Correct answer – dodgy method

2021 ◽  
Vol 105 (564) ◽  
pp. 507-510
Author(s):  
Des MacHale
Keyword(s):  
Correct Answer

Psychology Feud: When the Correct Answer Isn't the Most Valued

2006 ◽  
Author(s):  
B. Jean Mandernach ◽  
Theresa A. Wadkins ◽  
William J. Wozniak
Keyword(s):  
Correct Answer

NÖROPAZARLAMA ÜZERİNE BİR DEĞERLENDİRME

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Erol Ustaahmetoğlu
Keyword(s):  
Consumer Behavior ◽  
Data Collection ◽  
Research Methods ◽  
Correct Answer ◽  
Historical Development ◽  
Collection Method ◽  
Consumer Responses ◽  
General Evaluation ◽  
Traditional Research ◽  
Technological Developments

Traditional research methods are inadequate to predict and explain consumer behavior accurately in some cases. Marketing discipline tries to benefit from new technological developments in order to make up the deficiency subjects’ competence and willingness to express how they feel when they face with stimulus in traditional data collection method has an effect on the success of the method. In traditional methods, subjects often cannot remember or know the correct answer, or even if they know the answer they will give answers that satisfy the researcher. The inadequacy in traditional techniques has driven the researchers to evaluate theconsumer response more accurately. It is observed that in recent years neuromarketing techniques began to be used extensively to measure consumer responses accurate in marketing field. Although neuromarketing is commonly used in marketing field, there are some questions about the efficiency of the method. This study emphasizes the efficiency on the general evaluation of neuromarketing techniques and criticism of it. The aim of this study is to indicate the historical development of application of neuro science on marketing and consumer behavior, and to establish the future of neuro science, its opportunities and threats.

On the Axiology of a Hidden God

2018 ◽  
Vol 10 (4) ◽  
pp. 79-95 ◽  
Author(s):  
Kirk Lougheed
Keyword(s):  
Correct Answer ◽  
Philosophy Of Religion ◽  
Divine Hiddenness ◽  
Hidden God

The axiological question in the philosophy of religion is the question of what impact, if any, God’s existence does (or would) make to the axiological value of our world. It has recently been argued that we should prefer a theistic world where God is hidden to an atheistic world or a theistic world where God isn’t hidden. This is because in a hidden theistic world all of the theistic goods obtain in addition to the experience of atheistic goods. I complete this line of argument by showing that theistic goods do (or could) indeed obtain in a world where God hides. In doing so I indirectly argue against proponents of divine hiddenness arguments such as J.L. Schellenberg. The correct answer to the axiological question turns out to be a solution to the problem of divine hiddenness.

Children change their answers in response to neutral follow-up questions by a knowledgeable asker

2019 ◽  
Author(s):  
Elizabeth Bonawitz ◽  
Patrick Shafto ◽  
Yue Yu ◽  
Sophie Elizabeth Colby Bridgers ◽  
Aaron Gonzalez
Keyword(s):  
Social Learning ◽  
Belief Revision ◽  
Correct Answer ◽  
New Information ◽  
Common Practices ◽  
Parent Child

Burgeoning evidence suggests that when children observe data, they use knowledge of the demonstrator’s intent to augment learning. We propose that the effects of social learning may go beyond cases where children observe data, to cases where they receive no new information at all. We present a model of how simply asking a question a second time may lead to belief revision, when the questioner is expected to know the correct answer. We provide an analysis of the CHILDES corpus to show that these neutral follow-up questions are used in parent-child conversations. We then present three experiments investigating 4- and 5-year-old children’s reactions to neutral follow-up questions posed by ignorant or knowledgeable questioners. Children were more likely to change their answers in response to a neutral follow-up question from a knowledgeable questioner than an ignorant one. We discuss the implications of these results in the context of common practices in legal, educational, and experimental psychological settings.

Oxford Assess and Progress: Clinical Medicine

2019 ◽  
Keyword(s):  
Correct Answer ◽  
Clinical Medicine ◽  
The Other ◽  
The Third

Maximise your exam success with this essential revision guide. The third edition of Oxford Assess and Progress: Clinical Medicine features over 550 Single Best Answer questions. Packed with questions written by practicing clinicians and educators, this revision tool is an authoritative guide on core clinical topics and professional themes. Each question is accompanied by extensive feedback which explains not only the rationale of the correct answer, but why the other options are incorrect. Further reading resources and cross-references to the Oxford Handbook of Clinical Medicine have been fully updated to expand your revision further. Progess to exam success with the third edition of Oxford Assess and Progress: Clinical Medicine.

scholarly journals A cross-sectional study to assess knowledge of women about cervical cancer: an urban and rural comparison

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Małgorzata Lesińska-Sawicka
Keyword(s):  
Cervical Cancer ◽  
Life Expectancy ◽  
Correct Answer ◽  
Rural Areas ◽  
Urban Areas ◽  
Statistical Significance ◽  
Average Life Expectancy ◽  
Cross Sectional ◽  
Awareness Campaigns ◽  
The City

Abstract Introduction Cervical cancer and its etiopathogenesis, the age of women in whom it is diagnosed, average life expectancy, and prognosis are information widely covered in scientific reports. However, there is no coherent information regarding which regions—urban or rural—it may occur more often. This is important because the literature on the subject reports that people living in rural areas have a worse prognosis when it comes to detection, treatment, and life expectancy than city dwellers. Material and methods The subjects of the study were women and their knowledge about cervical cancer. The research was carried out using a survey directly distributed among respondents and via the Internet, portals, and discussion groups for women from Poland. Three hundred twenty-nine women took part in the study, including 164 from rural and 165 from urban areas. The collected data enabled the following: (1) an analysis of the studied groups, (2) assessment of the respondents’ knowledge about cervical cancer, and (3) comparison of women’s knowledge depending on where they live. Results The average assessment of all respondents’ knowledge was 3.59, with women living in rural areas scoring 3.18 and respondents from the city—4.01. Statistical significance (p < 0.001) between the level of knowledge and place of residence was determined. The results indicate that an increase in the level of education in the subjects significantly increases the chance of getting the correct answer. In the case of age analysis, the coefficients indicate a decrease in the chance of obtaining the correct answer in older subjects despite the fact that a statistically significant level was reached in individual questions. Conclusions Women living in rural areas have less knowledge of cervical cancer than female respondents from the city. There is a need for more awareness campaigns to provide comprehensive information about cervical cancer to women in rural areas. A holistic approach to the presented issue can solve existing difficulties and barriers to maintaining health regardless of the place of life and residence. Implication for cancer survivors They need intensive care for women’s groups most burdened with risk factors.

scholarly journals Precise Answers to Vague Questions: Issues With Interactions

2021 ◽  
Vol 4 (2) ◽  
pp. 251524592110073
Author(s):  
Julia M. Rohrer ◽  
Ruben C. Arslan
Keyword(s):  
Correct Answer ◽  
Research Question ◽  
Wrong Answer ◽  
Know How ◽  
Psychological Theories ◽  
Ceiling Effects

Psychological theories often invoke interactions but remain vague regarding the details. As a consequence, researchers may not know how to properly test them and may potentially run analyses that reliably return the wrong answer to their research question. We discuss three major issues regarding the prediction and interpretation of interactions. First, interactions can be removable in the sense that they appear or disappear depending on scaling decisions, with consequences for a variety of situations (e.g., binary or categorical outcomes, bounded scales with floor and ceiling effects). Second, interactions may be conceptualized as changes in slope or changes in correlations, and because these two phenomena do not necessarily coincide, researchers might draw wrong conclusions. Third, interactions may or may not be causally identified, and this determines which interpretations are valid. Researchers who remain unaware of these distinctions might accidentally analyze their data in a manner that returns the technically correct answer to the wrong question. We illustrate all issues with examples from psychology and issue recommendations for how to best address them in a productive manner.

scholarly journals Humans rely more on algorithms than social influence as a task becomes more difficult

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Eric Bogert ◽  
Aaron Schecter ◽  
Richard T. Watson
Keyword(s):  
Decision Making ◽  
Social Media ◽  
Social Influence ◽  
Correct Answer ◽  
Online Reviews ◽  
Personal Networks ◽  
Human Judgment ◽  
Individual Decision ◽  
Individual Decision Making

AbstractAlgorithms have begun to encroach on tasks traditionally reserved for human judgment and are increasingly capable of performing well in novel, difficult tasks. At the same time, social influence, through social media, online reviews, or personal networks, is one of the most potent forces affecting individual decision-making. In three preregistered online experiments, we found that people rely more on algorithmic advice relative to social influence as tasks become more difficult. All three experiments focused on an intellective task with a correct answer and found that subjects relied more on algorithmic advice as difficulty increased. This effect persisted even after controlling for the quality of the advice, the numeracy and accuracy of the subjects, and whether subjects were exposed to only one source of advice, or both sources. Subjects also tended to more strongly disregard inaccurate advice labeled as algorithmic compared to equally inaccurate advice labeled as coming from a crowd of peers.

Addressing common errors and misconceptions in integral calculus with clickers and classroom voting

2019 ◽  
Vol 39 (2) ◽  
pp. 71-85
Author(s):  
Kelly Cline ◽  
Holly Zullo ◽  
David A Huckaby
Keyword(s):  
Correct Answer ◽  
Group Discussion ◽  
Multiple Choice ◽  
Small Group Discussion ◽  
Multiple Choice Questions ◽  
Integral Calculus ◽  
Common Features ◽  
Incorrect Answer ◽  
The Common ◽  
The Mean

Abstract Common student errors and misconceptions can be addressed through the method of classroom voting, in which the instructor presents a multiple-choice question to the class, and after a few minutes for consideration and small-group discussion, each student votes on the correct answer, using a clicker or a phone. If a large number of students have voted for one particular incorrect answer, the instructor can recognize and address the issue. In order to identify multiple-choice questions that are especially effective at provoking common errors and misconceptions, we recorded the percentages of students voting for each option on each question used in 25 sections of integral calculus, taught by 7 instructors, at 4 institutions, over the course of 12 years, on a collection of 172 questions. We restricted our analysis to the 115 questions which were voted on by at least 5 different classes. We present the six questions that caused the largest percentages of students to vote for a particular incorrect answer, discuss how we used these questions in the classroom, and examine the common features of these questions. Further, we look for correlations between question characteristics and the mean percentage of students voting for common errors on these questions, and we find that questions based on general cases have higher percentages of students voting for common errors.

A Computer Tutorial on Consequences in Operant Learning

1997 ◽  
Vol 24 (3) ◽  
pp. 216-217 ◽  
Author(s):  
Robert B. Graham
Keyword(s):  
Correct Answer ◽  
Operant Learning ◽  
Study Guide ◽  
Questionnaire Data ◽  
General Psychology ◽  
Student Records ◽  
Student Reaction ◽  
Computer Tutorial ◽  
Behavioral Programming ◽  
Course Credit

This article describes a computer tutorial that teaches the fundamentals of consequences and contingencies in operant teaming. The tutorial content is appropriate for courses in general psychology, learning, and behavioral programming. Applications to animal and human situations are emphasized. The software repeats questions until the student is able to provide the correct answer, but spaces its repetitions to maximize retention. It saves student records as a basis for assignment of course credit. Student reaction to this form of presentation was very favorable. Questionnaire data showed that the students perceived the tutor as more useful in preparing for a test than a text or study guide would have been.

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