Why is it Difficult to Learn Absolute Judgment Tasks?

1997 ◽  
Vol 84 (1) ◽  
pp. 323-335 ◽  
Author(s):  
Gang Hu
Keyword(s):  
College Students ◽  
Absolute Judgment ◽  
Small Step ◽  
Mental Processes ◽  
Large Step ◽  
Memory Overload

The effects of using different presentation orders on absolute judgment were examined in four experiments. 120 college students identified horizontal bars of eight different lengths. Using the same set of stimuli, participants were trained under different presentation schedules with feedback and then tested with various common schedules with or without feedback. Participants trained with the small-differences schedule (small-step) performed well during the training, consistent with prior findings but generally poorer on subsequent tests. In contrast, the participants trained with the large-differences schedule (large-step), performed less well during the training but did not perform more poorly on the tests. The results suggest that mental processes such as abstraction of relative uniqueness and memory overload may be involved.

scholarly journals Noninvasive Mechanical Ventilation and Helmet After Lung Resection: Oxygenation Improvement: A Small Step or a Large Step?

2013 ◽  
Vol 58 (5) ◽  
pp. e65-e66
Author(s):  
A. M. Esquinas ◽  
P. J. Papadakos ◽  
L. Ampollini ◽  
M. Barbagallo ◽  
S. Ziegler ◽  
...  
Keyword(s):  
Mechanical Ventilation ◽  
Lung Resection ◽  
Noninvasive Mechanical Ventilation ◽  
Small Step ◽  
Large Step

scholarly journals Circular-Linear Copulae for Animal Movement Data

2021 ◽  
Author(s):  
Florian Hodel ◽  
John R. Fieberg
Keyword(s):  
Habitat Selection ◽  
Animal Movement ◽  
Small Step ◽  
Multivariate Distributions ◽  
Time Intervals ◽  
Movement Data ◽  
Pekania Pennanti ◽  
Large Step ◽  
Regular Time ◽  
Selection For

1. Animal movement is often modeled in discrete time, formulated in terms of steps taken between successive locations at regular time intervals. Steps are characterized by the distance between successive locations (step-lengths) and changes in direction (turn angles). Animals commonly exhibit a mix of directed movements with large step lengths and turn angles near 0 when traveling between habitat patches and more wandering movements with small step lengths and uniform turn angles when foraging. Thus, step-lengths and turn angles will typically be cross-correlated. 2. Most models of animal movement assume that step-lengths and turn angles are independent, likely due to a lack of available alternatives. Here, we show how the method of copulae can be used to fit multivariate distributions that allow for correlated step lengths and turn angles. 3. We describe several newly developed copulae appropriate for modeling animal movement data and fit these distributions to data collected on fishers (Pekania pennanti). The copulae are able to capture the inherent correlation in the data and provide a better fit than a model that assumes independence. Further, we demonstrate via simulation that this correlation can impact movement patterns (e.g. rates of dispersion overtime). 4. We see many opportunities to extend this framework (e.g. to consider autocorrelation in step attributes) and to integrate it into existing frameworks for modeling animal movement and habitat selection. For example, copula could be used to more accurately sample available locations when conducting habitat-selection analyses.

Special, radical, failure of reduction in psychiatry

2019 ◽  
Vol 42 ◽  
Author(s):  
Don Ross
Keyword(s):  
Mental Disorder ◽  
Brain Structure ◽  
Causal Structure ◽  
Network Models ◽  
Gambling Addiction ◽  
Brain Disorder ◽  
Mental Processes ◽  
Special Radical ◽  
Intentional Relationships

AbstractUse of network models to identify causal structure typically blocks reduction across the sciences. Entanglement of mental processes with environmental and intentional relationships, as Borsboom et al. argue, makes reduction of psychology to neuroscience particularly implausible. However, in psychiatry, a mental disorder can involve no brain disorder at all, even when the former crucially depends on aspects of brain structure. Gambling addiction constitutes an example.

A pragmatist philosophy of psychological science and its implications for replication

2018 ◽  
Vol 41 ◽  
Author(s):  
Ana Gantman ◽  
Robin Gomila ◽  
Joel E. Martinez ◽  
J. Nathan Matias ◽  
Elizabeth Levy Paluck ◽  
...  
Keyword(s):  
William James ◽  
Mental Processes ◽  
Psychological Science ◽  
Behavioral Measurement ◽  
The World ◽  
Pragmatist Philosophy

AbstractA pragmatist philosophy of psychological science offers to the direct replication debate concrete recommendations and novel benefits that are not discussed in Zwaan et al. This philosophy guides our work as field experimentalists interested in behavioral measurement. Furthermore, all psychologists can relate to its ultimate aim set out by William James: to study mental processes that provide explanations for why people behave as they do in the world.

Lessons Learned From Coaching Postsecondary Students With Traumatic Brain Injury

2020 ◽  
Vol 5 (1) ◽  
pp. 88-96
Author(s):  
Mary R. T. Kennedy
Keyword(s):  
College Students ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Sense Of Self ◽  
Scientific Evidence ◽  
Sudden Onset ◽  
Lessons Learned ◽  
Speech Language Pathologists ◽  
The Brain ◽  
Exhaustive List

Purpose The purpose of this clinical focus article is to provide speech-language pathologists with a brief update of the evidence that provides possible explanations for our experiences while coaching college students with traumatic brain injury (TBI). Method The narrative text provides readers with lessons we learned as speech-language pathologists functioning as cognitive coaches to college students with TBI. This is not meant to be an exhaustive list, but rather to consider the recent scientific evidence that will help our understanding of how best to coach these college students. Conclusion Four lessons are described. Lesson 1 focuses on the value of self-reported responses to surveys, questionnaires, and interviews. Lesson 2 addresses the use of immediate/proximal goals as leverage for students to update their sense of self and how their abilities and disabilities may alter their more distal goals. Lesson 3 reminds us that teamwork is necessary to address the complex issues facing these students, which include their developmental stage, the sudden onset of trauma to the brain, and having to navigate going to college with a TBI. Lesson 4 focuses on the need for college students with TBI to learn how to self-advocate with instructors, family, and peers.

Effects of Physical Training on Stuttering

1968 ◽  
Vol 11 (4) ◽  
pp. 767-776 ◽  
Author(s):  
B. Don Franks ◽  
Elizabeth B. Franks
Keyword(s):  
College Students ◽  
Group Therapy ◽  
Physical Training ◽  
Cardiovascular Response ◽  
Training Group ◽  
Physical Stress ◽  
Submaximal Exercise ◽  
Endurance Running ◽  
Response To Exercise

Eight college students enrolled in group therapy for stuttering were divided into two equal groups for 20 weeks. The training group supplemented therapy with endurance running and calisthenics three days per week. The subjects were tested prior to and at the conclusion of the training on a battery of stuttering tests and cardiovascular measures taken at rest, after stuttering, and after submaximal exercise. There were no significant differences (0.05 level) prior to training. At the conclusion of training, the training group was significandy better in cardiovascular response to exercise and stuttering. Although physical training did not significantly aid the reduction of stuttering as measured in this study, training did cause an increased ability to adapt physiologically to physical stress and to the stress of stuttering.

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