Chunks in expert memory: Evidence for the magical number four… or is it two?

This study aims to test the divergent predictions of the chunking theory (Chase & Simon, 1973) and template theory (Gobet & Simon, 1996a; 2000) with respect to the number of chunks held in visual short-term memory and the size of chunks used by experts. We presented game and random chessboards in both a copy and a recall task. In a within-subject design, the stimuli were displayed using two presentation media: (a) physical board and pieces, as in Chase and Simon’s (1973) study; and (b) a computer display, as in Gobet and Simon’s (1998) study. Results show that, in most cases, no more than three chunks were replaced in the recall task, as predicted by template theory. In addition, with game positions in the computer condition, Masters replaced very large chunks (up to 15 pieces), again in line with template theory. Overall, the results suggest that the original chunking theory overestimated short-term memory capacity and underestimated the size of chunks used, in particular with Masters. They also suggest that Cowan’s (2001) proposal that STM holds four chunks may be an overestimate

The role of constraints in expert memory

A great deal of research has been devoted to developing process models of expert memory. However, K. J. Vicente and J. H. Wang (1998) proposed (a) that process theories do not provide an adequate account of expert recall in domains in which memory recall is a contrived task and (b) that a product theory, the constraint attunement hypothesis (CAH), has received a significant amount of empirical support. We compared 1 process theory (the template theory; TT; F. Gobet & H. A. Simon, 1996c) with the CAH in chess. Chess players (N = 36) differing widely in skill levels were required to recall briefly presented chess positions that were randomized in various ways. Consistent with TT, but inconsistent with the CAH, there was a significant skill effect in a condition in which both the location and distribution of the pieces were randomized. These and other results suggest that process models such as TT can provide a viable account of expert memory in chess

An experimental analysis of bounded rationality: Applying insights from behavioral economics to information systems

The paradigm of bounded rationality considers the limited ability of individuals to make consistent and rational choices. Due to the scarcity of research on this phenomenon in information systems, we conducted an experimental study investigating decision-making regarding risk preferences and social preferences. Moreover, we explored the stability of these preferences under different conditions and uncovered the role of information retrieval in individual decision-making. We find that although individuals are generally risk-averse and egoistic, none of these preferences is stable under the conditions tested which provides indices of boundedly rational decision-making. Although the information retrieved by participants generally allows to infer their preferences, the increasing amount and complexity of this information again often results in boundedly rational behavior.bounded rationality, experimental design, information retrieval, stability of attitudes and behavior, cognitive tracing, behavioral economics, behavioral information systems

The meaning of life in a developing universe

The evolution of life on Earth has produced an organism that is beginning to model and understand its own evolution and the possible future evolution of life in the universe. These models and associated evidence show that evolution on Earth has a trajectory. The scale over which living processes are organized cooperatively has increased progressively, as has its evolvability. Recent theoretical advances raise the possibility that this trajectory is itself part of a wider developmental process. According to these theories, the developmental process has been shaped by a larger evolutionary process that involves the reproduction of universes. This evolutionary process has tuned the key parameters of the universe to increase the likelihood that life will emerge and develop to produce outcomes that are successful in the larger process (e.g. a key outcome may be to produce life and intelligence that intentionally reproduces the universe and tunes the parameters of ‘offspring’ universes). Theory suggests that when life emerges on a planet, it moves along this trajectory of its own accord. However, at a particular point evolution will continue to advance only if organisms emerge that decide to advance the evolutionary process intentionally. The organisms must be prepared to make this commitment even though the ultimate nature and destination of the process is uncertain, and may forever remain unknown. Organisms that complete this transition to intentional evolution will drive the further development of life and intelligence in the universe. Humanity’s increasing understanding of the evolution of life in the universe is rapidly bringing it to the threshold of this major evolutionary transition

Exploring the Gamification Paradox: Why Does Improved Engagement Not Lead to Improved Performance?

Gamification is the application of game elements to non-game environments (Deterding, 2012), and is often used to engage people and make their experiences more enjoyable in areas ranging from fitness and education to psychological research. Previous studies have shown that adding gamification to new environments can result in increased motivation (Hamari, Koivisto, & Sarsa, 2014). However, increased motivation from gamification does not seem to increase performance in terms of accuracy or response times (Hawkins et al., 2013). This research study examined this “gamification paradox” by testing the performance of 87 participants on a visual search task both with and without gamification elements. We found no difference in terms of intrinsic motivation between participants in the gamified and non-gamified conditions. Additionally, the two conditions did not significantly differ in their performance. However, we did find that motivation was related to performance in terms of accuracy. We also found that our point formula altered participant behavior, such that participants emphasized accuracy over response time. These findings suggest that game elements, such as points, can affect participant behavior. However, because the implementation of gamification failed to sufficiently motivate participants, we were unable to see whether gamification can increase participant performanc

Introducing Identity

This chapter provides an introductory overview of theories of identity and indicates some of the broad ways in which they might be applied to young people's interactions with digital media. The first part of the chapter offers a brief account of five major areas of theory: social-psychological theories of adolescence; sociological theories of youth culture; theories of social identity, and the relations between individuals and groups; notions of identity politics; and theories of subjectivity and modernity. The second part of the chapter covers three major themes that are at stake in the analysis of young people and digital media: theories of technology; the notion of young people as a "digital generation"; and the place of learning, both in and beyond schools. In this course of this broad-ranging overview, the chapter also prefigures some of the more specific themes addressed in the chapters that make up the remainder of the volume

Autistic traits affect interpersonal motor coordination by modulating strategic use of role-based behavior

Background: Despite the fact that deficits in social communication and interaction are at the core of Autism Spectrum Conditions (ASC), no study has yet tested individuals on a continuum from neurotypical development to autism in an on-line, cooperative, joint action task. In our study, we aimed to assess whether the degree of autistic traits affects participants' ability to modulate their motor behavior while interacting in a Joint Grasping task and according to their given role. Methods: Sixteen pairs of adult participants played a cooperative social interactive game in which they had to synchronize their reach-to-grasp movements. Pairs were comprised of one ASC and one neurotypical with no cognitive disability. In alternate experimental blocks, one participant knew what action to perform (instructed role) while the other had to infer it from his/her partner’s action (adaptive role). When in the adaptive condition, participants were told to respond with an action that was either opposite or similar to their partner. Participants also played a non-social control game in which they had to synchronize with a non-biological stimulus. Results: In the social interactive task, higher degree of autistic trait s predicted less ability to mod ulate joint action according to one’s interactive role. In the non-social task, autistic traits did not predict differences in movement preparation and planning, thus ruling out the possibility that social interact ive task results were due to basic motor or executive function difficulties. Furthermore, when participants played the non-social game, the higher their autistic traits, the more they were interfered by the non-biological stimulus. Conclusions: Our study shows for the first time that high autistic traits predict a stereotypical interaction style when individuals are required to modulate their movements in order to coordinate with their partner according to their role in a joint action task. Specifically, the infrequent emergence of role-based motor behavior modulation during on-line motor cooperation in participants with high autistic traits sheds light on the numerous difficulties ASC have in nonverbal social interaction