Unbounded Human Learning: Optimal Scheduling for Spaced Repetition

In the study of human learning, there is broad evidence that our ability to retain information improves with repeated exposure and decays with delay since last exposure. This plays a crucial role in the design of educational software, leading to a trade-off between teaching new material and reviewing what has already been taught. A common way to balance this trade-off is spaced repetition, which uses periodic review of content to improve long-term retention. Though spaced repetition is widely used in practice, e.g., in electronic flashcard software, there is little formal understanding of the design of these systems. Our paper addresses this gap in three ways. First, we mine log data from spaced repetition software to establish the functional dependence of retention on reinforcement and delay. Second, we use this memory model to develop a stochastic model for spaced repetition systems. We propose a queueing network model of the Leitner system for reviewing flashcards, along with a heuristic approximation that admits a tractable optimization problem for review scheduling. Finally, we empirically evaluate our queueing model through a Mechanical Turk experiment, verifying a key qualitative prediction of our model: the existence of a sharp phase transition in learning outcomes upon increasing the rate of new item introductions.Comment: Accepted to the ACM SIGKDD Conference on Knowledge Discovery and Data Mining 201

Is attending a mental process?

The nature of attention has been the topic of a lively research programme in psychology for over a century. But there is widespread agreement that none of the theories on offer manage to fully capture the nature of attention. Recently, philosophers have become interested in the debate again after a prolonged period of neglect. This paper contributes to the project of explaining the nature of attention. It starts off by critically examining Christopher Mole’s prominent “adverbial” account of attention, which traces the failure of extant psychological theories to their assumption that attending is a kind of process. It then defends an alternative, process-based view of the metaphysics of attention, on which attention is understood as an activity and not, as psychologists seem to implicitly assume, an accomplishment. The entrenched distinction between accomplishments and activities is shown to shed new light on the metaphysics of attention. It also provides a novel diagnosis of the empirical state of play

Xrn1/Pacman affects apoptosis and regulates expression of hid and reaper

Programmed cell death, or apoptosis, is a highly conserved cellular process that is crucial for tissue homeostasis under normal development as well as environmental stress. Misregulation of apoptosis is linked to many developmental defects and diseases such as tumour formation, autoimmune diseases and neurological disorders. In this paper, we show a novel role for the exoribonuclease Pacman/Xrn1 in regulating apoptosis. Using Drosophila wing imaginal discs as a model system, we demonstrate that a null mutation in pacman results in small imaginal discs as well as lethality during pupation. Mutant wing discs show an increase in the number of cells undergoing apoptosis, especially in the wing pouch area. Compensatory proliferation also occurs in these mutant discs, but this is insufficient to compensate for the concurrent increase in apoptosis. The phenotypic effects of the pacman null mutation are rescued by a deletion that removes one copy of each of the pro-apoptotic genes reaper, hid and grim, demonstrating that pacman acts through this pathway. The null pacman mutation also results in a significant increase in the expression of the pro-apoptotic mRNAs, hid and reaper, with this increase mostly occurring at the post-transcriptional level, suggesting that Pacman normally targets these mRNAs for degradation. Our results uncover a novel function for the conserved exoribonuclease Pacman and suggest that this exoribonuclease is important in the regulation of apoptosis in other organisms

Does multitasking impair studying? Depends on Timing”.

Summary: It is often said that contemporary students frequently study while 'multitasking'. However, this rather diffuse term encompasses situations that vary as to the whether the learner controls the pace at which educational materials are provided. On the basis of prior cognitive research, we hypothesize that this may well be a critical determinant of interference. Three studies required students to read or listen to several short historical narratives and also to engage in five to eight very short conversations (akin to an instant messaging conversation). In Experiment 1, subjects read the narratives; here, multitasking marginally increased total time spent reading the narratives, especially when it occurred at random times. However, final memory for the narratives was not significantly affected. Similar results were obtained when the narratives were presented in audio format and the learner could pause them while conversing (Experiment 2). By contrast, when audio narratives did not pause, interruptions reduced comprehension performance (Experiment 3)

Telephone conversation impairs sustained visual attention via a central bottleneck

Recent research has shown that holding telephone conversations disrupts one's driving ability. We asked whether this effect could be attributed to a visual attention impairment. In Experiment 1, participants conversed on a telephone or listened to a narrative while engaged in multiple object tracking (MOT), a task requiring sustained visual attention. We found that MOT was disrupted in the telephone conversation condition, relative to single-task MOT performance, but that listening to a narrative had no effect. In Experiment 2, we asked which component of conversation might be interfering with MOT performance. We replicated the conversation and single-task conditions of Experiment 1 and added two conditions in which participants heard a sequence of words over a telephone. In the shadowing condition, participants simply repeated each word in the sequence. In the generation condition, participants were asked to generate a new word based on each word in the sequence. Word generation interfered with MOT performance, but shadowing did not. The data indicate that telephone conversation disrupts attention at a central stage, the act of generating verbal stimuli, rather than at a peripheral stage, such as listening or speaking

Anger as Seeing Red

A class of metaphors links the experience of anger to perceptions of redness. Whether such metaphors have significant implications for understanding perception is not known. In Experiment 1, anger (versus sadness) concepts were primed and it was found that priming anger concepts led individuals to be more likely to perceive the color red. In Experiment 2, anger states were directly manipulated, and it was found that evoking anger led individuals to be more likely to perceive red. Both experiments showed that the observed effects were independent of the actual color presented. These findings extend the New Look, perceptual, metaphoric, and social cognitive literatures. Most important, the results suggest that emotion representation processes of a metaphoric type can be extended to the perceptual realm. </jats:p

Eye movements and hazard perception in active and passive driving

Differences in eye movement patterns are often found when comparing passive viewing paradigms to actively engaging in everyday tasks. Arguably, investigations into visuomotor control should therefore be most useful when conducted in settings that incorporate the intrinsic link between vision and action. We present a study that compares oculomotor behaviour and hazard reaction times across a simulated driving task and a comparable, but passive, video-based hazard perception task. We found that participants scanned the road less during the active driving task and fixated closer to the front of the vehicle. Participants were also slower to detect the hazards in the driving task. Our results suggest that the interactivity of simulated driving places increased demand upon the visual and attention systems than simply viewing driving movies. We offer insights into why these differences occur and explore the possible implications of such findings within the wider context of driver training and assessment

Delays without Mistakes: Response Time and Error Distributions in Dual-Task

BACKGROUND: When two tasks are presented within a short interval, a delay in the execution of the second task has been systematically observed. Psychological theorizing has argued that while sensory and motor operations can proceed in parallel, the coordination between these modules establishes a processing bottleneck. This model predicts that the timing but not the characteristics (duration, precision, variability...) of each processing stage are affected by interference. Thus, a critical test to this hypothesis is to explore whether the quality of the decision is unaffected by a concurrent task. METHODOLOGY/PRINCIPAL FINDINGS: In number comparison--as in most decision comparison tasks with a scalar measure of the evidence--the extent to which two stimuli can be discriminated is determined by their ratio, referred as the Weber fraction. We investigated performance in a rapid succession of two non-symbolic comparison tasks (number comparison and tone discrimination) in which error rates in both tasks could be manipulated parametrically from chance to almost perfect. We observed that dual-task interference has a massive effect on RT but does not affect the error rates, or the distribution of errors as a function of the evidence. CONCLUSIONS/SIGNIFICANCE: Our results imply that while the decision process itself is delayed during multiple task execution, its workings are unaffected by task interference, providing strong evidence in favor of a sequential model of task execution