The role of stimulus‐specific perceptual fluency in statistical learning

Humans have the ability to learn surprisingly complicated statistical information in a variety of modalities and situations, often based on relatively little input. These statistical learning (SL) skills appear to underlie many kinds of learning, but despite their ubiquity, we still do not fully understand precisely what SL is and what individual differences on SL tasks reflect. Here, we present experimental work suggesting that at least some individual differences arise from stimulus-specific variation in perceptual fluency: the ability to rapidly or efficiently code and remember the stimuli that SL occurs over. Experiment 1 demonstrates that participants show improved SL when the stimuli are simple and familiar; Experiment 2 shows that this improvement is not evident for simple but unfamiliar stimuli; and Experiment 3 shows that for the same stimuli (Chinese characters), SL is higher for people who are familiar with them (Chinese speakers) than those who are not (English speakers matched on age and education level). Overall, our findings indicate that performance on a standard SL task varies substantially within the same (visual) modality as a function of whether the stimuli involved are familiar or not, independent of stimulus complexity. Moreover, test–retest correlations of performance in an SL task using stimuli of the same level of familiarity (but distinct items) are stronger than correlations across the same task with stimuli of different levels of familiarity. Finally, we demonstrate that SL performance is predicted by an independent measure of stimulus-specific perceptual fluency that contains no SL component at all. Our results suggest that a key component of SL performance may be related to stimulus-specific processing and familiarity

Consumers favor “right brain” training: The dangerous lure of neuromarketing

Over the past decade the neuromarketing of educational products has become increasingly common. Researchers have however expressed concern about the misapplication of neuroscience to education marketing, fearing that consumers may be deceived into investing in apparently “brain-based” products under the misapprehension that they will be more effective. This study provides the first demonstration that these fears are justified. We presented 180 participants with one of four advertisements for an identical educational program, named either “Right Brain” or “Right Start” Training; the advertisements either did, or did not, include an MRI brain image in one corner. Results demonstrated that “Right Brain” training was deemed more interesting, educationally valuable, and scientifically strong than an identical product named “Right Start” training. Advertisements including an unrelated brain image enhanced ratings of scientific rationale. These results confirm that by implying a strong scientific basis, “brain-based” product names are remarkably effective in implicitly manipulating consumer opinion

Virtual patient design : exploring what works and why : a grounded theory study

Objectives: Virtual patients (VPs) are online representations of clinical cases used in medical education. Widely adopted, they are well placed to teach clinical reasoning skills. International technology standards mean VPs can be created, shared and repurposed between institutions. A systematic review has highlighted the lack of evidence to support which of the numerous VP designs may be effective, and why. We set out to research the influence of VP design on medical undergraduates. Methods: This is a grounded theory study into the influence of VP design on undergraduate medical students. Following a review of the literature and publicly available VP cases, we identified important design properties. We integrated them into two substantial VPs produced for this research. Using purposeful iterative sampling, 46 medical undergraduates were recruited to participate in six focus groups. Participants completed both VPs, an evaluation and a 1-hour focus group discussion. These were digitally recorded, transcribed and analysed using grounded theory, supported by computer-assisted analysis. Following open, axial and selective coding, we produced a theoretical model describing how students learn from VPs. Results: We identified a central core phenomenon designated ‘learning from the VP’. This had four categories: VP Construction; External Preconditions; Student–VP Interaction, and Consequences. From these, we constructed a three-layer model describing the interactions of students with VPs. The inner layer consists of the student's cognitive and behavioural preconditions prior to sitting a case. The middle layer considers the VP as an ‘encoded object’, an e-learning artefact and as a ‘constructed activity’, with associated pedagogic and organisational elements. The outer layer describes cognitive and behavioural change. Conclusions: This is the first grounded theory study to explore VP design. This original research has produced a model which enhances understanding of how and why the delivery and design of VPs influence learning. The model may be of practical use to authors, institutions and researchers

Investigating the role of verbal working memory in young children's sentence comprehension

This study considers the role of verbal working memory in sentence comprehension in typically developing English-speaking children. Fifty-six (N = 56) children aged 4;0–6;6 completed a test of language comprehension that contained sentences which varied in complexity, standardized tests of vocabulary and nonverbal intelligence, and three tests of memory that measured the three verbal components of Baddeley's model of Working Memory (WM): the phonological loop, the episodic buffer, and the central executive. The results showed that children experienced most difficulty comprehending sentences that contained noncanonical word order (passives and object relative clauses). A series of linear mixed effects models were run to analyze the contribution of each component of WM to sentence comprehension. In contrast to most previous studies, the measure of the central executive did not predict comprehension accuracy. A canonicity by episodic buffer interaction showed that the episodic buffer measure was positively associated with better performance on the noncanonical sentences. The results are discussed with reference to capacity-limit and experience-dependent approaches to language comprehension

High-energy kink in high-temperature superconductors

In conventional metals, electron-phonon coupling, or the phonon-mediated interaction between electrons, has long been known to be the pairing interaction responsible for the superconductivity. The strength of this interaction essentially determines the superconducting transition temperature TC. One manifestation of electron-phonon coupling is a mass renormalization of the electronic dispersion at the energy scale associated with the phonons. This renormalization is directly observable in photoemission experiments. In contrast, there remains little consensus on the pairing mechanism in cuprate high temperature superconductors. The recent observation of similar renormalization effects in cuprates has raised the hope that the mechanism of high temperature superconductivity may finally be resolved. The focus has been on the low energy renormalization and associated "kink" in the dispersion at around 50 meV. However at that energy scale, there are multiple candidates including phonon branches, structure in the spin-fluctuation spectrum, and the superconducting gap itself, making the unique identification of the excitation responsible for the kink difficult. Here we show that the low-energy renormalization at ~50 meV is only a small component of the total renormalization, the majority of which occurs at an order of magnitude higher energy (~350 meV). This high energy kink poses a new challenge for the physics of the cuprates. Its role in superconductivity and relation to the low-energy kink remains to be determined.Comment: 13 pages, 4 figure

Gestures and words in naming: Evidence from cross-linguistic and cross-cultural comparison

We report on an analysis of spontaneous gesture production in 2-year-old children who come from three countries (Italy, UK and Australia) and whom speak two languages (Italian and English), in an attempt to tease apart the influence of language and culture when comparing children from different cultural and linguistic environments. Eighty-seven monolingual children aged 24-30 months completed an experimental task measuring their comprehension and production of nouns and predicates. The Italian children scored significantly higher than the other groups on all lexical measures. With regards to gestures, British children produced significantly fewer pointing and speech combinations compared to the Italian and Australian children, who did not differ from each other. In contrast, Italian children produced significantly more representational gestures than the two other groups. We conclude that spoken language development is primarily influenced by the input language over gesture production, whereas the combination of cultural and language environments affects gesture productions

Pre-surgical Caregiver Burden and Anxiety Are Associated with Post-Surgery Cortisol over the Day in Caregivers of Coronary Artery Bypass Graft Surgery Patients.

BACKGROUND: The relationship between pre-surgical distress and diurnal cortisol following surgery has not been investigated prospectively in caregivers of coronary artery bypass graft (CABG) patients before. We aimed to examine the relationship between pre-surgical anxiety and caregiver burden and diurnal cortisol measured 2 months after the surgery in the caregivers of CABG patients. METHOD: We used a sample of 103 caregivers of elective CABG patients that were assessed 28.86 days before and 60.94 days after patients' surgery. Anxiety and caregiver burden were assessed using the anxiety subscale of the Hospital Anxiety and Depression Scale and the Oberst Burden Scale respectively. Saliva samples were collected to measure cortisol area under the curve with respect to ground (AUCg) and diurnal cortisol slope. Anxiety and caregiver burden were entered into linear regression models simultaneously. RESULTS: While high levels of pre-surgical anxiety were positively associated with increased follow-up levels of AUCg (β = 0.30, p = 0.001), greater pre-surgery perceived burden score was associated with steeper cortisol slope (β = 0.27, p = 0.017) after controlling for a wide range of covariates. CONCLUSION: These outcomes support the utility of psychological interventions aimed to increase the awareness of caregiving tasks and demands in informal caregivers

Evaluation of selected chemical processes for production of low-cost silicon phase 2. silicon material task, low-cost silicon solar array project

Progress from October 1, 1977, through December 31, 1977, is reported in the design of the 50 MT/year experimental facility for the preparation of high purity silicon by the zinc vapor reduction of silicon tetrachloride in a fluidized bed of seed particles to form a free flowing granular product