Integrated Learning Systems

Nevid, Jeffrey S.; Gordon, Alexander J.

doi:10.1177/0098628318796920

Cited by 10 publications

(6 citation statements)

References 13 publications

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“…Perhaps, it might be useful to start with a textbook definition of motivation. According to Nevid [ 141 ] (p. 278), “The term motivation refers to factors that activate, direct, and sustain goal-directed behavior...Motives are the ‘whys’ of behavior—the needs or wants that drive behavior and explain what we do”. Given this definition, we might ask, what “activates, directs and sustains goal-directed behavior”?…”

Section: Discussionmentioning

confidence: 99%

What’s Special about Human Imitation? A Comparison with Enculturated Apes

Subiaul

2016

Behavioral Sciences

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What, if anything, is special about human imitation? An evaluation of enculturated apes’ imitation skills, a “best case scenario” of non-human apes’ imitation performance, reveals important similarities and differences between this special population of apes and human children. Candidates for shared imitation mechanisms include the ability to imitate various familiar transitive responses and object–object actions that involve familiar tools. Candidates for uniquely derived imitation mechanisms include: imitating novel transitive actions and novel tool-using responses as well as imitating opaque or intransitive gestures, regardless of familiarity. While the evidence demonstrates that enculturated apes outperform non-enculturated apes and perform more like human children, all apes, regardless of rearing history, generally excel at imitating familiar, over-rehearsed responses and are poor, relative to human children, at imitating novel, opaque or intransitive responses. Given the similarities between the sensory and motor systems of preschool age human children and non-human apes, it is unlikely that differences in sensory input and/or motor-output alone explain the observed discontinuities in imitation performance. The special rearing history of enculturated apes—including imitation-specific training—further diminishes arguments suggesting that differences are experience-dependent. Here, it is argued that such differences are best explained by distinct, specialized mechanisms that have evolved for copying rules and responses in particular content domains. Uniquely derived social and imitation learning mechanisms may represent adaptations for learning novel communicative gestures and complex tool-use. Given our species’ dependence on both language and tools, mechanisms that accelerated learning in these domains are likely to have faced intense selective pressures, starting with the earliest of human ancestors.

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Section: Discussionmentioning

confidence: 99%

What’s Special about Human Imitation? A Comparison with Enculturated Apes

Subiaul

2016

Behavioral Sciences

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“…The stored information, to which the new information is paired in any given set of circumstances, is always of profound emotional importance to the individual with moderate to advanced NCD. Consequently, there is an impaired pairing of the incoming visual (person, places, and objects), auditory, gustatory, olfactory, and tactile stimuli, to stored information, thereby leading to the misidentification of the incoming stimuli [ 44 , 45 ]. Likewise, information emanating from real-time ‘events and occurrences’ will be incorrectly paired with stored experiences, thereby leading to misconstruing of the incoming stimuli, which will result in an altered sense of the reality of that experience.…”

Section: Discussionmentioning

confidence: 99%

Evidence-Informed Approach to De-Prescribing of Atypical Antipsychotics (AAP) in the Management of Behavioral Expressions (BE) in Advanced Neurocognitive Disorders (NCD): Results of a Retrospective Study

et al. 2022

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The LuBAIR™ Paradigm is a novel approach to ascribe meaning to behavioral expressions in advanced neurocognitive disorders when the reliability of a clinical assessment is limited. The meaning ascribed to each behavioral category was used to identify those which are likely to respond to the use of atypical antipsychotics, in their management. De-prescribing was attempted on patients who qualified to enter this retrospective study. De-prescribing was defined as successful if individuals were completely withdrawn from AAP and remained off them for 60 days, without the re-emergence of behaviors. The LuBAIR™ Inventory was filled on two occasions. The data collected on the second occasion, in the successful and failed de-prescribed groups, were compared in this retrospective study. MANOVA, Chi-Square paired t-test statistical analyses were used to detect the differences in the behavioral categories between the two cohorts. Cohen d was used to measure effect size. Patients who did not have Mis-Identification and Goal-Directed Expressions were more likely to successfully de-prescribe: X2 (1, N = 40) = 29.119 p < 0.0001 and X2 (1, N = 40) = 32.374, p < 0.0001, respectively. Alternatively, the same behavioral categories were more likely to be present in patients who failed de-prescribing: MANOVA and paired t-test (p < 0.0001). Atypical antipsychotics, in their role as an antipsychotic and mood stabilizer, may be used to manage Mis-Identification and Goal-Directed Expressions, respectively.

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“…In the current studies, students logged into the websites around two times on average, suggesting that implementation of successive relearning with optional testing resources is unlikely. Although requiring the online testing may boost usage (e.g., Nevid & Gordon, 2018), it might also promote cheating (which can negate the benefits of retrieval practice; see Daniel & Broida, 2004). Importantly, low-stakes quizzing can be even more effective (e.g., Khanna, 2015), assuming students actively engage in the recall process (which might not occur; see Foss & Pirozzolo, 2017).…”

Section: Future Directionsmentioning

confidence: 99%

The influence of self-testing websites on college exam performance.

Vaughn¹,

Fuegen²,

Goddard³

et al. 2024

Scholarship of Teaching and Learning in Psychology

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Research has demonstrated that retrieval practice (i.e., self-testing) promotes student learning, but the bulk of the research has been conducted in laboratory settings using contrived materials. We investigated the effects of retrieval practice on exam performance among college students. Across six university-level psychology courses, we created selftesting websites for our students. Students could access these websites throughout the semester in preparation for their exams. Overall, using the self-testing websites was associated with improved exam performance. Across both studies, repeated self-testing (measured via the total number of test trials) was associated with improved exam performance even when controlling for GPA. In Study 2, we found that approximately 91% of students utilized these websites at least once during the semester. These results suggest that self-testing websites offer a low-cost method to improve student learning for both low-performing and high-performing students. Teachers can substantially improve their students learning by creating self-testing resources accessible outside the classroom.

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Integrated Learning Systems

Cited by 10 publications

References 13 publications

What’s Special about Human Imitation? A Comparison with Enculturated Apes

What’s Special about Human Imitation? A Comparison with Enculturated Apes

Evidence-Informed Approach to De-Prescribing of Atypical Antipsychotics (AAP) in the Management of Behavioral Expressions (BE) in Advanced Neurocognitive Disorders (NCD): Results of a Retrospective Study

The influence of self-testing websites on college exam performance.

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