An Instructional Framework for Technology-Based Classroom Tuition of ELP Students

In modern ELP teaching practices online media products are commonly used as resources of educational content. Although the idea that ICT has brought classrooms in our pockets is generally perceived as a positive trend, the overview of recent inquiries into the use of technology in education has revealed a number of contradictory findings connected with multimedia learning. On the one hand, a multiplicity of strengths of online environments such as YouTube channels, Apps, podcasts, etc. is highlighted in the studies exploring the potential of multimedia applications for language learning. On the other hand, there is a significant number of studies which demonstrate opposite observations resulting from the research of the effects of the medium (printed and technology-based) on learning outcomes: some authors argue that students overwhelmingly prefer print over electronic formats for learning purposes, others infer that multiple factors affect learners’ actual behaviors and there is no solid evidence proving the priority of one over the other. Cognitive psychologists are more precise in this point: looking into how people process information they affirm that to be effective instructional framework should not ignore human cognitive architecture. Drawing upon recent studies in the field of designing educational media with regard of cognitive, behavioral, and attitudinal aspects of learning the exploratory study reported in this paper attempts to bridge the cognitive and educational theories to specify the framework of technology-based classes for ELP students. Through three courses of in-depth structured interviews with 58 Russian undergraduate law students doing an ELP course in Saratov State Law Academy, Russia, particular focus was placed on an individual learner’s (1) information coding style, (2) information processing style and (3) reading style. The results of the research suggest some ideas on developing an instructional framework for ELP technology-based classroom tuition taking considering the principles of cognitive teaching.

Moses or Noah? A case of ‘potato-potahto’ when using a foreign language

Research among bilinguals suggests a foreign language effect for various tasks requiring a more systematic processing style. For instance, bilinguals seem less prone to heuristic reasoning when solving problem statements in their foreign (FL) as opposed to their native (NL) language. The present study aimed to determine whether such an effect might also be observed in the detection of semantic anomalies. Participants were presented NL and FL questions with and without anomalies while their eye movements were recorded. Overall, they failed to detect the anomaly in more than half of the trials. Furthermore, more illusions occurred for questions presented in the FL, indicating an FL disadvantage. Additionally, eye movement analyses suggested that reading patterns for anomalies are predominantly similar across languages. Our results therefore substantiate theories suggesting that FL use induces cognitive load, causing increased susceptibility to illusions due to partial semantic processing.

Time Is Money: The Effect of Mode-of-Thought on Financial Decision-Making

The dual-system approach holds that deliberative decisions and in-depth evaluation processes lead people to better financial decisions. However, research identifies situations where optimal economic decisions may stem from a more intuitive decision process. In the current work, we present three experimental studies that examined how these two modes-of-thought affect financial decisions. In Study 1, deliberative processes were indeed associated with better one-shot descriptive-based financial decisions. However, Study 2 showed that when participants were asked to make repeated decisions and were required to learn from their experience, the advantage of deliberative over intuitive processes was eliminated. In addition, when participants employed intuitive processes, the quality of their financial decisions improved significantly with experience. Finally, Study 3 showed that the deliberative processing style may lose its advantage when information is not fully available. Overall, these findings suggest that deliberation may contribute to financial decision-making in one-shot decisions. However, when information is lacking, and decisions are repetitive, intuitive processes might be just as good.

The inverse relation between risks and benefits: The impact of individual differences in information processing style

Existing research shows that evaluations of the risks and benefits of various hazards (i.e., technologies and activities) are inversely related. The affect heuristic explains the negative relation between risks and benefits, as based on the strength of positive or negative affect associated with a hazard. Research on the affect heuristic previously investigated under which conditions people judge risk and benefits independently, focusing on expertise as a factor that might exempt from inversely related judgements of risk and benefits. Measurements within Dual Process Theories have been found to be associated with rational, analytical decision making and accurate judgments. In this paper we investigated the extent to which rational information processing styles can predict the risk-benefit relation of technologies in a medical and food applications and whether the attitudes influence the strength or direction of the relationship. Using the Need for Cognition Scale (NFC), a psychometric-based risk scale and an explicit measure of attitude, in a representative sample of 3228 Swedes, we found that the high NFC group judged the risks and benefits of technologies to be inversely related. In contrast, the low NFC group judged the risks and benefits to be positively related. These results were confirmed across all studied technologies by applying moderation analysis. We discuss the results in light of recent research on cognitive processing and polarization over technologies’ risks.

How information processing style shapes people's algorithm adoption

Across four studies I tested why people are averse to relying on algorithmic judgments in person judgment tasks (e. g., student admissions), and examined how such aversions can be attenuated. I proposed that people tend to focus more on case-specific information (vs. general propositions) in person-judgment tasks, and that algorithms (vs. human experts) are believed to be skilled at addressing general propositions (vs. case-specific information). Thus, I posited that in person-judgment tasks, people would be less averse to relying on algorithmic judgments when they focus more on general propositions (vs. case-specific information). By varying the perceived importance of case-specific information and general propositions, the research provides support for these hypotheses. In addition, the results reveal the mechanism underlying algorithm aversion in person judgments and provide a cost-effective way to increase consumers' algorithm adoption.

Experimental Manipulation of Processing Style: Impact on Interpretive Bias, Problem Solving, and Worry in Individuals with Generalized Anxiety Disorder

The present study investigated whether individuals with generalized anxiety disorder (GAD) could be trained to adopt an abstract or concrete processing style and the impact of processing style training on GAD symptoms and cognitive processes, including an interpretation bias, negative problem solving orientation, poor problem solving, and worry. Participants (N=47) were trained to adopt an abstract or concrete processing style, and outcome measures were completed at posttraining and 1 week follow-up. At posttraining, processing style training was effective in inducing an abstract or concrete processing style. In addition, at posttraining, the concrete training condition reported reduced concern with ambiguous scenarios and produced problem solutions that were rated as more effective compared with the abstract training condition. At follow-up, there was no difference between training conditions on processing style and associated GAD symptoms and cognitive processes. Study limitations and future directions are discussed.

Experimental Manipulation of Processing Style: Impact on Interpretive Bias, Problem Solving, and Worry in Individuals with Generalized Anxiety Disorder

The present study investigated whether individuals with generalized anxiety disorder (GAD) could be trained to adopt an abstract or concrete processing style and the impact of processing style training on GAD symptoms and cognitive processes, including an interpretation bias, negative problem solving orientation, poor problem solving, and worry. Participants (N=47) were trained to adopt an abstract or concrete processing style, and outcome measures were completed at posttraining and 1 week follow-up. At posttraining, processing style training was effective in inducing an abstract or concrete processing style. In addition, at posttraining, the concrete training condition reported reduced concern with ambiguous scenarios and produced problem solutions that were rated as more effective compared with the abstract training condition. At follow-up, there was no difference between training conditions on processing style and associated GAD symptoms and cognitive processes. Study limitations and future directions are discussed.