Does a new learning environment come up to students' expectations? A longitudinal study.

School transitions and educational innovations confront students with changes in their learning environment. Though expectations are known to influence perceptions and motivation, which, in turn, influence the effectiveness of any situation, students' expectations for a new learning environment have received little attention. This longitudinal survey, conducted with 1,335 high school students (average age, 15 years), studied students' expectations and subsequent perceptions of 5 characteristics of a new environment (fascinating content, productive learning, student autonomy, interaction, and clarity of goals) and the students' (prospective) dissatisfaction. Results showed that expectations were positively related to later perceptions. Also, high prospective dissatisfaction was related to higher actual dissatisfaction with the environment later on. Investigating expectations and prospective dissatisfaction in relation to student characteristics (i.e., motivational orientations; conceptions of learning; strategies for regulation, information processing, and affective processing) show that motivational problems and fear of failure were risk factors for educational innovations. Furthermore, students' disappointment with the new environment was related to undesirable changes in student characteristics, such as increased fear of failure. The findings stress the importance of preparing students for curricular changes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Designing on‐demand education for simultaneous development of domain‐specific and self‐directed learning skills

On‐demand education enables individual learners to choose their learning pathways according to their own learning needs. They must use self‐directed learning (SDL) skills involving self‐assessment and task selection to determine appropriate pathways for learning. Learners who lack these skills must develop them because SDL skills are prerequisite to developing domain‐specific skills. This article describes the design of an on‐demand learning environment developed to enable novices to simultaneously develop their SDL and domain‐specific skills. Learners received advice on their self‐assessments and their selections of subsequent learning tasks. In the domain of system dynamics – a way to model a dynamic system and draw graphs depicting the system's behaviour over time – advice on self‐assessment is provided in a scoring rubric containing relevant performance standards. Advice on task selection indicates all relevant task aspects to be taken into account, including recommendations for suitable learning tasks which meet the individual learner's needs. This article discusses the design of the environment and the learners' perceptions of its usefulness. Most of the times, the learners found the advice appropriate and they followed it in 78% of their task selections.     

The effects of practice schedule and critical thinking prompts on learning and transfer of a complex judgment task.

Many instructional strategies that appear to improve learners' performance during training may not realize adequate posttest performance or transfer to a job. The converse has been found to be true as well: Instructional strategies that appear to slow the learner's progress during training often lead to better posttraining or transfer performance. For example, many studies have shown beneficial effects of random over blocked practice on transfer of learning, even though blocked practice often leads to better performance during the training session. In a 2 × 3 factorial experiment (N = 120), with the factors practice schedule (random, blocked) and critical thinking prompts (before task, after task, none), this study investigates whether this also applies to complex judgment tasks and whether critical thinking prompts can enhance the effectiveness of particular practice schedules. It is hypothesized that prompts provided after task execution yield best transfer in a random practice schedule, whereas prompts provided before task execution yield best transfer in a blocked schedule. In line with this hypothesis, a blocked schedule led to better performance than random practice during training but not on the transfer test, where a random schedule was beneficial. The hypothesized interaction effect was also found: Critical thinking prompts after task execution significantly benefit transfer performance of participants following a random schedule, and transfer performance following a blocked schedule can be a little enhanced through providing critical thinking prompts before task execution. These results warrant instruction in critical thinking processes to teach complex judgment tasks, using random practice schedules combined with critical thinking prompts provided after task execution. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Uncovering the Problem-Solving Process: Cued Retrospective Reporting Versus Concurrent and Retrospective Reporting.

This study investigated the amounts of problem-solving process information ("action," "why," "how," and "metacognitive") elicited by means of concurrent, retrospective, and cued retrospective reporting. In a within-participants design, 26 participants completed electrical circuit troubleshooting tasks under different reporting conditions. The method of cued retrospective reporting used the original computer-based task and a superimposed record of the participant's eye fixations and mouse-keyboard operations as a cue for retrospection. Cued retrospective reporting (with the exception of why information) and concurrent reporting (with the exception of metacognitive information) resulted in a higher number of codes on the different types of information than did retrospective reporting. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and expression of autogrooming in the Mongolian gerbil, Meriones unguiculatus..

Observation data of 20 male adult gerbils indicate that they autogroomed their body parts in the following order: mouth-nose, face, ears, flank, ventrum, and tail. This is the identical order in which the autogroom matures during the 1st 33 days of life. Thus, the sequence of the fixed-action pattern follows the order in which it develops. The parallel sequencing increases the understanding of neurophysiological processes underlying movement patterns and also indicates how movement patterns evolve. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.

Studied 4 computer-based training strategies for geometrical problem solving in the domain of computer numerically controlled machinery programming with regard to their effects on training performance, transfer performance, and cognitive load. A low- and a high-variability conventional condition, in which conventional practice problems had to be solved (followed by worked examples), were compared with a low- and a high-variability worked condition, in which worked examples had to be studied. Results showed that students who studied worked examples gained most from high-variability examples, invested less time and mental effort in practice, and attained better and less effort-demanding transfer performance than students who first attempted to solve conventional problems and then studied work examples. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Regaining lost time: Adult aging and the effect of time restoration on recall of time-compressed speech.

Two experiments in which time was restored to artificially accelerated (time-compressed) speech are reported. Experiment I showed that although both young and older adults' recall of the speech benefited from the restoration of time, time restoration failed to boost the older adults to their baseline levels for unaltered speech. In Experiment 2, either 100% or 125% of lost time was restored by inserting pauses, either at linguistic boundaries or at random points within the passages. Experiment 2 showed that the beneficial effects of time restoration depended on where processing time was inserted, as well as how much time was restored. Results are interpreted in terms of age-related slowing in speech processing moderated by preserved linguistic knowledge and short-term conceptual memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dynamic analysis of ventricular repolarization duration from24-hour Holter recordings

Evaluation of the influence of the autonomic nervous system on the ventricular repolarization duration was carried out using beat-to-beat analysis of the time intervals between the peaks of the R and T waves (RTm). After pre-processing of digitized Holter ECG's, auto and cross spectrum analyses were applied to heart rate and repolarization duration variability signals. Coherence analysis was used to assess the existence of common spectral contributions. The heart rate variability signal was used as reference of the sympatho-vagal balance at the sinus node. It was found that, in normal individuals, the autonomic nervous system directly influences the ventricular repolarization duration and that this influence is qualitatively very similar to the one that modulates the heart rate. Pathological alteration of these parallel autonomic activities to the heart (on the sinus node and on the ventricle) might cause uncoupling between depolarization and repolarization     

Sampling frequency of the electrocardiogram for spectral analysisof the heart rate variability

The R-R interval measurement from digitized electrocardiograms (ECG) contains an error due to the finite sampling frequency which may jeopardize the beat-to-beat analysis of the heart rate. In this paper, we develop a model to describe and quantitate this error. The "measured" R-R interval is modeled as the sum of the "true" R-R interval and of the error of measurement. The first and second order statistics of the error are computed in order to investigate its influence on the heart rate variability (HRV) power spectrum. They are found to be only functions of the ECG sampling frequency and, in particular, the power spectrum of the error contributes an additive high-pass filter-like term (colored noise) to the power spectrum of the HRV. The accuracy of the model is tested via a simulation procedure. The model indicates that the relative balance between the HRV and the error power spectra is important and should be checked before any variability analysis on the heart rate. This balance may be favorable to the error when 1) the sampling frequency of the ECG is too low, and/or 2) the variability of the heart rate is too little. In these cases, the HRV spectrum analysis may not give reliable results. Two tests are proposed in order to evaluate the error influence either in specific frequency bands or in the total frequency range.