Negative priming (NP) is commonly thought to occur because distractor inhibition is necessary for target selection (the distractor inhibition hypothesis). Contrary to this account, the selection of a target in the preceding trial is shown to be neither necessary (Experiment 1) nor sufficient (Experiments 2 and 3) for NP in a target localization task modeled after S.P. Tipper, J.C. Brehaut, and J. Driver (1990). Experiments 4 and 5 provide further evidence against the distractor inhibition hypothesis and support an alternative mismatching account: NP in the spatial selection task apparently results from a change in the symbol bound to a given location (D. Kahneman, A. M. Treisman, & B. J. Gibbs, 1992), rather than a change in the status of that location from distractor to target (S. P. Tipper, J. C. Brehaut, & J. Driver, 1990).

Repetition blindness (RB) for letters presented in rapid serial visual presentation (RSVP) was shown to be highly dependent on absolute stimulus presentation rate (Experiment 1) and on the duration of the 2nd occurrence (C2) but not the 1st occurrence (C1) of the repeated item (Experiment 2). In Experiments 3-6, RB was strongly affected by C1-C2 interstimulus interval but not by response requirements or total memory load. In Experiment 7, sensitivity for detection of the 2nd vowel in an RSVP sequence of consonants was lower when it was identical to the 1st vowel (mean d' = .40) than when it was different (mean d' = .70). It is argued that RB is not due to (a) temporal overlap of C1 and C2 recognition, (b) forgetting of C2, (c) item-specific output interference, (d) response bias, or (e) guessing strategies; rather, RB arises because of the failure to bind recognized types to individuated tokens.

No abstract

A new computerized testing system, which facilitates the use of short-answer-type testing, has been developed. In this system, the question of a multiple-choice problem is presented first, and the options appear briefly on the request of the test taker. The crux of this manipulation is to force students to solve the problem as if they were solving an open-ended question but to respond in a multiple-choice format. To examine the system's usefulness as a learning aid, 2 experiments were performed. In Experiment 1, 140 6th-grade students were divided into 2 groups: The experimental group took the intervening computerized test in the computerized modified multiple-choice testing (CMMT) format, and the control group in the traditional multiple-choice format. In a paper postrecall test, the mean score was higher for the experimental group than for the control group. In Experiment 2, the result of Experiment 1 was replicated in a within-subject design. Possible mechanisms of the enhanced retention in the CMMT system are discussed.

Background COVID-19 caused significant confusion around the world, and dental education was no exception. Therefore, in line with the demands of the times, this study sought to determine the applicability of online active learning to dental education. Methods This study was conducted in the second semester of 2020 at a school of dentistry in a selective university in Korea. A total of 114 dental students were recruited. Participants were assigned to four different groups (lecture and discussion [LD], lecture and discussion with instructor’s worksheet [LW], self-study and discussion [SSD], and self-study and discussion with instructor’s worksheet [SW]) using the random breakout room function in the Zoom video conference application. Their final test scores were then analyzed using analysis of variance and the online active learning results were compared with the offline learning results. Results The scores were highest for the transfer type items in the SSD group, followed by the SW group and the two lecture groups, which had no significant differences. These scores and pattern differences between the groups were similar for all items. The results suggested that studying by oneself rather than simply listening to lectures enhanced the effects of the discussions and led to higher learning outcomes. In addition, the effect of the instructor's intervention in the middle of the discussion varied depending on the pre-learning activities of discussion. As with previous offline experiments, self-study followed by group discussion had higher learning outcomes for both the verbatim and transfer type items. Conclusions In agreement with the Interactive, Constructive, Active, and Passive (ICAP) framework and other active learning theories, the findings clearly indicated that online active learning was applicable to dental students, and when self-study precedes discussion, the learning is richer and the learning outcomes are better.