Low-and high-anxious participants performed arithmetical tasks under task-switching or nontask-switching conditions. These tasks were low or high in complexity. The task on each trial was either explicitly cued or not cued. We assumed that demands on attentional control would be greater in the task-switching condition than in the nontask-switching condition, and would be greater with high-complexity tasks than with low-complexity ones. We also assumed that demands on attentional control would be greater when cues were absent rather than present. According to attentional control theory (Eysenck, Derakshan, Santos, & Calvo, 2007), anxiety impairs attentional control processes required to shift attention optimally within and between tasks. We predicted that there would be greater negative effects of high state anxiety in the task-switching condition than in the nontask-switching condition. Our theoretical predictions were supported, suggesting that state anxiety reduces attentional control.
Limited research exists regarding healthcare professionals' knowledge and practice of physical activity promotion for cancer survivors in Ireland. There is also a lack of research identifying the barriers experienced by oncology professionals when promoting physical activity, or referring patients to community-based exercise programmes. This study aims to identify healthcare professionals' knowledge, barriers and practices in relation to physical activity promotion for cancer survivors, and to generate guidance regarding the optimisation of the referral process to community-based exercise programmes. Oncology healthcare professionals (n = 114) were invited to participate in two rounds of an online Delphi study. The response rates in rounds one and two were 38% (43/114) and 70% (30/43). Most respondents acknowledged the value of physical activity for cancer survivors (≥86%) and agreed that discussing physical activity with cancer patients was part of their role (88%). However, the majority of recommendations provided to patients did not align with the current physical activity guidelines. Strategies related to four themes that could optimise the referral process to community-based exercise programmes achieved consensus, including providing education to healthcare professionals and patients regarding the benefits of physical activity and the logistics and quality of programmes, and optimising the logistics of the referral process.
Two experiments investigated the derived transfer of functions through equivalence relations established using a stimulus pairing observation procedure. In Experiment 1, participants were trained on a simple discrimination (A1+/A22) and then a stimulus pairing observation procedure was used to establish 4 stimulus pairings (A1-B1, A2-B2, B1-C1, B2-C2). Subsequently, a transfer of the simple discrimination functions through equivalence relations was observed (e.g., C1+/C22). These procedures were modified in Experiment 2, which demonstrated that spider-fearful and non-spiderfearful participants show differing levels of a transfer of self-reported arousal functions for stimuli used in equivalence relations with video-based material depicting scenes with spiders. The results demonstrate that the stimulus pairing observation procedure provides a viable alternative to matching-to-sample, and also offer tentative support for a derived-relations model of the acquisition of anxiety responses in at least one sub-clinical population.
This study investigated the Caught Being Good Game (CBGG), for use with an adolescent student population. The CBGG is a positive variation of the Good Behavior Game (GBG), a popular group contingency intervention in classroom management literature. In this positive version, teams of students receive points for engaging in desirable behavior, rather than marks for breaking class rules. Research on the CBGG has garnered empirical interest in recent years; however, there is little published research on the game with adolescent populations. This study investigated if visual feedback displayed on a scoreboard during the CBGG is a necessary part of the game. This was examined by implementing the game both with and without overt visual feedback, using an ABACABAC reversal design. Academically engaged behavior and disruptive behavior were monitored. The CBGG was effective in both formats, leading to increases in academically engaged behavior and decreases in disruptive behavior in the participating class group. This suggests that perhaps immediate visual feedback is not an essential component of the CBGG for adolescent, mainstream students. This may be a time-saving measure for teachers wishing to implement the game. Students and their teacher rated the game favorably on social validity measures.
Seventy-eight primary school teachers completed an online questionnaire comprised of demographic questions and a standardised measure of attitudes towards inclusion. It was found that the teachers who completed the questionnaire had predominantly negative or neutral attitudes towards the inclusion of children with Autism Spectrum Disorder (ASD) in mainstream education. Gender, number of years teaching experience, training in Special Educational Needs (SEN) and/or inclusion or type of training in SEN and inclusion did not influence attitudes. However, teachers who believed they had the adequate resources to facilitate inclusion had significantly more positive attitudes than teachers who did not believe they had the adequate resources to facilitate inclusion. Although future research is needed to further explore the impact of student profile on teacher attitudes towards the inclusion of students with ASD, thought needs to be given to the type and content of teacher training in SEN and inclusion.
Abstract. Learning analytics are being used in many educational applications in order to help students and Faculty. In our work we use predictive analytics, using student behaviour to predict the likely performance of end of semester final grades with a system we call PredictED. The main contribution of our approach is that our intervention automatically emailed students on a regular basis, with our prediction for the outcome of their exam performance. We targeted first year, first semester University students who often struggle with making the transition into University life where they are given much more responsibility for things like attending class, completing assignments, etc. The form of student behaviour that we used is students' levels and types of engagement with the University's Virtual Learning Environment (VLE), Moodle. We mined the Moodle access log files for a range of parameters based on temporal as well as content access, and use machine learning techniques to predict likely pass/fail, on a weekly basis throughout the semester using logs and outcomes from previous years as training material. We chose ten first-year modules with reasonably high failure rates, large enrolments and stability of module content across the years to implement an early warning system on. From these modules 1,558 students were registered for one of these modules. They were offered the chance to opt into receiving weekly email alerts warning them about their likely outcome. Of these 75% or 1,181 students opted into this service. Pre-intervention there were no differences between participants and non-participants on a number of measures related to previous academic record. However, postintervention the first-attempt final grade performance yielded nearly 3% improvement (58.4% to 61.2%) on average for those who opted in. This tells us that providing weekly guidance and personalised feedback to vulnerable first year students, automatically generated from monitoring of their online behaviour, has a significant positive effect on their exam performance.
Participants were trained in a series of interrelated conditional discriminations that aimed to establish four 4-member equivalence classes (i.e., A1-B1-C1-D1, A2-B2-C2-D2, A3-B3-C3-D3, A4-B4-C4-D4). During this training, the four A stimuli (i.e., A1, A2, A3, and A4) were compounded with pictures containing positive or negative evaluative functions (A1/A2 negative & A3/A4 positive). The transfer of evaluative functions to directly and indirectly related members of the equivalence classes (i.e., B, C, and D stimuli) was measured using an Implicit Association Test (IAT). During consistent test blocks, participants were required to press the same response key for target words that were related to those A stimuli that possessed similar evaluative functions (A1/A2-left key & A3/A4-right key). During inconsistent test blocks, target words that were related to those A stimuli with different evaluative functions were assigned to the same response key (A1/A4-left key & A2/A3-right key). Results showed that all 8 participants, who passed a matching-to-sample equivalence test following the IAT, responded more rapidly on consistent relative to inconsistent test blocks. This typical IAT effect was not observed for those participants who did not pass the equivalence test. The results suggest that the IAT effect may arise from formally untested derived relations, and supports the argument that such relations could provide a valid behavioral model of semantic categories in natural language.
A typical psychology article contains 3 to 9 self-citations, depending on the length of the reference list (10% of all citations). In contrast, cited colleagues rarely receive more than 3 citations. This is what we call the self-citation bias: the preference researchers have to refer to their own work when they guide readers to the relevant literature. We argue that this finding is difficult to understand within the traditional, science-based view, which says that reference lists are there to help the reader. It is more easily understood within a social view of reference lists which argues that scientists form groups and that reference lists partly reflect well-known phenomena in social psychology and group dynamics. Within this view, the self-citation bias is a self-serving bias motivated by self-enhancement and self-promotion. The self-citation bias in psychological scienceScientific publications are a never-ending source of inspiration, not only due to the information they contain but also because of the formal characteristics they adhere to. In particular the reference lists have been scrutinised recently with some quite remarkable findings. Below we summarise first the available evidence and we look then more specifically at the number of self-citations in journal articles and the reasons why authors cite themselves. The traditional, science-based view of reference listsReaders of scientific articles expect an article's reference list to comprise information about the publications they need for a good understanding of the article's contribution to the field (i.e., the cumulative nature of science) and for a replication of the reported studies if they wish to do so (i.e., the replicability of the findings). From this perspective, reference lists are at the readers' service, to help them find critical information. We will call this the traditional, science-based view of reference lists.
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