The mere exposure instruction effect : mere exposure instructions influence liking

Abstract. The mere exposure effect refers to the well-established finding that people evaluate a stimulus more positively after repeated exposure to that stimulus. We investigated whether a change in stimulus evaluation can occur also when participants are not repeatedly exposed to a stimulus, but are merely instructed that one stimulus will occur frequently and another stimulus will occur infrequently. We report seven experiments showing that (1) mere exposure instructions influence implicit stimulus evaluations as measured with an Implicit Association Test (IAT), personalized Implicit Association Test (pIAT), or Affect Misattribution Procedure (AMP), but not with an Evaluative Priming Task (EPT), (2) mere exposure instructions influence explicit evaluations, and (3) the instruction effect depends on participants’ memory of which stimulus will be presented more frequently. We discuss how these findings inform us about the boundary conditions of mere exposure instruction effects, as well as the mental processes that underlie mere exposure and mere exposure instruction effects. </jats:p

Державні гімни як символи політичної влади і боротьби в Україні (перша половина ХХ ст.)

This experiment investigated the impact of different types of critical thinking instruction and dispositions on bias in economics students' (N=141) reasoning performance. The following conditions were compared: (A) implicit instruction; (B) implicit instruction with practice; (C) implicit instruction with explicit instruction and practice; (D) implicit instruction with explicit instruction, practice, and self-explanation prompts; and (E) implicit instruction with explicit instruction, practice, and activation prompts. Results showed that explicit instruction combined with practice is required to improve critical thinking (i.e., conditions A/B<C/D/E). Prompting during practice had no added performance benefits. Participants' dispositions toward actively open-minded thinking predicted their pre-test and post-test scores but did not interact with instruction condition, suggesting that receiving explicit instruction combined with practice was equally effective for all students

Dissociating Explicit and Implicit Timing in Parkinson\u2019s Disease Patients: Evidence from Bisection and Foreperiod Tasks

A consistent body of literature reported that Parkinson\u2019s disease (PD) is marked by severe deficits in temporal processing. However, the exact nature of timing problems in PD patients is still elusive. In particular, what remains unclear is whether the temporal dysfunction observed in PD patients regards explicit and/or implicit timing. Explicit timing tasks require participants to attend to the duration of the stimulus, whereas in implicit timing tasks no explicit instruction to process time is received but time still affects performance. In the present study, we investigated temporal ability in PD by comparing 20 PD participants and 20 control participants in both explicit and implicit timing tasks. Specifically, we used a time bisection task to investigate explicit timing and a foreperiod task for implicit timing. Moreover, this is the first study investigating sequential effects in PD participants. Results showed preserved temporal ability in PD participants in the implicit timing task only (i.e., normal foreperiod and sequential effects). By contrast, PD participants failed in the explicit timing task as they displayed shorter perceived durations and higher variability compared to controls. Overall, the dissociation reported here supports the idea that timing can be differentiated according to whether it is explicitly or implicitly processed, and that PD participants are selectively impaired in the explicit processing of time

Explicit Control Of Implicit Responses Simple Directives Can Alter IAT Performance

Research has begun to reveal the malleability of implicit prejudice. One measure of this construct, the race Implicit Association Test (IAT), represents a widely-used tool to assess individuals’ positive and negative associations with different racial groups. In two studies, we demonstrate the capacity of salient pressures to alter implicit racial responses. In Study 1, an enhancement of promoting pressures through an explicit instruction to stereotype was sufficient to increase pro-White bias on the IAT. In Study 2, an enhancement of inhibiting pressures through a simple instruction to avoid stereotyping was sufficient to reduce pro-White bias. Taken together, the studies suggest that implicit prejudice is amenable to voluntary control through the use of simple, direct means. (PsycINFO Database Record (c) 2013 APA, all rights reserved)(journal abstract

The Effect of Explicit, Implicit Instructions and Learning Styles on Students\u27 Sentence Structure Achievement

The objectives of this study are to investigate whether Explicit Instruction and Implicit Instructions techniques significantly affect the students\u27 sentence structure achievement, to find out whether the students\u27 learning styles affect students\u27 sentence structure achievement and to find out whether there is an interaction between explicit and Implicit instructions and learning styles to students\u27 sentence structure achievement. An experimental research with factorial design 2x2 was used in this research. There were 120 students from 2008 Academic year of English Department State University of Medan taken as sample of this research. The post test was given to both groups. The data were analyzed by applying Two-Way ANOVA. The result of testing the first hypothesis showed that that explicit and Implicit instructions significantly affect students\u27 sentence structure achievement. The result of the testing the second hypothesis showed that students\u27 learning style do not significantly affect students\u27 sentence structure achievement. The result of the testing the third hypothesis showed that there is interaction between instructions techniques and learning styles on students\u27 sentence structure achievement. After the Scheffe test was applied, it showed that students who have Field Independent learning style got higher result if they were taught by Explicit instruction and students who have Field Dependent learning style got higher result if they were taught by Implicit instruction

Benchmarking the cost of thread divergence in CUDA

All modern processors include a set of vector instructions. While this gives a tremendous boost to the performance, it requires a vectorized code that can take advantage of such instructions. As an ideal vectorization is hard to achieve in practice, one has to decide when different instructions may be applied to different elements of the vector operand. This is especially important in implicit vectorization as in NVIDIA CUDA Single Instruction Multiple Threads (SIMT) model, where the vectorization details are hidden from the programmer. In order to assess the costs incurred by incompletely vectorized code, we have developed a micro-benchmark that measures the characteristics of the CUDA thread divergence model on different architectures focusing on the loops performance

The Interactive Effects of Pragmatic-Eliciting Tasks and Pragmatic Instruction

The effects of data-gathering methods on pragmatic data have been well documented, yet an inquiry into the interactive effects of assessment tasks with pragmatic instruction has received scant attention. This study investigated the interaction between two assessment tasks (e-mail and phone) and two types of pragmatic instruction (explicit and implicit). Forty-nine Spanish learners of English engaged in these two tasks as pre- and posttests. The explicit group received 12 hours of metapragmatic information on head acts and hedges in suggestions while the implicit group was the recipient of recast and input enhancement activities. The results showed that postinstructional improvement of the explicit condition was significantly more than that of the implicit condition in the phone task, although improvements of these two conditions were on par in the e-mail task. This task-induced variability might have been caused by an interaction between the feature of the two types of knowledge (i.e., monitoring capability) and an access to the knowledge bases (i.e., the role of attention to appropriateness and accuracy) in the two task

Teaching talk, tell-backs, and a declarative to procedural knowledge interface

Can explicit, declarative knowledge be converted to implicit, procedural knowledge? This Teaching Tip advocates the use of Teaching Talk, defined as succinct and therefore retrievable language of instruction, restated by learners as Tell-Backs for the purpose of internalizing pronunciation concepts to establish declarative knowledge. The intervening mechanism is prompted production, a form of error feedback that is achieved when the language of intervention matches the language of instruction that was used to introduce a target feature, and is in turn consistent with the tell-backs that learners use to internalize those features. Prompted production promotes self-monitoring and self-correction, and serves as an interface to bridge the declarative to procedural knowledge gap.Published versio

Collaborative Learning and Knowledge Transfer in Consciousness Society

Starting from the expression "workplace learning†which states that the use of personal computers at work or at school reflects learning activities and work activities which are interchangeable at individual level, this paper presents collaborative models dedicated to processes of teaching, learning, assessment and research in education. One of the most important activities is represented by computer supported collaborative learning (CSCL) which, from its occurrence, presented a special interest for researchers in informatics. CSCL is based on human-computer interaction (HCI) and on computer supported cooperative work (CSCW). CSCL promotes in turn the development of computer supported collaborative research (CSCR). Information and communications technologies represent not only a media support but, most of all, a mean for accessing resources worldwide. The development of the information technology and of the information society brought benefits both to the traditional form of education, and to the distance education represented by the assisted instruction. The evolution of the information society led to the emergence of the society based on knowledge which represents an intermediary step between information society and consciousness society, who wants to be a moral society. This article highlights the transfer of data, information and knowledge (explicit and implicit) during assisted instruction processes along with the possibility to create collaborative content in consciousness society.CSCW, CSCL, CSCR Assisted Instruction, Consciousness Society