Recent evidence indicates that intellectual and perceptual-motor skills are acquired in fundamentally similar ways. Transfer specificity, generativity, and the use of abstract rules and reflexlike productions are similar in the two skill domains; brain sites subserving thought processes and perceptual-motor processes are not as distinct as once thought; explicit and implicit knowledge characterize both kinds of skill; learning rates, training effects, and learning stages are remarkably similar for the two skill classes; and imagery, long thought to play a distinctive role in high-level thought, also plays a role in perceptual-motor learning and control. The conclusion that intellectual skills and perceptual-motor skills are psychologically more alike than different accords with the view that all knowledge is performatory.
Infant-control habituation methodology, although serving the research community well, has never been carefully analyzed. A main use is to equate infants in their level of habituation prior to experimental manipulations in a posthabituation phase. When studied analytically and with simulation, it is found to have serious difficulties. It inadvertently recruits infants with large variations in performance while discriminating against those with less variable performance. For nonhabituating infants, its Type I error rates can approach 1. A model-based nonlinear regression framework is proposed, which, because of large individual differences in infants, takes as the unit of analysis the individual infant. It is shown to be more powerful and efficient than existing procedures and can offer practical and theoretical benefits.
Widespread sharing of data and materials (including displays and text- and video-based descriptions of experimental procedures) will improve the reproducibility of psychological science and accelerate the pace of discovery. In this article, we discuss some of the challenges to open sharing and offer practical solutions for researchers who wish to share more of the products—and process—of their research. Many of these solutions were devised by the Databrary.org data library for storing and sharing video, audio, and other forms of sensitive or personally identifiable data. We also discuss ways in which researchers can make shared data and materials easier for others to find and reuse. Widely adopted, these solutions and practices will increase transparency and speed progress in psychological science.
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