A comparative survey of job prospects for the period 1991-1996

How discouraging is the job market for young scientists these days? It seems that most scientists who have tried to land a job in· recent years can tell you, unambiguously, Very. Are prospects bleaker for some experimental psychologists than for others? To us, it subjectively seemed so. In an effort to answer this question more rigorously. we analyzed issues of the APS Observer Employment Bulletin, published by the American Psychological Society, from 1991-1996. Admittedly, the number of classified ads for jobs in a specific category is only one index of the job prospects for that category, but it is a start

Implementation of best practices in online learning: A review and future directions

Best practices for helping students learn and retain information have been well established by research in cognitive science (Brown, Roediger, & McDaniel, 2014; Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). Specifically, repeated testing has been shown in numerous instances to enhance recall. In particular, we know that students retain information best when it has been recalled versus re-studied (Butler, 2010) and rehearsed with delayed (spaced) versus massed presentation (Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006), and when the items to be studied and later tested are similarly framed (McDaniel, Wildman, & Anderson, 2012). Although these effects were initially demonstrated in laboratory settings, a number of researchers have shown that they generalize to classroom environments (e.g. Vlach & Sandhofer, 2012) and some have demonstrated their utility in fully online courses as well (McDaniel et al., 2012). However, in multiple studies we have found that implementing some of these best practices using publisher-provided textbook technology supplements (TTS) does not meaningfully improve recall (Bell, Simone & Whitfield, 2015; 2016), at least when these supplements are used “out-of-the-box” in face-to-face courses. We conclude when using TTS in an online environment there is a mismatch between student and faculty goals, in that students are motivated by short-term goals of getting high score of a quiz even if the behaviors used to achieve that score do not enhance long-term recall or generalization of the learned material, which typically are the goals of faculty. We argue that TTS can be reconfigured to reinforce meaningful engagement with the material for all students, regardless of learning history or other individual differences of students (e.g., Gluckman, Vlach & Sandhofer, 2014). Actually, in order to continue to require the purchase of these TTS by students, we should determine whether their use is beneficial to all types of students. A related empirical question is whether recall of factual information in an online environment is correlated with the later ability to use that information in a novel situation (generalizability). Whereas some researchers have found that factual information learned via repeated testing does help students to draw inferences about the implications of those facts in later testing (Butler, 2010), others have failed to find a correlation between testing effects and generalizability of the learned material (Gluckman et al., 2014). The literature on this question is still somewhat small, however, (see Carpenter, 2012, for a brief review) and this is particularly true of investigations involving online learning. In this paper we review the existing literature of the spacing benefit and online learning. We end with a proposal for the need of new research specific to the online environment that manipulates delayed repeated testing and examines whether successful retention of factual information promotes long-term application of that material

Electroencephalographic evidence of vector inversion in antipointing

Mirror-symmetrical reaching movements (i.e., antipointing) produce a visual-field-specific pattern of endpoint bias consistent with a perceptual representation of visual space (Heath et al. in Exp Brain Res 192:275-286, 2009a; J Mot Behav 41:383-392 2009b). The goal of the present investigation was to examine the concurrent behavioural and event-related brain potentials (ERP) of pro- and antipointing to determine whether endpoint bias in the latter task is related to a remapping of the environmental parameters of a target (i.e., vector inversion hypothesis) or a shift of visual attention from a veridical to a cognitively represented target location (i.e., reallocation of attention hypothesis). As expected, results for antipointing-but not propointing-yielded a visual-field-specific pattern of endpoint bias. In terms of the ERP findings, an early component (i.e., the N100) related to the orienting of visuospatial attention was comparable across pro- and antipointing. In contrast, a later occurring component (i.e., the P300) demonstrated a reliable between-task difference in amplitude. Notably, the P300 has been linked to the revision of a 'mental model' when a mismatch is noted between a stimulus and a required task goal (so-called context-updating). Thus, we propose that the between-task difference in the P300 indicates that antipointing is associated with a remapping of a target's veridical location in mirror-symmetrical space (i.e., vector inversion). Moreover, our combined behavioural and ERP findings provide evidence that vector inversion is mediated via perception-based visual networks

Building the Infrastructure: The Effects of Role Identification Behaviors on Team Cognition Development and Performance

The primary purpose of this study was to extend theory and research regarding the emergence of mental models and transactive memory in teams. Utilizing Kozlowski et al.’s (1999) model of team compilation, we examine the effect of role identification behaviors and argue that such behaviors represent the initial building blocks of team cognition during the role compilation phase of team development. We then hypothesized that team mental models and transactive memory would convey the effects of these behaviors onto team performance in the team compilation phase of development. Results from 60 teams working on a command and control simulation supported our hypotheses

Temporal Operators and (Metaphysical) Presentism

In a paper titled “Tense, Modality, and Semantic Values,” (Philosophical Perspectives, 2003) Jeffrey King argues (in part) that tenses in English do not function as sentential operators but that they are more akin to object-language quantifiers over times. Although not an explicit concern of King’s in the paper under consideration here, his analysis poses several prima facie difficulties for the metaphysical position known as “presentism” (that is, roughly, the view that only what exists at the present is real). Specifically, the commonsense motivation for presentism is threatened because of the discrepancy King proposes between how tense actually functions in the language and how presentism typically insists that tense functions. Additionally, if King is right, the typical presentist paraphrasing project is seemingly jeopardized. Herein we will try to raise some worries about King’s proposal (e.g., without limitation, that he has failed to consider relevant potential sorts of operators) and about the cited linguistic evidence (e.g., that it is too parochial, turns on hard cases, etc.). Finally, we will suggest defenses (e.g., a Matti Eklund-inspired sort of indifferentism ) of both the motivation for presentism and the paraphrasing methods usually employed (which defenses arguably hold up even if King is correct)