Can cognitive processes help explain the success of instructional techniques recommended by behavior analysts?

The fields of cognitive psychology and behavior analysis have undertaken separate investigations into effective learning strategies. These studies have led to several recommendations from both fields regarding teaching techniques that have been shown to enhance student performance. While cognitive psychology and behavior analysis have studied student performance independently from their different perspectives, the recommendations they make are remarkably similar.

Teaching the science of learning.

The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this tutorial review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding.

Are Twitter and Blogs Important Tools for the Modern Psychological Scientist?

Psychological scientists have many roles, one of which is, arguably, to communicate their research findings to a broader audience. Twitter and blogging offer relatively inexpensive options for this type of outreach. Engagement in these outreach efforts can lead to career enhancement, but also comes at a cost.

Mind-wandering, how do I measure thee with probes? Let me count the ways.

In the past decade, a new field has formed to investigate the concept of mind-wandering, or task-unrelated thought. The state of mind-wandering is typically contrasted with being on-task, or paying attention to the task at hand, and is related to decrements in performance on cognitive tasks. The most widely used method for collecting mind-wandering data-the probe-caught method-involves stopping participants during a task and asking them where their attention is directed.

Are you mind-wandering, or is your mind on task? The effect of probe framing on mind-wandering reports.

The last decade has seen a dramatic rise in the number of studies that utilize the probe-caught method of collecting mind-wandering reports. This method involves stopping participants during a task, presenting them with a thought probe, and asking them to choose the appropriate report option to describe their thought-state. In this experiment we manipulated the framing of this probe, and demonstrated a substantial difference in mind-wandering reports as a function of whether the probe was presented in a mind-wandering frame compared with an on-task frame.

The effect of question order on evaluations of test performance: Can the bias dissolve?

Question difficulty order has been shown to affect students' global postdictions of test performance. We attempted to eliminate the bias by letting participants experience the question order manipulation multiple times. In all three experiments, participants answered general knowledge questions and self-evaluated their performance.

On the placement of practice questions during study.

Retrieval practice improves retention of information on later tests. A question remains: When should retrieval occur during learning-interspersed throughout study or at the end of each study period? In a lab experiment, an online experiment, and a classroom study, we aimed to determine the ideal placement (interspersed vs. at-the-end) of retrieval practice questions.

Prevalence of Personality Disorders at Midlife in a Community Sample: Disorders and Symptoms Reflected in Interview, Self, and Informant Reports.

This report is concerned with the prevalence of symptoms of specific personality disorders in a representative community sample and draws attention to the importance of different sources of diagnostic information. We recruited a sample of 1,630 people between the ages of 55 and 64 to participate in a study regarding personality and health. Using careful recruitment methods, our participation rate was 43 %.

The role of test expectancy in the build-up of proactive interference in long-term memory.

We examined the hypothesis that interpolated testing in a multiple list paradigm protects against proactive interference by sustaining test expectancy during encoding. In both experiments, recall on the last of 5 word lists was compared between 4 conditions: a tested group who had taken tests on all previous lists, an untested group who had not taken any tests on previous lists, and 2 other groups (one tested and the other untested) who were warned about the upcoming test prior to study of the fifth list. In both experiments, the untested/warned group performed significantly better than the untested/unwarned group on both correct recall and prior list intrusions but did not achieve the same recall accuracy as tested groups.

Borderline personality pathology and insomnia symptoms in community-dwelling older adults.

Prior research has associated BPD with sleep problems, but the relationship has been explored primarily in small clinical samples of younger adults. Findings from our lab have demonstrated that borderline symptoms remain present in later middle age and are associated with several negative life outcomes. A representative community sample of older adults (N = 633, Mage  = 62.

Adapting to test structure: letting testing teach what to learn.

We propose that we encode and store information as a function of the particular ways we have used similar information in the past. More specifically, we contend that the experience of retrieval can serve as a powerful cue to the most effective ways to encode similar information in comparable future learning episodes. To explore these ideas, we did two studies in which all participants went through study-test cycles of single category lists while we manipulated the nature of the recognition tests.

Can mind-wandering be timeless? Atemporal focus and aging in mind-wandering paradigms.

Recent research has examined how often mind-wandering occurs about past vs. future events. However, mind-wandering may also be atemporal, although previous investigations of this possibility have not yielded consistent results.

The enduring impact of maladaptive personality traits on relationship quality and health in later life.

Over the past 5 years, the St. Louis Personality and Aging Network (SPAN) has been collecting data on personality in later life with an emphasis on maladaptive personality, social integration, and health outcomes in a representative sample of 1,630 adults aged 55-64 living in the St. Louis area.

Personality disorder symptoms are differentially related to divorce frequency.

Divorce is associated with a multitude of outcomes related to health and well-being. Data from a representative community sample (N = 1,241) of St. Louis residents (ages 55-64) were used to examine associations between personality pathology and divorce in late midlife.

False recognition of objects in visual scenes: findings from a combined direct and indirect memory test.

We report an extension of the procedure devised by Weinstein and Shanks (Memory & Cognition 36:1415-1428, 2008) to study false recognition and priming of pictures. Participants viewed scenes with multiple embedded objects (seen items), then studied the names of these objects and the names of other objects (read items). Finally, participants completed a combined direct (recognition) and indirect (identification) memory test that included seen items, read items, and new items.

Borderline but not antisocial personality disorder symptoms are related to self-reported partner aggression in late middle-age.

We examined the relationship between personality pathology and the frequency of self-reported psychological and physical partner aggression in a community sample of 872 adults aged 55-64. Previous research suggests that antisocial and borderline personality disorder (PD) symptoms are associated with partner aggression. Controlling for gender, education, alcohol dependence, and other personality pathology, we found that borderline PD symptoms, which include abandonment fears, unstable identity, and affective instability, were significantly related to the frequency of self-reported aggression toward one's partner.

The effect of question order on evaluations of test performance: how does the bias evolve?

Weinstein and Roediger (Memory & Cognition 38:366-376, 2010) found that manipulating the order of questions on a general knowledge quiz resulted in differing evaluations of performance at the end of the quiz: Irrespective of their actual performance, participants were consistently more optimistic about their performance when questions were given in an easy-to-hard order. In the present experiment, the participants were stopped 10 times throughout a 100-item test and asked to evaluate their performance on the last 10 questions they had answered, as well as rating their impressions of the test so far and predicting their final performance. Arranging the questions from the easiest to the hardest produced more optimistic performance evaluations on each block than did an analogous hard-easy question order, even though performance on the two versions did not differ significantly as a function of question order.

Testing improves true recall and protects against the build-up of proactive interference without increasing false recall.

Retrieval practice has been shown to protect against the negative effects of previously learned information on the learning of subsequent information, while increasing retention of new information. We report three experiments investigating the impact of retrieval practice on false recall in a multiple list paradigm. In three different experimental designs participants studied blocks of interrelated words that converged on non-presented associates.

Testing protects against proactive interference in face-name learning.

Learning face-name pairings at a social function becomes increasingly more difficult the more individuals one meets. This phenomenon is attributable to proactive interference--the negative influence of prior learning on subsequent learning. Recent evidence suggests that taking a memory test can alleviate proactive interference in verbal list learning paradigms.

A comparison of study strategies for passages: rereading, answering questions, and generating questions.

Students are often encouraged to generate and answer their own questions on to-be-remembered material, because this interactive process is thought to enhance memory. But does this strategy actually work? In three experiments, all participants read the same passage, answered questions, and took a test to get accustomed to the materials in a practice phase. They then read three passages and did one of three tasks on each passage: reread the passage, answered questions set by the experimenter, or generated and answered their own questions.

Rapid induction of false memory for pictures.

Recognition of pictures is typically extremely accurate, and it is thus unclear whether the reconstructive nature of memory can yield substantial false recognition of highly individuated stimuli. A procedure for the rapid induction of false memories for distinctive colour photographs is proposed. Participants studied a set of object pictures followed by a list of words naming those objects, but embedded in the list were names of unseen objects.

True and false memories in the DRM paradigm on a forced choice test.

Participants studied lists of semantic associates that converged on a non-presented critical word (e.g., sleep; Deese, 1959; Roediger & McDermott, 1995) and took a two-alternative forced choice test.

Retrospective bias in test performance: Providing easy items at the beginning of a test makes students believe they did better on it.

We examined the effect of three variables (test list structure, report option, and framing) on retrospective bias in global evaluations of test performance (postdictions). Participants answered general knowledge questions and estimated correctness of their performance after each block. The ordering of the questions within a block affected bias: Participants believed they had answered more questions correctly when questions were sorted from the easiest to the hardest than when the same questions were randomized or sorted from the hardest to the easiest.

Perceptual representations in false recognition and priming of pictures.

Using a new procedure, we investigate whether imagination can induce false memory by creating a perceptual representation. Participants studied pictures and words with and without an imagery task and at test performed both a direct recognition test and an indirect perceptual identification test on pictorial stimuli. Corrected false recognition rates were 7% for pictures studied in word form (Experiment 1), 26% for pictures imagined once (Experiment 2), and 48% for pictures imagined multiple times (Experiment 3), although on the indirect test, no priming was found for these items.