as engendered by Hurlbert’s pseudoreplication arguments, does not promote the exploration of new methodologies and there is something disturbingly inconsistent with the scientific method when journal editors and reviewers adopt Hurlbert’s pseudoreplication arguments unquestionably. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Visual argument: Graphic organizers are superior to outlines in improving learning from text.

Most research on graphic organizers (i.e., figural organizations of text information) has failed to simulate actual classroom learning. Typically, studies have used short, poorly organized text, single graphic organizers, and immediate tests measuring only factual knowledge. Also, there is no convincing evidence that graphic organizers are better than outlines. Two experiments were conducted that represented attempts to address these problems in answering the question, "What types of text information do graphic organizers and outlines help college students learn?" Results revealed that when given enough time, students studying graphic organizers learned more hierarchical and coordinate relations, and as a result, they were more successful in applying that knowledge and in writing integrated essays than students studying outlines or text alone. These findings are discussed in terms of efficient indexing through visual argument. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's emotions as organizers of their reactions to interadult anger: A functionalist perspective.

Children's emotions have been implicated as mediating their responses to interadult anger, but this proposition has not been directly tested. Sixty-four 4–8 year olds (32 boys and 32 girls) were induced to feel angry, sad, happy, or "just okay" before their exposure to interadult anger. Data were analyzed by means of (a) analyses of variance testing differences across conditions and (b) correlations between children's emotions during affect induction procedures and their reactions to interadult anger. Findings indicated that negative emotions increased children's distress and negative appraisals and expectations in reaction to interadult anger, whereas positive emotions reduced distress reactions and increased children's positive expectations about future interadult interactions. The results support a functionalist view that emotions can play a causal role in organizing and directing children's reactions to events and are consistent with research and theory highlighting the role of emotionality in children's coping with marital conflict. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Information Retrieval.

Comments on the original article by P. L. Broadhurst (see record 1963-00108-001), which described a method for indexing various reference materials for quick retrieval of wanted information. In adapting the system to the needs of the Mathematics Project of the Committee on Programmed Instruction at Harvard University, the present author devised a system which eliminates a particular indexing problem as well as Broadhurst's system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Information Retrieval.

The present author notes that G. J. Hornik describes, in the May issue of the American Psychologist (1963, 18, 260-261), a variation on the method of retrieval of references using 10- column cards, which was described in an article by the author in March 1962. Instead of stamping the index number of the reference on the Uniterm cards as the present author does, Hornik prefers to use punched cards with holes located in predetermined positions according to the reference number. The author discusses the problems seen with using Hornik's method. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improving the reliability of eyewitness identification: Putting context into context.

We examined the effects of context reinstatement procedures on eyewitness identification accuracy. Subjects were 290 undergraduates who viewed a videotaped reenactment of a liquor store robbery and, in a later session, attempted to identify the robber from a lineup parade. Two types of context reinstatement procedures were examined together with eight encoding, storage, and retrieval variables manipulated within the stimulus videotape and the lineup procedures. Disguise of the robber impaired identification accuracy (pppp?=?.01), and exposure to mug shots (p?=?.05; although in a manner contrary to our expectation). These interactions indicated that lineup context cues improved identification accuracy in the high-similarity, 2-week retention interval, and no mug-shots conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)