Prompting Strategy Use and Beyond: Examining the Relationships between Elaboration, Quantity, and Diversity of Learning Strategies on Performance.

Elaboration is a generative learning strategy wherein learners link prior knowledge and experiences with to-be-remembered information. It is positively related to an array of learning outcomes. However, most students do not independently use generative learning strategies.

Consecutive Shifts: A Repeated Measure Study to Evaluate Stress, Biomarkers, Social Support, and Fatigue in Medical/Surgical Nurses.

Nurses report that they are required to work during their scheduled breaks and generally experience extended work times and heavy workloads due to staffing shortages. This study aimed to examine changes in personal, work-related, and overall stress, as well as biological responses and fatigue experienced by nurses during three consecutive 12 h workdays (i.e.

Aging and Burnout for Nurses in an Acute Care Setting: The First Wave of COVID-19.

We examined the relationship between age, coping, and burnout during the peak of the COVID-19 pandemic with nurses in Texas (N = 376). Nurses were recruited through a professional association and snowball sampling methodology for the cross-sectional survey study. Framed in lifespan development theories, we expected that nurse age and experience would be positively correlated with positive coping strategies (e.

Objective Communication Patterns Associated With Team Member Effectiveness in Real-World Virtual Teams.

Objective: We explore the relationships between objective communication patterns displayed during virtual team meetings and established, qualitative measures of team member effectiveness.

Background: A key component of teamwork is communication. Automated measures of objective communication patterns are becoming more feasible and offer the ability to measure and monitor communication in a scalable, consistent and continuous manner.

Nurse Adaptability and Post-traumatic Stress Disorder Symptoms During the COVID-19 Pandemic: The Effects of Family and Perceived Organizational Support.

Objective: To examine the effect of family and perceived organizational support on the relationship between nurse adaptability and their experience with COVID-related PTSD (post-traumatic stress disorder) symptoms in frontline nurses working on COVID-19 units.

Background: Proximity to and survival of life-threatening events contribute to a diagnosis of PTSD, which is characterized by avoidance of reminders of trauma, intrusive thoughts, flashbacks of events, sleep disturbances, and hypervigilance. Using the job-demands and resource model, we examined the effect of adaptability, family support, and perceived organizational support on PTSD symptoms for nurses during the COVID-19 pandemic.

The domain-specificity of serial order working memory.

Making a turn while driving is simple: turn on the indicator, check for cars, then turn. Two types of information are required to perform this sequence of events: information about the items (e.g.

A Meta-analysis of University STEM Summer Bridge Program Effectiveness.

University science, technology, engineering, and math (STEM) summer bridge programs provide incoming STEM university students additional course work and preparation before they begin their studies. These programs are designed to reduce attrition and increase the diversity of students pursuing STEM majors and STEM career paths. A meta-analysis of 16 STEM summer bridge programs was conducted.

How Approaches to Animal Swarm Intelligence Can Improve the Study of Collective Intelligence in Human Teams.

Researchers of team behavior have long been interested in the essential components of effective teamwork. Much existing research focuses on examining correlations between team member traits, team processes, and team outcomes, such as collective intelligence or team performance. However, these approaches are insufficient for providing insight into the dynamic, causal mechanisms through which the components of teamwork interact with one another and impact the emergence of team outcomes.

Age and job fit: The relationship between demands-ability fit and retirement and health.

Understanding the antecedents of retirement and health is increasingly important given the proportion of older adults in the global workforce. The current study examines the relationship between the demands-ability facet of person-job fit and retirement status and health. The sample consists of older workers and retired adults (N = 383) from the Study of Cognition and Aging in the U.

Commenting on the "Great Debate": General Abilities, Specific Abilities, and the Tools of the Trade.

We review papers in the special issue regarding the great debate on general and specific abilities. Papers in the special issue either provided an empirical examination of the debate using a uniform dataset or they provided a debate commentary. Themes that run through the papers and that are discussed further here are that: (1) the importance of general and specific ability predictors will largely depend on the outcome to be predicted, (2) the effectiveness of both general and specific predictors will largely depend on the quality and breadth of how the manifest indicators are measured, and (3) research on general and specific ability predictors is alive and well and more research is warranted.

Multiple routes to mind wandering: Predicting mind wandering with resource theories.

Three experiments examine individual (attentional capacity) and task-related characteristics leading to mind wandering, and the effect of mind wandering on task performance. Drawing on resource theories, we tested interactive nonlinear effects of these predictors, manipulating task demand using math tests of varying difficulty (Exp 1: N = 143, three levels between-subjects; Exp 2: N = 59, three levels within-subjects; Exp 3: N = 133, four levels within-subjects). Results confirmed that mind wandering was most frequent during extreme task demand levels, although the effect varied somewhat between experiments.

Mind-wandering, cognition, and performance: a theory-driven meta-analysis of attention regulation.

The current meta-analysis accumulates empirical findings on the phenomenon of mind-wandering, integrating and interpreting findings in light of psychological theories of cognitive resource allocation. Cognitive resource theory emphasizes both individual differences in attentional resources and task demands together to predict variance in task performance. This theory motivated our conceptual and meta-analysis framework by introducing moderators indicative of task-demand to predict who is more likely to mind-wander under what conditions, and to predict when mind-wandering and task-related thought are more (or less) predictive of task performance.

Examining an online microbiology game as an effective tool for teaching the scientific process.

This study investigates the effectiveness of the online Flash game Disease Defenders in producing knowledge gains for concepts related to the scientific process. Disease Defenders was specifically designed to model how the scientific process is central to a variety of disciplines and science careers. An additional question relates to the game's ability to shift attitudes toward science.

Science games and the development of scientific possible selves.

Serious scientific games, especially those that include a virtual apprenticeship component, provide players with realistic experiences in science. This article discusses how science games can influence learning about science and the development of science-oriented possible selves through repeated practice in professional play and through social influences (e.g.

Is cognitive ability a liability? A critique and future research agenda on skilled performance.

Over a century of psychological research provides strong and consistent support for the idea that cognitive ability correlates positively with success in tasks that people face in employment, education, and everyday life. Recent experimental research, however, has converged on a different and provocative conclusion, namely that lower-ability people can actually be more effective performers within special environments characterized by features such as time pressure, social evaluation, and unpredictable task change. If this conclusion is true, it has extensive implications for practices such as personnel selection, training design, and teaching methods.

Teaching the biological consequences of alcohol abuse through an online game: impacts among secondary students.

A multimedia game was designed to serve as a dual-purpose intervention that aligned with National Science Content Standards, while also conveying knowledge about the consequences of alcohol consumption for a secondary school audience. A tertiary goal was to positively impact adolescents' attitudes toward science through career role-play experiences within the game. In a pretest/delayed posttest design, middle and high school students, both male and female, demonstrated significant gains on measures of content knowledge and attitudes toward science.

When training with a partner is inferior to training alone: the importance of dyad type and interaction quality.

Dyad training, where trainees learn in pairs but ultimately perform individually, has been shown to be an effective method for training some skills. The effectiveness of this approach, however, may be tied to the type of task to be trained and the quality of the interaction in the dyad. We report two studies on the effectiveness of dyad training and the role of metacognitive activity for learning a software program.

Differentiating specific job knowledge from implicit trait policies in procedural knowledge measured by a situational judgment test.

This study compared validities of situational judgment test (SJT) scoring keys that were presumed to be differentially saturated with specific knowledge about effective job behavior and general knowledge about effective trait expression. The keys were based on subject matter experts' effectiveness judgments, undergraduates' effectiveness judgments, and graduate students' trait judgments. We used data reported earlier by Motowidlo, Dunnette, and Carter (1990) with managerial incumbents in telecommunication companies.

Executive function in older adults: a structural equation modeling approach.

Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were used to study the organization of executive functions in older adults. The four primary goals were to examine (a) whether executive functions were supported by one versus multiple underlying factors, (b) which underlying skill(s) predicted performance on complex executive function tasks, (c) whether performance on analogous verbal and nonverbal tasks was supported by separable underlying skills, and (d) how patterns of performance generally compared with those of young adults. A sample of 100 older adults completed 10 tasks, each designed to engage one of three control processes: mental set shifting (Shifting), information updating or monitoring (Updating), and inhibition of prepotent responses (Inhibition).

Further explorations of perceptual speed abilities in the context of assessment methods, cognitive abilities, and individual differences during skill acquisition.

Measures of perceptual speed ability have been shown to be an important part of assessment batteries for predicting performance on tasks and jobs that require a high level of speed and accuracy. However, traditional measures of perceptual speed ability sometimes have limited cost-effectiveness because of the requirements for administration and scoring of paper-and-pencil tests. There have also been concerns about the validity of previous computer approaches to administering perceptual speed tests (e.

Age, ability, and the role of prior knowledge on the acquisition of new domain knowledge: promising results in a real-world learning environment.

Prior knowledge, fluid intelligence (Gf), and crystallized intelligence (Gc) were investigated as predictors of learning new information about cardiovascular disease and xerography with a sample of 199 adults (19 to 68 years). The learning environment included a laboratory multimedia presentation (high-constraint-maximal effort), and a self-directed at-home study component (low-constraint-typical performance). Results indicated that prior knowledge and ability were important predictors of knowledge acquisition for learning.

Working memory and intelligence: the same or different constructs?

Several investigators have claimed over the past decade that working memory (WM) and general intelligence (g) are identical, or nearly identical, constructs, from an individual-differences perspective. Although memory measures are commonly included in intelligence tests, and memory abilities are included in theories of intelligence, the identity between WM and intelligence has not been evaluated comprehensively. The authors conducted a meta-analysis of 86 samples that relate WM to intelligence.

Determinants of health knowledge: an investigation of age, gender, abilities, personality, and interests.

Ten areas of health knowledge were investigated in 2 studies, 1 of college students (N = 169) and 1 of adults from the community (ages 19-70; N = 176). Measures assessed knowledge of aging, orthopedic/dermatological concerns, common illnesses, childhood/early life, serious illnesses, mental health, nutrition, reproduction, safety, and treatment of illness/disease. Significant gender differences favoring women were found for most areas of health knowledge, especially reproduction and early life.

Individual differences in working memory within a nomological network of cognitive and perceptual speed abilities.

It has become fashionable to equate constructs of working memory (WM) and general intelligence (g). Few investigations have provided direct evidence that WM and g measures yield similar ordering of individuals. Correlational investigations have yielded mixed results.