We searched and meta-analyzed studies comparing flipped classroom teaching with traditional, lecture-based teaching to evaluate the evidence for the flipped classroom’s influence on continuous-learning measures, pass/fail rates, and student evaluations of teaching. Eight electronic reference databases were searched to retrieve relevant studies. Our results indicate a small effect in favor of the flipped classroom on learning (Hedges’ g = 0.35, 95% confidence interval [CI] [0.31, 0.40], k = 272). However, analyses restricted to studies with sufficient power resulted in an estimate of 0.24 (95% CI [0.18, 0.31], k = 90). Effects on pass rates (odds ratio = 1.55, 95% CI [1.34, 1.78], k = 45) and student satisfaction (Hedges’ g = 0.16, 95% CI [0.06, 0.26], k = 69) were small and also likely influenced by publication bias. There is some support for the notion that the positive impact on learning may increase slightly if testing student preparation is part of the implementation.
Despite ample evidence that numeracy is an important influence on patient understanding and use of health-related information, there is a dearth of studies examining the concept's relationship to other individual differences measures that may underlie complex judgments in the health domain. In this study, we compared the relative contributions of selected extant numeracy measures and general intelligence and other measures to varied judgment and decision-making outcomes. Two hundred participants completed numeracy items, subscales of the Wechsler Adult Intelligence Scales, the need for cognition scale, and four relevant outcome measures including risk estimation and medical data interpretation. A numeracy scale constructed using item response and confirmatory factor analyses was consistently the strongest predictor across all outcome measures and accounted for unique variance over and above general intelligence. The results support the concept of numeracy as an independent construct that merits consideration in patient communication.Note: Coefficients above ≥.17 and .22 were significant at p < .01 and .001, respectively. All dichotomous variables were estimated as tetrachoric correlations. O1-O4 are the outcome variables.Numeracy and Intelligence 99 T. Låg et al.
How has the concept of metacognition been used within basic and applied psychological research? We begin our answer by presenting a broad definition of metacognition, an historical overview of its development and its presence in research databases. To assess which function and facets are most frequently addressed within each of the sub-disciplines, we present results from separate literature searches. We then review how metacognition has been defined and empirically explored within selected sub-disciplines in terms of typical research questions, conceptual definitions, how the concept has been measured, and examples of interesting findings and implications. We identify similarities, inconsistencies, and disagreements across fields and point out areas for future research. Our overall conclusion is that it is useful to consider metacognition as a broad umbrella concept across different domains and across basic and applied research. Nonetheless, we recommend that researchers be more specific and explicit about their approach and assumptions whenever using metacognition in their research.
Two patients (TC and SS) with lesions that included the hippocampal regions (predominantly on the left side) were severely impaired in their recall of simple, verbally stated facts. However, both patients remembered spatial information that was temporally associated with semantic information. Specifically, TC and SS could not recall explicitly the content of an episode, but their spontaneous oculomotor behavior showed that they retained some information about the event as their gaze automatically returned to the locations on the computer screen where visual information had been paired to verbally presented information. Thus, this spatial information is implicit, automatically retrieved, and eye-based, as when one patient (TC) was asked to point with the finger to the same positions he was impaired. In addition, in an old/new recognition task, TC and SS and an additional patient, OB, showed significant changes in eye pupil diameter when viewing novel visual stimuli compared to stimuli that they had previously seen, also when they (incorrectly) declared with confidence that an old item was new. The spared memory of these patients, despite severe amnesia for the learning episodes, is characterized by a re-enactment of previous eye fixations that were associated with each (forgotten) episode and physiological responses (as indexed by pupillometry) to previously seen stimuli. Such spared memory can be seen as a type of "snapshot" memory, which automatically processes eye-based spatial information and whose content remains implicit. Finally, we surmise on the basis of the neuroanatomical findings of these patients, that neural substrates in the spared (right) hemisphere might support both the eye fixations' re-enactment and implicit visual pattern recognition.
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