38,071 research outputs found
HIT and brain reward function: a case of mistaken identity (theory)
This paper employs a case study from the history of neuroscienceâbrain reward functionâto scrutinize the inductive argument for the so-called âHeuristic Identity Theoryâ (HIT). The case fails to support HIT, illustrating why other case studies previously thought to provide empirical support for HIT also fold under scrutiny. After distinguishing two different ways of understanding the types of identity claims presupposed by HIT and considering other conceptual problems, we conclude that HIT is not an alternative to the traditional identity theory so much as a relabeling of previously discussed strategies for mechanistic discovery
Recommended from our members
Free recall test experience potentiates strategy-driven effects of value on memory.
People tend to show better memory for information that is deemed valuable or important. By one mechanism, individuals selectively engage deeper, semantic encoding strategies for high value items (Cohen, Rissman, Suthana, Castel, & Knowlton, 2014). By another mechanism, information paired with value or reward is automatically strengthened in memory via dopaminergic projections from midbrain to hippocampus (Shohamy & Adcock, 2010). We hypothesized that the latter mechanism would primarily enhance recollection-based memory, while the former mechanism would strengthen both recollection and familiarity. We also hypothesized that providing interspersed tests during study is a key to encouraging selective engagement of strategies. To test these hypotheses, we presented participants with sets of words, and each word was associated with a high or low point value. In some experiments, free recall tests were given after each list. In all experiments, a recognition test was administered 5 minutes after the final word list. Process dissociation was accomplished via remember/know judgments at recognition, a recall test probing both item memory and memory for a contextual detail (word plurality), and a task dissociation combining a recognition test for plurality (intended to probe recollection) with a speeded item recognition test (to probe familiarity). When recall tests were administered after study lists, high value strengthened both recollection and familiarity. When memory was not tested after each study list, but rather only at the end, value increased recollection but not familiarity. These dual process dissociations suggest that interspersed recall tests guide learners' use of metacognitive control to selectively apply effective encoding strategies. (PsycINFO Database Recor
Scientific Illiteracy: Causes, Costs and Cures
[Excerpt] This article examines the causes of the learning deficits in science, math and technology, evaluates their social costs and then recommends policy measures for remedying the problems identified. Following the American Association for the Advancement of Science\u27s Science for All Americans report, I define the domain of science very broadly to include mathematics and technology along with the natural sciences. To avoid confusing readers accustomed to the narrower definition of science, broadly defined science is referred to as science, mathematics and technology
Evaluating Teachers: The Important Role of Value-Added
Outlines issues for evaluating teachers based on value added -- their contribution to student learning -- and the use of value added information, implications of classifying teachers, and reliability compared with other fields and evaluations
Signaling the Competencies of High School Students to Employers
[Excerpt] The fundamental cause of the low effort level of American students, parents, and voters in school elections is the absence of good signals of effort and accomplishment and the consequent lack of rewards for learning. In most other advanced countries mastery of the curriculum is assessed by examinations that are set and graded at the national or regional level. Grades on these exams signal the student\u27s achievement to employers and colleges and influence the jobs that graduates get and the universities and programs to which they are admitted. Exam results also influence school reputations and in some countries the number of students applying for admission to the school. In the United States, by contrast, students take aptitude tests that are not intended to assess the learning that has occurred in most of the classes taken in high school. The primary signals of academic achievement are diplomas awarded for time spent in school and grades and rank in classâcriteria that assess achievement relative to other students in the school or classroom, not relative to an external standard
College Rankings Reformed: The Case for a New Order in Higher Education
Every year, students and parents eagerly scour the new college rankings. But those rankings may be misleading them about the "best" colleges and universities. New data and technology offer an opportunity to really measure how well colleges and universities are preparing their undergraduate students
Recommended from our members
Comparing measures of cognitive bias relating to eating behaviour
Consumption of and/or abstinence from substances with a high reward value (e.g., heroin, marijuana, alcohol, nicotine, certain foods) are associated with cognitive biases for information related to the substance. Such cognitive biases are important since they may contribute to difficulties in controlling intake of the substance. We examine cognitive biases for stimuli related to food. For the first time, we concurrently employ and compare five conceptually distinct measures of cognitive bias (dot probe, emotional Stroop, recognition, EAST, explicit attitudes). Contrary to expectations from current theory, the relation between the cognitive measures was weak and evident only in certain subsets of the population sample, as defined by gender and emotional-, restrained-, and external-eating characteristics of our participants. We discuss some methodological implications of our findings
Recognition of Facial Affect in individuals scoring high and low on Psychopathic Personality Characteristics
The accuracy of perception of facial emotion expressions was studied in individuals with low and high psychopathic personality characteristics in a sample of 21 male and 39 female university students. Participants completed the Psychopathic Personality Inventory (PPI), and the Behavioural Inhibition Scale and the Behavioural Activation Scale (BIS/BAS) as measures of psychopathy. Participants completed a computerised emotion recognition task containing six emotions of facial expressions (each emotion had five different intensities). The results showed that participants scoring low on the BIS and high on the BAS scores showed significant impairments in the recognition of both sad and fearful expressions. On the other hand, group scoring high on the PPI, showed significant impairment in the recognition of angry, but not fearful or sad expressions in the total sample. Males with high psychopathic personality characteristics showed significant impairments in the recognition of sad, fearful and angry expressions compared to males with low psychopathic personality characteristics. On the other hand females with high psychopathic personality characteristics showed significant impairment in recognising the expression of disgust only compared to females with low psychopathic personality characteristics. The PPI and the BIS/BAS scales showed reasonable alpha reliabilities with some exceptions for one subscale in each measure. Correlations between the PPI and the BIS/BAS scales were weak to moderate. The current findings suggest that different dimensions of psychopathy may be associated with selective impairments in recognising unpleasant emotion expressions in others
School accountability : (how) can we reward schools and avoid cream-skimming
Introducing school accountability may create incentives for efficiency. However, if the performance measure used does not correct for pupil characteristics, it will lead to an inequitable treatment of schools and create perverse incentives for cream-skimming. We apply the theory of fair allocation to show how to integrate empirical information about the educational production function in a coherent theoretical framework. The requirements of rewarding performance and correcting for pupil characteristics are incompatible if we want the funding scheme to be applicable for all educational production functions. However, we characterize an attractive subsidy scheme under specific restrictions on the educational production function. This subsidy scheme uses only information which can be controlled easily by the regulator. We show with Flemish data how the proposed funding scheme can be implemented. Correcting for pupil characteristics has a strong impact on the subsidies (and on the underlying performance ranking) of schools
- âŠ