When is an illustration worth ten thousand words?

In 3 experiments, students read expository passages concerning how scientific devices work, which contained either no illustrations (control), static illustrations of the device with labels for each part (parts), static illustrations of the device with labels for each major action (steps), or dynamic illustrations showing the "off" and "on" states of the device along with labels for each part and each major action (parts-and-steps). Results indicated that the parts-and-steps (but not the other) illustrations consistently improved performance on recall of conceptual (but not nonconceptual) information and creative problem solving (but not verbatim retention), and these results were obtained mainly for the low prior-knowledge (rather than the high prior-knowledge) students. The cognitive conditions for effective illustrations in scientific text include appropriate text, tests, illustrations, and learners. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-reported alcohol use among women of childbearing age and their knowledge of alcohol warning labels and signs

OBJECTIVE: To examine the prevalence of self-reported alcohol use among women of childbearing age and their ability to recall information about pregnancy risk contained in warning labels on alcoholic beverage containers and warning signs posted in places where liquor is sold. DESIGN: A telephone survey was conducted with adults using a dual-frame procedure. Specifically, approximately one third of the total sample were contacted by random-digit dialing, and the remainder were obtained from listed residential telephone numbers. Also, poststratification weighting was done using estimates of age, ethnic, and sex groups to approximate the 1990 adult population of Illinois. SETTING: A total of 4987 adults with known residence (excluding those without residences and/or telephones and those living in institutions or group quarters) in Illinois participated in a survey during the spring and summer of 1990. PARTICIPANTS: A total of 1515 women of childbearing age (18 through 45 years old) participated in the survey. A random subsample of approximately half were asked questions regarding warning labels and signs; the other half were omitted from the investigation, which yielded the final sample of 748. MAIN OUTCOME MEASURES: The two main outcome measures were self-reported alcohol use and ability to recall information about pregnancy risk contained in warning labels and signs. RESULTS: Pregnant women were significantly less likely than nonpregnant women to report using alcohol in the past 30 days. Approximately one fourth of all women were able to recall information about pregnancy risk contained in warning labels and signs. CONCLUSIONS: Alcohol warning labels and signs seem to be reaching a minority of women; this was uniform across several sociodemographic subpopulations, with few exceptions.     

Effects of information on attitudes toward and interpersonal acceptance of persons who are deaf.

225 undergraduates completed measures of authoritarianism and attitudes toward persons with disabilities before reading sketches that contained information about deaf target persons labeled as deaf or labeled and described as deaf. Measures of acceptance of the target person and attitudes toward persons who are deaf were then taken. Results indicate partial support for the prediction that information affects attitudes toward persons who are deaf but no support for the prediction that information also affects interpersonal acceptance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prejudice, stereotypes, and labeling effects: Sources of bias in person perception.

A preliminary study and 3 experiments compared predictions generated by contrasting models of how group labels bias person perception. An affective model assumed that how much perceivers like different groups mediates bias; a cognition model assumed that perceivers' beliefs regarding different groups mediates bias; and a third model assumed that both affect and cognition are necessary to mediate bias. Perceivers evaluated behavior samples provided by targets who were labeled as either rock music performers or child abusers in the preliminary study and the first 2 experiments; homosexuals or heterosexuals in the third experiment. In all studies, controlling for liking eliminated bias. The preliminary study and Study 3 also showed that controlling for beliefs about the groups eliminated bias. Structural equation modeling provided support for the affect model in Studies 1 and 2, and mixed support for the affect model and the cognition model in Study 3. These studies suggest an important role for affect in judgmental biases. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Actions speak louder…: Effects of diagnostic labels and child behavior on perceptions of children.

It is widely believed that diagnostic labels have deleterious effects, but empirical literature indicates that both negative and beneficial effects can occur with labeling. The present research was designed to untangle these mixed results and to test the hypotheses that, (1) in the absence of other information about the child, a diagnostic label will elicit relatively negative attitudes from others, and (2) when the child displays behavior that is deviant, labels will have relatively positive effects. In 3 experiments, 214 undergraduates were presented with no videotapes, videotapes of deviant child behavior, or videotapes of nondeviant child behavior, and the child was either labeled or not labeled. Results provide only minimal support for the 2 labeling hypotheses, but it was clearly demonstrated that the child's actions on the videotape had a powerful influence on Ss' ratings. The finding that behavior is a more potent determiner of person perception than is the presence or absence of a diagnostic label has both practical clinical and theoretical implications with regard to labels, stereotypes, and the self-fulfilling prophecy. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest.

A textbook lesson may be made more interesting by promoting emotional interest through adding entertaining text and illustrations or by promoting cognitive interest through adding signals for structural understanding such as summary illustrations with captions. In Experiment 1, skilled readers who read summary text and illustrations about the process of lightning performed worse on retention of important information and on transfer when entertaining text, illustrations, or both were added. In Experiment 2, skilled readers rated entertaining text and illustrations relatively high in emotional interest and low in cognitive interest and rated summary illustrations and text relatively low in emotional interest and high in cognitive interest. The results suggest benefits of cognitive interest over emotional interest for helping students learn scientific explanations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Essentialism in Brazilian children's extensions of animal names.

The present study investigates whether Brazilian children have essentialist beliefs about animal categories. Two groups of Brazilian 4-year-olds (middle class and from shantytowns) were told that 2 animals share either internal or superficial properties. They were then taught labels for the animals. Across conditions, children from both groups were equally likely to interpret the labels as referring to mutually exclusive categories of animals, but they differed on how likely they were to maintain an inclusion relation between the labels. More important, children from both groups were more likely to accept a common label for animals sharing internal than superficial properties, indicating that internal property information convinced children that the animals were of the same kind. These findings were comparable to the results of a recent study by G. Diesendruck, S. A. Gelman, and K. Lebowitz (1998) with North American 4-year-olds. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distribution of reading time when questions are asked about a restricted category of text information.

43 undergraduates read a text either with or without inserted questions. Although there was no overall reading time difference between the question or no-question groups, Ss who received inserted questions spent more time on the parts of the text that contained information of the type needed to answer the questions. Question groups performed better, relative to controls, on posttest items that repeated inserted questions and also on new posttest items from the same categories as the inserted questions. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Choice of time-headway in car-following and the role of time-to-collision information in braking

Time-headway (THW) during car-following and braking response were studied in a driving simulator from the perspective that behaviour on the manoeuvring level (e.g. choice of THW) may be linked to operational competence of vehicle control (e.g. braking) via a process of adaptation. Time-headway was consistent within drivers and constant over a range of speeds. Since time-headway represents the time available to the driver to reach the same level of deceleration as the lead vehicle in case it brakes, it was studied whether choice of time-headway was related to skills underlying braking performance. The initiation and control of braking were both affected by time-to-collision (TTC) at the moment the lead vehicle started to brake. This strongly supported the idea that time-to-collision information is used for judging the moment to start braking and in the control of braking. No evidence was found that short followers differ from long followers in the ability to accurately perceive TTC. There was, however, evidence that short followers are better able to programme the intensity of braking to required levels. Also, short followers tuned the control of braking better to the development of criticality in time during the braking process. It was concluded that short followers may differ from long followers in programming and execution of the braking response.     

Attitudes toward retarded children: Effects of labeling and behavioral aggressiveness.

Examined effects of the label "mentally retarded" on attitudes of peers among 48 3rd graders. Half of the Ss were shown a videotape of an actor displaying acting-out behavior, while the remaining half were shown a videotape with the same actor engaging in passive behavior. Half of the Ss in each of these 2 groups were told that the actor was a 5th grader, and the other half were told that he was a mentally retarded boy in a special class. Analysis of variance results revealed a significant interaction between label and behavior, which indicated that Ss responded more negatively to the "mentally retarded" actor who displayed acting-out behavior than to the same actor who exhibited identical behavior but was not labeled. It is concluded that labels should be considered only as they interact with specific behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Improvement in patient compliance with long-term oxygen therapy following formal assessment with training

In the Department of Respiratory Medicine, North Staffordshire Hospital, patients fulfilling the Department of Health criteria for long-term oxygen therapy (LTOT) attend a practical teaching session on the use of their oxygen concentrator before commencing therapy. In the present study, we have audited the prescribing of LTOT in all patients in three health districts in the North West Midlands reviewed between June 1992 and July 1994. They were split into two groups. The first had the assessment and training programme in the department. Patients in the control group had been prescribed LTOT from outside the department without any formal training. In both groups of patients information was collated 6 months after starting LTOT by means of a questionnaire assessing patients', understanding of both their need for oxygen and their disease process, the dangers of oxygen therapy and present smoking habit. Objective information about the usage of each concentrator was obtained from engineer reports. Thirty-six patients (eight from the trained group and 28 controls) died before evaluation at 6 months. Forty-five patients (29 male, mean age 71 years) received training and 41 control patients (24 male, mean age 72 years) were evaluated. Thirty-seven (82%) patients who had received formal training were using their concentrator for greater than 15 h compared with only 18 (44%) of the controls (P = 0.0002). Forty-two (93%) patients who had received training understood why they were using LTOT compared with only 17 (41%) in the control group (P = 0.00001). Although both groups had a similar understanding of the dangers of smoking while on oxygen therapy, six (15%) of the control group were smoking as compared to only one (2%) of the trained group (P = 0.038). One of the control patients had received significant facial burns as a direct result of smoking while on oxygen. Further efforts are required to ensure that all patients prescribed LTOT should have a formal respiratory assessment as well as training to improve compliance and to obtain maximal benefits from such therapy.     

When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons.

In a series of 3 experiments, college students who read a summary that contained a sequence of short captions with simple illustrations depicting the main steps in the process of lightning recalled these steps and solved transfer problems as well as or better than students who received the full text along with the summary or the full text alone. In Experiment 2, taking away the illustrations or the captions eliminated the effectiveness of the summary. In Experiment 3, adding text to the summary reduced its effectiveness. Implications for a cognitive theory of multimedia learning are discussed; implications for instructional design pertain to the need for conciseness, coherence, and coordination in presenting scientific explanations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Can student-generated illustrations be worth ten thousand words?

The major purpose of the present study was to determine if reader-generated illustrations are as effective as experimenter-provided illustrations in providing students with the ability to understand scientific explanations. In addition, the authors were interested in replicating work by R. E. Mayer and colleagues (e.g., R. E. Mayer & R. B. Anderson, 1991; R. E. Mayer & J. K. Gallini, 1990) using different texts. The authors found that students with text and illustrations and students who generated their own illustrations performed better on a problem-solving test than students with text only and that there were no significant differences in performance between the former 2 groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychosocial treatment for recurrent genital herpes.

Thirty-one individuals with recurrent genital herpes were randomly assigned to one of three conditions: psychosocial intervention, social support, or waiting-list control. Each treatment condition contained two 5-member groups, and the waiting-list condition contained 11 members. Six consecutive weekly 90-min group treatment sessions were conducted for subjects in the first two conditions, whereas those in the waiting-list control condition were offered treatment at follow-up. Subjects in psychosocial intervention were provided with herpes simplex virus (HSV) information, relaxation training, stress management instructions, and an imagery technique. The social support groups shared feelings and experiences about the disease and served as placebo control subjects. Individuals receiving psychosocial intervention reported significantly greater reductions in herpes activity and significant improvements on emotional distress, social support, and cognitive measures when compared with the other individuals. It was concluded that psychosocial intervention effectively reduced the chronicity of recurrent HSV infections and facilitated adjustment to the disease. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in children's event memory reports and the narrative elaboration technique.

Children between 7 and 8 years old took pan in a staged event at school and 1 week later were assessed using a short form of the Wechsler Intelligence scale for children (third edition) and measures of metamemory, narrative ability, and socioeconomic status. Two weeks following the event, children either received narrative elaboration training (NET; K.J. Saywitz & L. Snyder, 1996) and were prompted with the four NET cue cards at interview; received verbal prompts corresponding to the cue card categories, but without prior training; or were presented with the cards at interview without prior training. Children given verbal labels as prompts recalled as much information as children who received NET training and cue cards. Measures of intelligence were predictive of amount recalled for cards-only children but not for the other 2 groups, indicating that differences in recall between low- and high-IQ groups were attenuated when recall was supported by NET training or verbal prompting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fibrinogen internalization by ADP-stimulated blood platelets. Ultrastructural studies with fibrinogen-colloidal gold probes

Interaction of gel filtered, ADP-stimulated human platelets with low (0.05 mg/ml) and high (1 mg/ml) fibrinogen (Fg) was examined by transmission electron microscopy. To visualize exogenous Fg in a course of its interaction with stimulated platelets, Fg coupled to 18-nm colloidal gold (Fg-Au) was employed. In the presence of either Fg or Fg-Au, rapid changes of platelets morphology indicative of resting to activated state transition, were observed. Without external ligands, stimulated platelet suspensions resemble rather control (untreated) samples. Using Fg-Au, it has been found that initial binding of gold labels to platelet surfaces is immediately followed by gold accumulation in plasmalemma pits subjected to further internalization. Serial sections proved that at 1 min, some of the labeled endocytic structures are already isolated in the platelet cytoplasm. After prolonged (20 min) incubations, different platelet subfractions have been found. Many single or loosely aggregated platelets with little or no surface labeling contained abundant stores of internal labels. In these cells, Fg-Au is localized in vacuole-like and/or granule-like structures. Some post-stimulated (discoidal) platelets are likely to release Fg-Au previously internalized. In the centers of platelet aggregates concentrated labels filled intercellular spaces and voluminous intraplatelet cavities, either open or occluded. These results indicate on different ultimate fates of exogenous Fg processed by the ADP-stimulated platelets. The data obtained suggest also that after initial binding, exogenous Fg may be implicated not only in aggregation, but in activation-related cellular responses as well.     

Calibration, Information, and Control Strategies for Braking to Avoid a Collision.

This study explored visual control strategies for braking to avoid collision by manipulating information about speed of self-motion. Participants watched computer-generated displays and used a brake to stop at an object in the path of motion. Global optic flow rate and edge rate were manipulated by adjusting eyeheight and ground-texture size. Stopping distance, initiation of braking, and the magnitude of brake adjustments were influenced by both optical variables, but global optic flow rate had a stronger effect. A new model is introduced according to which braking is controlled by keeping the perceived ideal deceleration, based in part on global optic flow rate, within a "safe" region between 0 and the maximum deceleration of the brake. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of personal values, perceived surveillance, and task labels on task preference: The ideology of turning play into work.

In Exp I, with 34 male and 26 female undergraduates, Ss who endorsed the work ethic spent more free-choice time performing the target activity that had been labeled as work than did Ss who opposed the work ethic. The effect was eliminated or reversed if the activity had been labeled as a leisure pastime. Exp II, with 19 male and 21 female undergraduates, demonstrated that the relation between personal values and task preference was mediated in some Ss by a belief that the experimenter would know what they did, whereas other Ss seemed unaffected by that belief. Implications for intrinsic motivation and for attitude-behavior consistency are discussed. In particular, "turning play into work" by means of explicit labels may increase intrinsic motivation among persons who truly value work. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Effect of Verbal Context on Olfactory Perception.

Three experiments were conducted to examine how verbal context and sensory stimulation interact to influence odor hedonic perception. Eight common odors were presented in their natural and synthetic forms, and verbal labels designating name and source (natural, synthetic) information were either explicitly given, self-generated, falsely provided, or not provided. Results revealed that verbal information about source influenced hedonic ratings whether or not the odorant itself was also present. When odorants were presented without verbal labels, olfactory evaluations were based in sensation. Name and source information contributed different levels of meaning and influence to perceptual evaluations. The findings are discussed with reference to an experiential-collocation model for odor-label interactions and a dual-coding hypothesis for olfactory perception. (PsycINFO Database Record (c) 2010 APA, all rights reserved)