HOW MUCH IS TOO MUCH? EXPLANATORY TEXT EFFECTS ON CONCEPTUAL LEARNING AND MOTIVATION

Instructors in every domain face a fundamental challenge in determining when to provide students with explanations and when to allow them to generate their own. Past research examining the effects of providing or withholding explanatory material has provided evidence for the effectiveness of worked examples, a providing approach, as well as self-explanation, a withholding approach. The mechanisms through which these paths promote different kinds of learning remain unclear. Additionally, the role of motivation in determining how students interact with providing or withholding materials has not been investigated, although evidence suggests mastery and performance approach goals will be more important in less structured learning environments. A pair of studies with middle school and university students contrasted learning conditions that received instructional text, worked examples and practice problems on the topic of electricity, with conceptual explanations of problem-solving steps either provided or withheld. Science achievement goals, task goals, and different kinds of knowledge outcomes were measured. Results suggest that providing conceptual explanations during problem solving has a detrimental effect on conceptual learning and offers no benefit to problem-solving skills. Additionally, results suggest that achievement goals and task goals may play a reduced role in facilitating learning when explanations are provided. These results suggest that providing more structured learning materials may disrupt learning and diminish the benefits of motivation

IMPACT OF SELF-EXPLANATION AND ANALOGICAL COMPARISON SUPPORT ON LEARNING PROCESSES, MOTIVATION, METACOGNITION, AND TRANSFER

Research examining analogical comparison and self-explanation has produced a robust set of findings about learning and transfer supported by each instructional technique. However, it is unclear how the types of knowledge generated through each technique differ, which has important implications for cognitive theory as well as instructional practice. I conducted a pair of experiments to directly compare the effects of instructional prompts supporting self-explanation, analogical comparison, and the study of instructional explanations across a number of fine-grained learning process, motivation, metacognition, and transfer measures. Experiment 1 explored these questions using sequence extrapolation problems, and results showed no differences between self-explanation and analogical comparison support conditions on any measure. Experiment 2 explored the same questions in a science domain. I evaluated condition effects on transfer outcomes; self-reported self-explanation, analogical comparison, and metacognitive processes; and achievement goals. I also examined relations between transfer and self-reported processes and goals. Receiving materials with analogical comparison support and reporting greater levels of analogical comparison were both associated with worse transfer performance, while reporting greater levels of self-explanation was associated with better performance. Learners’ self-reports of self-explanation and analogical comparison were not related to condition assignment, suggesting that the questionnaires did not measure the same processes promoted by the intervention, or that individual differences in processing are robust even when learners are instructed to engage in self-explanation or analogical comparison

Integrated Administrative Data for Early Childhood Iowa: A Governance Model to inform Policy and Program Collaboration

In response to demands on public systems to do more, do better, and cost less, the value of integrated administrative data systems (IDS) for social policy is increasing (Fantuzzo & Culhane, 2016). This is particularly relevant in programming for young children where services are historically fragmented, disconnected from systems serving school-aged children, and siloed among health, human services, and education agencies. Guided by the vision that Iowa’s early childhood system will be effectively and efficiently coordinated to support healthy families, we are developing an early childhood IDS to address this disconnection and facilitate relevant and actionable social policy research. Iowa’s IDS is a state-university partnership that acknowledges the need for agencies to retain control of their data while enabling it to be integrated across systems for social policy research. The innovative governance model deliberately incorporates procedures for stakeholder engagement at critical tension points between executive leaders, program managers, researchers, and practitioners. Standing committees (Governance Board, Data Stewardship, and Core team) authorize and implement the work of the IDS, while ad-hoc committees are solicited for specific projects to advise and translate research into practice. This paper will articulate the Iowa IDS governance model that was informed by means tested principles articulated by the Actionable Intelligence for Social Policy Network. It will include our collaborative development process; articulated mission and principles that guided discussions about legal authorization, governance, and use cases; and the establishment of governance committees to implement our vision for ethical and efficient use of administrative data for social policy

Navigating Veterans with an Abnormal Prostate Cancer Screening Test: A Quasi-Experimental Study

Prostate cancer disproportionately affects low-income and minority men. This study evaluates the impact of a patient navigation intervention on timeliness of diagnostic resolution and treatment initiation among veterans with an abnormal prostate cancer screen.MethodsParticipants were enrolled between 2006 and 2010. The intervention involved a social worker and lay health worker navigation team that assisted patients in overcoming barriers to care. For navigated (n = 245) versus control (n = 245) participants, we evaluated rates of diagnostic resolution and treatment and adjusted for race, age, and Gleason score

Mindfulness in a digital math learning game:Insights from two randomized controlled trials

BackgroundMindfulness practices enhance executive function skills and academic achievement, spurring interest in integrating mindfulness interventions into education. Embedding mindfulness practice into a digital math game may provide a low-cost, scalable way to induce mindfulness and boost game-based learning, yet this approach remains unexplored.ObjectivesWe investigated the learning benefits of integrating mindfulness exercises in a digital math learning game and examined how students' trait mindfulness might moderate the outcomes.MethodsTwo classroom studies were conducted with 404 5th and 6th grade students from six public schools in the U.S. (nStudy 1 = 227, nStudy 2 = 177). The two randomized controlled experiments assigned students to one of the three conditions: passive control (playing the digital learning game Decimal Point), story-enriched active control, or mindfulness-enriched condition. Trait mindfulness, learning gains, and in-game problem-solving (including problem-solving duration, error count and correctness after reminder) were assessed. Study 2 included a manipulation check to better understand the effects of the mindfulness intervention.ResultsFindings showed no significant differences in learning gains, problem-solving duration or error count among the conditions. Students' trait mindfulness did not moderate these outcomes. Mindfulness reminders in the mindfulness-enriched game led to more correct answers after errors than jokes in the story-enriched game. Study 2 revealed that we failed to induce higher state mindfulness through the mindfulness inductions.ConclusionsMindfulness prompts could be especially beneficial for students experiencing frustration during gameplay, warranting more exploration for digital game-based instruction. We highlight barriers and future directions for fostering mindfulness through computer-based instruction in classrooms

Design of a Prostate Cancer Patient Navigation Intervention for a Veterans Affairs Hospital

Patient navigation programs have been launched nationwide in an attempt to reduce racial/ethnic and socio-demographic disparities in cancer care, but few have evaluated outcomes in the prostate cancer setting. The National Cancer Institute-funded Chicago Patient Navigation Research Program (C-PNRP) aims to implement and evaluate the efficacy of a patient navigation intervention for predominantly low-income minority patients with an abnormal prostate cancer screening test at a Veterans Affairs (VA) hospital in Chicago

T Cell Activation and Senescence Predict Subclinical Carotid Artery Disease in HIV-Infected Women

Background. Individuals infected with human immunodeficiency virus (HIV) have increased risk of cardiovascular events. It is unknown whether T cell activation and senescence, 2 immunologic sequelae of HIV infection, are associated with vascular disease among HIV-infected adults

Reconstruction of Family-Level Phylogenetic Relationships within Demospongiae (Porifera) Using Nuclear Encoded Housekeeping Genes

Background: Demosponges are challenging for phylogenetic systematics because of their plastic and relatively simple morphologies and many deep divergences between major clades. To improve understanding of the phylogenetic relationships within Demospongiae, we sequenced and analyzed seven nuclear housekeeping genes involved in a variety of cellular functions from a diverse group of sponges. Methodology/Principal Findings: We generated data from each of the four sponge classes (i.e., Calcarea, Demospongiae, Hexactinellida, and Homoscleromorpha), but focused on family-level relationships within demosponges. With data for 21 newly sampled families, our Maximum Likelihood and Bayesian-based approaches recovered previously phylogenetically defined taxa: Keratosap, Myxospongiaep, Spongillidap, Haploscleromorphap (the marine haplosclerids) and Democlaviap. We found conflicting results concerning the relationships of Keratosap and Myxospongiaep to the remaining demosponges, but our results strongly supported a clade of Haploscleromorphap+Spongillidap+Democlaviap. In contrast to hypotheses based on mitochondrial genome and ribosomal data, nuclear housekeeping gene data suggested that freshwater sponges (Spongillidap) are sister to Haploscleromorphap rather than part of Democlaviap. Within Keratosap, we found equivocal results as to the monophyly of Dictyoceratida. Within Myxospongiaep, Chondrosida and Verongida were monophyletic. A well supported clade within Democlaviap, Tetractinellidap, composed of all sampled members of Astrophorina and Spirophorina (including the only lithistid in our analysis), was consistently revealed as the sister group to all other members of Democlaviap. Within Tetractinellidap, we did not recover monophyletic Astrophorina or Spirophorina. Our results also reaffirmed the monophyly of order Poecilosclerida (excluding Desmacellidae and Raspailiidae), and polyphyly of Hadromerida and Halichondrida. Conclusions/Significance: These results, using an independent nuclear gene set, confirmed many hypotheses based on ribosomal and/or mitochondrial genes, and they also identified clades with low statistical support or clades that conflicted with traditional morphological classification. Our results will serve as a basis for future exploration of these outstanding questions using more taxon- and gene-rich datasets