The instinct fallacy: the metacognition of answering and revising during college exams     

Justin J. Couchman  Noelle E. Miller  Shaun J. Zmuda  Kathryn Feather  Tina Schwartzmeyer 《Metacognition and Learning》2016,11(2):171-185

Students often gauge their performance before and after an exam, usually in the form of rough grade estimates or general feelings. Are these estimates accurate? Should they form the basis for decisions about study time, test-taking strategies, revisions, subject mastery, or even general competence? In two studies, undergraduates took a real multiple-choice exam, described their general beliefs and feelings, tracked their performance for each question, and noted any revisions or possible revisions. Beliefs formed after the exams were poor predictors of performance. In contrast, real-time metacognitive monitoring – measured by confidence ratings for each individual question – accurately predicted performance and were a much better decisional guide. Measuring metacognitive monitoring also allowed us to examine the process of revising an answer. Should a test-taker rely on their first choice or revise in the face of uncertainty? Experience seems to show that first instincts are correct. The decision-making literature calls this the first-instinct fallacy, based on extensive analysis of revisions, and recommends revising more. However, whereas revisions have been analyzed in great detail, previous studies did not analyze the efficacy of sticking with an original choice. We found that both revising and sticking resulted in significantly more correct than incorrect outcomes, with real-time metacognition predicting when each was most appropriate.  相似文献   

The 2002 revision of the American Psychological Association's ethics code: Implications for school psychologists     

Rosemary Flanagan  Jeffrey A. Miller  Susan Jacob 《Psychology in the schools》2005,42(4):433-445

The Ethical Principles for Psychologists and Code of Conduct has been recently revised. The organization of the code changed, and the language was made more specific. A number of points relevant to school psychology are explicitly stated in the code. A clear advantage of including these items in the code is the assistance to school psychologists negotiating ethical dilemmas in their work setting. This article provides an overview of the revisions in the code most applicable to school psychologists and a detailed analysis of three areas of the code: psychological assessment, the implications and application of the modifiers in the code that guide ethical decision making and correct conduct, and diversity issues. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 433–445, 2005.  相似文献   

Specificity of cue to consequence in aversion learning in the rat: Control for US-induced differential orientations     

Van Miller  Michael Domjan 《Learning & behavior》1981,9(3):339-345

In four experiments, each using a single conditioning trial, rats avoided a light more than a saccharin solution after these stimuli had been paired with footshock, whereas saccharin was avoided more than the light after these stimuli had been paired with lithium injection. The use of a single conditioning trial precludes possible US-induced differential orientations from influencing which stimuli will be associated on the conditioning trial. This cue-consequence specificity effect was obtained even when subjects conditioned with lithium received a non-contingent footshock prior to the test session, and when subjects conditioned with footshock received a noncontingent lithium injection before testing (Experiments 2–4). Weak aversions to the light in rats given a light-lithium pairing and noncontingent footshock and to the saccharin in subjects that received a saccharin-footshock pairing and noncontingent lithium administration were obtained in Experiment 2. However, these weak aversions were not obtained when subjects were given three nonreinforced exposures to the test chamber before the test session (Experiments 3 and 4). These results indicate that US-induced differential orientations do not mediate the cue-consequence effect in aversion learning.  相似文献   

Variables related to the type of postsecondary education experience chosen by young adults with learning disabilities     

R J Miller  C Rzonca  B Snider 《Journal of learning disabilities》1991,24(3):188-191

This article examines selected variables related to the type of postsecondary education experience chosen by young adults with learning disabilities (N = 225). A one-way analysis of variance was utilized to identify significant differences between groups participating in alternative postsecondary education experiences. Variables related to use of community resources, community mobility, participation in vocational education while in high school, autonomy, peer influence, and gender were found to be significant factors that differentiate among groups. Recommendations for further research are discussed.  相似文献   

Comparison of various flooding procedures in reducing fear and in extinguishing jump-up avoidance responding     

Stephanie Miller  Susan Mineka  Michael Cook 《Learning & behavior》1982,10(3):390-400

Two experiments examined the effectiveness of three variations in flooding techniques on hastening extinction of a jump-up avoidance response (Experiment 1) and on reducing fear (Experiment 2) as assessed by the multivariate fear-assessment techniques of Corriveau and Smith (1978). Traditional flooding involved blocking the subject’s response by making the safety ledge unavailable; barrier flooding involved inserting a Plexiglas barrier in front of the safety ledge to make it inaccessible and moving the wall periodically during treatment; no-barrier flooding involved allowing subjects to jump onto the ledge periodically but, if they did so, immediately dumping them back onto the grids. In both experiments, all three flooding treatments were found to be more effective than a home cage treatment, although the no-barrier procedure was significantly more effective than the other two. In addition, activity measures revealed interesting and significant group differences in the patterns of activity shown during treatment.  相似文献   

Emotions and Behaviors in the Head Start Classroom: Associations Among Observed Dysregulation, Social Competence, and Preschool Adjustment     

Alison L. Miller  Kathleen Kiely Gouley  Ronald Seifer  Susan Dickstein  Ann Shields 《Early education and development》2004,15(2):147-166

Effective regulatory skills are essential in busy preschool classroom environments where children must maintain some control over their emotions and behavior to interact effectively with peers and teachers. Regulatory abilities can play a crucial role in a child's successful adjustment to preschool. We investigated whether individual differences in dysregulation (emotional and behavioral) as observed in the naturalistic classroom context were associated with peer social competence and teacher ratings of classroom adjustment in a sample of low-income preschoolers. Naturalistic observational methods were used to assess dysregulated emotions and behaviors in Head Start classrooms. Findings demonstrate that although displays of observed dysregulation were relatively brief, about one-quarter of children showed high levels of dysregulation, and individual differences in dysregulated behavior predicted teacher-rated classroom adjustment and peer conflict. Research results are discussed with regard to implications for classroom practice and prevention.  相似文献   

The Incidence of Delayed School Entry: A Twelve-Year Review     

Donna Brent  Deborah C. May  Deborah K. Kundert 《Early education and development》1996,7(2):121-135

Delaying school entry for a year beyond a child's chronological eligibility for kindergarten is a controversial practice. However, it is unclear from the available literature exactly how common this practice is. The purpose of this study was to examine the incidence of delayed kindergarten entry in a suburban school district over a 12-year period. In this district, school personnel did not make formal recommendations to parents to delay kindergarten entry for their children. A review of the incidence data indicated that, in general, there had been a significant increase in the number of children who had delayed school entry. Furthermore, significantly more males than females had delayed kindergarten entry, and the majority of children who delayed school entry had autumn birthdates, making them the youngest group of children in this study. Implications for school practices are discussed.  相似文献   

A Comparison of General and Content-Specific Literacy Strategies for Learning Science Content     

Deborah K. Reed  Kelly Whalon  Devon Lynn  Nicole Miller  Keely Smith 《Exceptionality》2017,25(2):77-96

This study employed an adapted alternating treatments single-case design to explore students’ learning of biology content when using a general note-taking (GNT) strategy and a content-specific graphic organizer (CGO) to support reading high school biology texts. The 4 focal participants were 15–18-year-olds committed to a moderate risk juvenile justice facility. Lessons were delivered once a week for 7 weeks with CGO delivered first in odd weeks and GNT first in even weeks. When students were unfamiliar with the strategies or experiencing emotional or health problems, their weekly quiz scores tended to be higher on whichever lesson was delivered first. After stabilizing, an average ability reader did better on CGO lessons, and a student with below-average reading ability did better on GNT lessons. CGO took more time to prepare but an average of 11 minutes less than each GNT lesson to implement. CGO also was associated with more student-initiated responses and more self-reported student preferences.  相似文献   

The relationship between perceptions of pre‐menstrual syndrome and degree performance1     

Sarah L. Earl‐Novell  Donna C. Jessop 《Assessment & Evaluation in Higher Education》2005,30(4):343-352

This paper explores whether female undergraduates’ self‐reported experiences of pre‐menstrual syndrome (PMS) were associated with degree performance, operationalized as degree class outcome, in a sample of ‘high achieving’ students (N?=?55). Students reported that PMS was disruptive to academic work (comprising lectures, seminars, writing essays, reading, examinations and interviews) but no association was found between degree performance and either the number of PMS symptoms reported or the reported disruption to each aspect of academic work.  相似文献   

Child and Parenting Outcomes After 1 Year of Educare          下载免费PDF全文

Noreen Yazejian  Donna M. Bryant  Sydney Hans  Diane Horm  Lisa St. Clair  Nancy File  Margaret Burchinal 《Child development》2017,88(5):1671-1688

Educare is a birth to age 5 early education program designed to reduce the achievement gap between children from low‐income families and their more economically advantaged peers through high‐quality center‐based programming and strong school–family partnerships. This study randomly assigned 239 children (< 19 months) from low‐income families to Educare or a business‐as‐usual control group. Assessments tracked children 1 year after randomization. Results revealed significant differences favoring treatment group children on auditory and expressive language skills, parent‐reported problem behaviors, and positive parent–child interactions. Effect sizes were in the modest to medium range. No effects were evident for observer‐rated child behaviors or parent‐rated social competence. The overall results add to the evidence that intervening early can set low‐income children on more positive developmental courses.  相似文献