Review of learned material is crucial for the learning process. One approach that promises to increase the effectiveness of reviewing during learning is to answer questions about the learning content ...rather than restudying the material (testing effect). This effect is well established in lab experiments. However, existing research in educational contexts has often combined testing with additional didactical measures that hampers the interpretation of testing effects. We aimed to examine the testing effect in its pure form by implementing a minimal intervention design in a university lecture (
= 92). The last 10 min of each lecture session were used for reviewing the lecture content by either answering short-answer questions, multiple-choice questions, or reading summarizing statements about core lecture content. Three unannounced criterial tests measured the retention of learning content at different times (1, 12, and 23 weeks after the last lecture). A positive testing effect emerged for short-answer questions that targeted information that participants could retrieve from memory. This effect was independent of the time of test. The results indicated no testing effect for multiple-choice testing. These results suggest that short-answer testing but not multiple-choice testing may benefit learning in higher education contexts.
The origins of bread have long been associated with the emergence of agriculture and cereal domestication during the Neolithic in southwest Asia. In this study we analyze a total of 24 charred food ...remains from Shubayqa 1, a Natufian hunter-gatherer site located in northeastern Jordan and dated to 14.6–11.6 ka cal BP. Our finds provide empirical data to demonstrate that the preparation and consumption of bread-like products predated the emergence of agriculture by at least 4,000 years. The interdisciplinary analyses indicate the use of some of the “founder crops” of southwest Asian agriculture (e.g., Triticum boeoticum, wild einkorn) and root foods (e.g., Bolboschoenus glaucus, club-rush tubers) to produce flat bread-like products. The available archaeobotanical evidence for the Natufian period indicates that cereal exploitation was not common during this time, and it is most likely that cereal-based meals like bread become staples only when agriculture was firmly established.
Two experiments investigated the idea that individual differences in need for affect are critical for narrative persuasion. Need for affect, that is, the disposition to approach emotions, was assumed ...to facilitate the experience of being transported into the mental world of the narrative. An intense experience of transportation, in turn, should enhance the persuasive impact of narrative information on readers' beliefs. A mediated moderation analysis was used to test these assumptions. In both experiments (N = 314), need for affect (approach) and transportation moderated the persuasive effects of a fictional narrative compared to a belief-irrelevant control story (Experiment 1) and the persuasive effects of a story with high emotional content compared to a story with low emotional content (Experiment 2). The moderator effects of need for affect were shown to be mediated by the moderator effects of transportation. In sum, the magnitude of a person's need for affect determines whether and to what extent the person experiences transportation into the story world and is persuaded by the information presented in the narrative.
The general knowledge questions introduced by Nelson and Narens (Journal of Verbal Learning and Verbal Behavior, 19(3), 338-368, 1980) have been a valuable research tool in various areas of cognitive ...research. We translated, updated, and expanded the set of questions for German. We present a total set of 356 general knowledge questions with their recall probability as well as metacognitive measures-confidence and peer judgments-based on a university student sample (N = 512). Furthermore, we present response latencies, pairwise correlations between recall probability and metacognitive judgments as well as the most common commission errors. These general knowledge questions can be used in studies with German speaking participants in a broad range of research fields, such as memory, illusory truth, misinformation, and metacognitive processes.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
One popular concept to capture the experience of being immersed into the world of a story is that of transportation. This article examines the factorial validity of the Transportation Scale (TS) and ...introduces a short and psychometrically sound alternative for the assessment of transportation. Exploratory bifactor modeling in Study 1 (N = 179) provided support for the hypothesized factor structure of the original TS with three facets and a general transportation factor. Based on these analyses, a six-item short version of the scale, the Transportation Scale-Short Form (TS-SF), was developed. Study 2 (N = 131 and N = 246) as well as Study 3 (N = 301) corroborated the short form's factorial structure, reliability, and validity.
Readers use prior knowledge to evaluate the validity of statements and detect false information without effort and strategic control. The present study expands this research by exploring whether ...people also non-strategically detect information that threatens their social identity. Participants (N = 77) completed a task in which they had to respond to a "True" or "False" probe after reading true, false, identity-threatening, or non-threatening sentences. Replicating previous studies, participants reacted more slowly to a positive probe ("True") after reading false (vs. true) sentences. Notably, participants also reacted more slowly to a positive probe after reading identity-threatening (vs. non-threatening) sentences. These results provide first evidence that identity-threatening information, just as false information, is detected at a very early stage of information processing and lends support to the notion of a routine, non-strategic identity-defense mechanism.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The emergence of craft specialisation is a key area of interest for archaeologists investigating the socio-economic history and development of past societies. In southwest Asia, as elsewhere, the ...origins of craft specialisation have been associated with the emergence of surplus food production, households and social stratification. We present evidence for nascent skilled production of green stone beads at the Pre-Pottery Neolithic A (PPNA) site Shubayqa 6, northeast Jordan. Thousands of pieces of debitage, roughouts and finished beads exhibit signs of standardised production that was probably geared towards exchange. This hints towards incipient skilled craft production that was likely part-time and seasonal. We therefore argue that the appearance of specialist artisans in this autonomous and non-hierarchical society has no correlation with surplus food production, households, or social stratification.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Distributed learning is often recommended as a general learning strategy, but previous research has established its benefits mainly for learning with repeated materials. In two experiments, we ...investigated distributed learning with complementary text materials. 77 (Experiment 1) and 130 (Experiment 2) seventh graders read two texts, massed vs. distributed, by 1 week (Experiment 1) or 15 min (Experiment 2). Learning outcomes were measured immediately and 1 week later and metacognitive judgments of learning were assessed. In Experiment 1, distributed learning was perceived as more difficult than massed learning. In both experiments, massed learning led to better outcomes immediately after learning but learning outcomes were lower after 1 week. No such decrease occurred for distributed learning, yielding similar outcomes for massed and distributed learning after 1 week. In sum, no benefits of distributed learning vs. massed learning were found, but distributed learning might lower the decrease in learning outcomes over time.
Until recently the late Epipalaeolithic and early Neolithic occupation of Jordan's eastern badia was poorly understood and developments in this region were considered as secondary to those in the ...Jordan Valley or elsewhere. Recent fieldwork in the Qa' Shubayqa are has led to the discovery of a dense cluster of late Epipalaeolithic and Pre-Pottery Neolithic A (PPNA) sites, which shed a different light on this phase of human settlement in eastern Jordan. This evidence demonstrates that the eastern badia was not a peripheral region during the late Pleistocene and early Holocene, but an intensively settled region.
In this article, we examine the mental processes and representations that are required of laypersons when learning about science issues from texts. We begin by defining scientific literacy as the ...ability to understand and critically evaluate scientific content in order to achieve one's goals. We then present 3 challenges of learning from science texts: the intrinsic complexity of science phenomena, the need to coordinate multiple documents of various types, and the rhetorical structure of the texts themselves. Because scientific information focuses on models, theories, explanations, and evidence, we focus on how explanatory and argumentative texts are processed. Then we examine 2 components of executive control in reading-goal-directed guidance and evaluation of content-that readers can acquire and adopt to deal with these challenges. Finally, we discuss 3 implications that these theories and empirical findings have for interventions intended to improve laypersons' understanding of scientific information.
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Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
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