scholarly journals The Validity of Situation Awareness for Performance: A Meta-Analysis

2020 ◽  
Author(s):  
Jonathan Z Bakdash ◽  
Laura Ranee Marusich ◽  
Katherine Cox ◽  
Michael Geuss ◽  
Erin Zaroukian
Keyword(s):  
Task Performance ◽  
Situation Awareness ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Empirical Literature ◽  
Inclusion Criteria ◽  
Performance Effect ◽  
Psychological Mechanisms ◽  
And Training ◽  
Cognitive Construct

SA is a widely used cognitive construct in human factors, summarized as “knowing what is going on.” Generally, SA is theoretically posited to be a critical causal factor and/or construct for performance. However, some researchers have raised concerns that SA may be circular and also that SA may lack the appropriate psychological mechanisms relevant to performance. We address these conflicting perspectives using meta-analysis to evaluate the specific and general patterns of associations among SA-performance effect sizes. Specifically, we focus on the validity of SA for performance—the degree to which SA represents or captures the relevant psychological processes and mechanisms related to task performance. From the empirical literature, we coded associations of eight unique measures of SA with (task) performance: 492 effects from 38 papers met the systematic review inclusion criteria. In contrast to SA’s broadly theorized fundamental link with performance, the magnitude of most meta-analytic mean effect sizes for SA measures was limited to medium or lower effects. Although there was a significant overall mean effect, its magnitude was also limited (r = 0.24). In addition, there was high unexplained systematic variation with an enormous plausible range for individual effects (r = -0.20 to 0.60). The meta-analytic results are inconsistent with theories postulating SA is fundamental to performance. Instead, SA’s validity for performance tends to be, on average, weak with large variations among effects. Therefore, theories may need to be revised. Furthermore, even presuming SA is causally linked to performance as generally theorized, improvements in SA (such as SA-based design and training) may not correspond to meaningful increases in task performance.

scholarly journals Minor Physical Anomalies in Bipolar Disorder—A Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Eszter Varga ◽  
András Hajnal ◽  
Alexandra Soós ◽  
Péter Hegyi ◽  
Dóra Kovács ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Meta Analysis ◽  
Bipolar Disorders ◽  
Effect Sizes ◽  
Inclusion Criteria ◽  
Weighted Mean ◽  
Quality Of Evidence ◽  
Minor Physical Anomalies ◽  
The Brain

Introduction: Minor physical anomalies (MPAs) may reflect basic neurobiological features underlying bipolar disorders (BPD), as they are sensitive physical indicators of morphogenetic failure of the brain. Despite several researches about the presence of MPAs in BPD, the results are still controversial.Objectives: The aim of the present meta-analysis was to assess the standardized weighted mean effect sizes of MPAs in BPD and to examine if MPAs may be found predominantly in the head and/or facial regions in BPD patients compared to controls (HC).Methods: Four studies, involving 155 patients with BPD, and 187 HC, were involved in the analysis after searching the literature. For the investigation of MPAs in the peripheral (MPA-P) and in the head and facial regions (MPA-CF), two studies involving 121 BPD patients, and 133 HC passed the inclusion criteria.Results: The number of the MPAs in the BPD group was significantly higher compared to HC. Another important finding of the present study is that BPD patients' MPA-P scores do not significantly differ from those of the HC. In contrast, BPD patients' MPA-CF scores were found to be significantly higher compared to HC subjects. It is important to note that there was a low number of eligible publications included, which caused higher heterogeneity.Conclusions: Low quality of evidence suggests that MPAs are more common in patients with BPD than in HC and the higher rate of MPAs is found predominantly in the head and facial regions.

HOW DO DIFFERENT FORMS OF GLOSSING CONTRIBUTE TO L2 VOCABULARY LEARNING FROM READING?

2020 ◽  
Vol 42 (2) ◽  
pp. 411-438 ◽  
Author(s):  
Akifumi Yanagisawa ◽  
Stuart Webb ◽  
Takumi Uchihara
Keyword(s):  
Vocabulary Learning ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Inclusion Criteria ◽  
Learner Characteristics ◽  
Moderator Variables ◽  
Auditory Learning ◽  
Significant Difference ◽  
L2 Vocabulary ◽  
Potential Moderator

AbstractThis meta-analysis investigated the overall effects of glossing on L2 vocabulary learning from reading and the influence of potential moderator variables: gloss format (type, language, mode) and text and learner characteristics. A total of 359 effect sizes from 42 studies (N = 3802) meeting the inclusion criteria were meta-analyzed. The results indicated that glossed reading led to significantly greater learning of words (45.3% and 33.4% on immediate and delayed posttests, respectively) than nonglossed reading (26.6% and 19.8%). Multiple-choice glosses were the most effective, and in-text glosses and glossaries were the least effective gloss types. L1 glosses yielded greater learning than L2 glosses. We found no interaction between language (L1, L2) and proficiency (beginner, intermediate, advanced), and no significant difference among modes of glossing (textual, pictorial, auditory). Learning gains were moderated by test formats (recall, recognition, other), comprehension of text, and proficiency.

scholarly journals Comparative clinical trials in psychotherapy: Have large effects been replicated?

2020 ◽  
Vol 29 ◽  
Author(s):  
Nickolas D. Frost ◽  
Thomas W. Baskin ◽  
Bruce E. Wampold
Keyword(s):  
Clinical Trials ◽  
Treatment Efficacy ◽  
Literature Search ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Depression And Anxiety ◽  
Inclusion Criteria ◽  
Average Quality ◽  
Meta Analyses

Abstract Aims The purpose of this review is to examine the replication attempts of psychotherapy clinical trials for depression and anxiety. We focus specifically on replications of trials that exhibit large differences between psychotherapies. The replicability of these trials is especially important for meta-analysis, where the inclusion of false-positive trials can lead to erroneous conclusions about treatment efficacy. Methods Standard replication criteria were developed to distinguish direct from conceptual replication methodologies. Next, an exhaustive literature search was conducted for published meta-analyses of psychotherapy comparisons. Trials that exhibited large effects (d > 0.8) were culled from these meta-analyses. For each trial, a cited replication was conducted to determine if the trial had been subsequently replicated by either ‘direct’ or ‘conceptual’ methods. Finally, a broader search was conducted to examine the extent of replication efforts in the psychotherapy literature overall. Results In the meta-analytic search, a total of N = 10 meta-analyses met the inclusion criteria. From these meta-analyses, N = 12 distinct trials exhibited large effect sizes. The meta-analyses containing more than two large effect trials reported evidence for treatment superiority. A cited replication search yielded no direct replication attempts (N = 0) for the trials with large effects, and N = 4 conceptual replication attempts of average or above average quality. However, of these four attempts, only two partially corroborated the results from their original trial. Conclusion Meta-analytic reviews are influenced by trials with large effects, and it is not uncommon for these reviews to contain several such trials. Since we find no evidence that trials with such large effects are directly replicable, treatment superiority conclusions from these reviews are highly questionable. To enhance the quality of clinical science, the development of authoritative replication criteria for clinical trials is needed. Moreover, quality benchmarks should be considered before trials are included in a meta-analysis, or replications are attempted.

The Effect of Different Intervention Approaches on Gross Motor Outcomes of Children With Autism Spectrum Disorder: A Meta-Analysis

2019 ◽  
Vol 36 (4) ◽  
pp. 501-526 ◽  
Author(s):  
Layne Case ◽  
Joonkoo Yun
Keyword(s):  
Autism Spectrum Disorder ◽  
Meta Analysis ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Effect Sizes ◽  
Inclusion Criteria ◽  
Gross Motor ◽  
Motor Outcomes ◽  
Potential Moderator

Despite the rising interest in intervention for children with autism spectrum disorder, the extent to which interventions are effective on gross motor outcomes is currently unknown. The purpose of this study was to analyze the effect of different intervention approaches on gross motor outcomes among children with autism spectrum disorder using meta-analysis. A total of 18 studies met the inclusion criteria for quantitative analysis. Pre- and posttest means and SD s were extracted to calculate effect sizes. Potential moderator variables were chosen based on important intervention characteristics. The results suggest that interventions have a large effect on gross motor outcomes among children with autism spectrum disorder (δ = 0.99, SE  = 0.19, p  < .001, 95% confidence interval [0.62, 1.36]). The interventions that were 16 total hours or longer had a significantly larger effect than those less than 16 hr. In addition, the interventions in experimental settings had significantly larger effects than the interventions in practical settings. Future interventions should consider intensity, including not only the duration of the intervention but also the intensity in which specific intervention goals are targeted.

The Relationship between Physical Activity and Cognition in Children: A Meta-Analysis

2003 ◽  
Vol 15 (3) ◽  
pp. 243-256 ◽  
Author(s):  
Benjamin A. Sibley ◽  
Jennifer L. Etnier
Keyword(s):  
Physical Activity ◽  
Cognitive Assessment ◽  
Meta Analysis ◽  
Assessment Method ◽  
Effect Sizes ◽  
Inclusion Criteria ◽  
Moderator Variables ◽  
Method Effect ◽  
The Relationship ◽  
Significant Moderator

The purpose of this study was to quantitatively combine and examine the results of studies pertaining to physical activity and cognition in children. Studies meeting the inclusion criteria were coded based on design and descriptive characteristics, subject characteristics, activity characteristics, and cognitive assessment method. Effect sizes (ESs) were calculated for each study and an overall ES and average ESs relative to moderator variables were then calculated. ESs (n = 125) from 44 studies were included in the analysis. The overall ES was 0.32 (SD = 0.27), which was significantly different from zero. Significant moderator variables included publication status, subject age, and type of cognitive assessment. As a result of this statistical review of the literature, it is concluded that there is a significant positive relationship between physical activity and cognitive functioning in children.

Cohesion and Performance in Sport: A Meta Analysis

2002 ◽  
Vol 24 (2) ◽  
pp. 168-188 ◽  
Author(s):  
Albert V. Carron ◽  
Michelle M. Colman ◽  
Jennifer Wheeler ◽  
Diane Stevens
Keyword(s):  
Meta Analysis ◽  
Team Building ◽  
Effect Sizes ◽  
Performance Effect ◽  
Secondary Purpose ◽  
Literature Searches ◽  
Group Environment ◽  
Sport Teams ◽  
And Performance ◽  
Potential Moderator

The main purpose of this study was to conduct a meta-analytic summary of the cohesion-performance relationship in sport. A secondary purpose was to examine the influence of a number of potential moderator variables. Another secondary purpose was to examine the cohesion–performance relationship reported in studies using the Group Environment Questionnaire (GEQ). Standard literature searches produced 46 studies containing a total of 164 effect sizes. Overall, a significant moderate to large relationship was found between cohesion and performance. A moderate effect was found in studies that used the GEQ. A larger cohesion–performance effect was found in refereed publications (vs. nonpublished sources) and for female teams. These results have implications for practitioners in terms of the importance of team building to enhance team cohesion, the nature of those team-building programs (e.g., both task- or social-oriented programs should be beneficial), and their target group (e.g., both interdependent and coactive sport teams should profit).

Learning Disabilities and Anxiety: A Meta-Analysis

2010 ◽  
Vol 44 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Jason M. Nelson ◽  
Hannah Harwood
Keyword(s):  
Learning Disabilities ◽  
Meta Analysis ◽  
Statistical Significance ◽  
Empirical Literature ◽  
Inclusion Criteria ◽  
Students With Learning Disabilities ◽  
Moderator Effects ◽  
Students With Ld ◽  
Substantial Heterogeneity ◽  
Clinic Hospital

This article presents the results of a meta-analysis of the empirical literature on anxious symptomatology among school-aged students with learning disabilities (LD) in comparison to their non-LD peers. Fifty-eight studies met inclusion criteria. Results indicate that students with LD had higher mean scores on measures of anxiety than did non-LD students. The overall effect size was statistically significant and medium in magnitude ( d = .61) although substantial heterogeneity of results was found. Moderator effects were examined for informant type, gender, grade, publication status, and identification source. Informant type (i.e., self-, parent, or teacher report) explained a significant amount of variability in the sample of studies, and identification source (i.e., school identified or special school and clinic/hospital identified) approached statistical significance. Implications for assessment and intervention are discussed.

scholarly journals Long-term psychodynamic psychotherapy in complex mental disorders: update of a meta-analysis

2011 ◽  
Vol 199 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Falk Leichsenring ◽  
Sven Rabung
Keyword(s):  
Mental Disorders ◽  
Psychodynamic Psychotherapy ◽  
Meta Analysis ◽  
Dose Effect ◽  
Effect Sizes ◽  
Inclusion Criteria ◽  
Comparative Efficacy ◽  
Short Term ◽  
Prospective Design

BackgroundDose–effect relationship data suggest that short-term psychotherapy is insufficient for many patients with chronic distress or personality disorders (complex mental disorders).AimsTo examine the comparative efficacy of long-term psychodynamic psychotherapy (LTPP) in complex mental disorders.MethodWe conducted a meta-analysis of controlled trials of LTPP fulfilling the following inclusion criteria: therapy lasting for at least a year or 50 sessions; active comparison conditions; prospective design; reliable and valid outcome measures; treatments terminated. Ten studies with 971 patients were included.ResultsBetween-group effect sizes in favour of LTPP compared with less intensive (lower dose) forms of psychotherapy ranged between 0.44 and 0.68.ConclusionsResults suggest that LTPP is superior to less intensive forms of psychotherapy in complex mental disorders. Further research on long-term psychotherapy is needed, not only for psychodynamic psychotherapy, but also for other therapies.

scholarly journals Systematically Mapping Connection between Rapid Automatized Naming Task and Reading Performance: A Meta-analysis of Correlational Data

2018 ◽  
Vol 15 (1) ◽  
pp. 46-76
Author(s):  
Eugene Borokhovski ◽  
Robert M. Bernard ◽  
Norman Segalowitz ◽  
Anna Sokolovskaya
Keyword(s):  
Reading Skills ◽  
Reading Speed ◽  
Meta Analysis ◽  
Weighted Average ◽  
Reading Performance ◽  
Effect Sizes ◽  
Rapid Automatized Naming ◽  
Empirical Literature ◽  
Double Deficit Hypothesis ◽  
Double Deficit

Introduction. This meta-analytical study of primary research on early literacy explores and summarizes patterns of correlation between performance on Rapid Automatized Naming (RAN) task and measures of specific reading skills. This is the first large-scale meta-analysis intended to verify claims of the double-deficit hypothesis of relative independence of naming speed and phonological awareness factors in developmental dyslexia and to systematically map specific connection between RAN performance and various literacy competencies. Method. Two-hundred-forty-one primary studies identified through systematic searches of related empirical literature yielded 1551 effect sizes of two types – cross-sectional (correlations at the same time) and longitudinal (when measures of RAN and reading were considerably separated in time), reflecting RAN-to-reading correlations for seven independent outcome types. Results. The overall weighted average effect sizes were: r+ = 314, k = 1254 and r+ = 343, k = 297, respectively. Subsequent moderator variable analyses further explored RAN-to-reading associations dependent on RAN type, particular reading skills, age of learners and other factors. Among the strongest and most consistent in both sub-collections were correlation between symbolic RAN and reading speed and between non-symbolic RAN and reading comprehension, whereas both RAN types were strongly associated with decoding skills and reading composite measures. Discussion. Patterns of RAN-to-reading correlation provided insufficient support for the double-deficit hypothesis, but were suggestive of perceiving RAN as a measure of “pre-reading” skills, an “equal among equals” correlate of reading performance. The study also emphasizes the important role of both automatic and controlled cognitive processes for successful RAN task performance in its connection to reading competency.

How Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature

2004 ◽  
Vol 74 (3) ◽  
pp. 379-439 ◽  
Author(s):  
Robert M. Bernard ◽  
Philip C. Abrami ◽  
Yiping Lou ◽  
Evgueni Borokhovski ◽  
Anne Wade ◽  
...  
Keyword(s):  
Distance Education ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Empirical Literature ◽  
Significant Heterogeneity ◽  
Achievement Outcomes ◽  
Wide Variability

A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 688 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and that many perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction, while effect sizes for asynchronous applications favored DE. However, significant heterogeneity remained in each subset.

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