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1. Chapter Glancing: Noticing and Naming Chapter Openings (EJ776390)
Author(s):
Morgan, Denise N.; Williams, Jeffery L.
Source:
Reading Teacher, v61 n2 p168-172 October 2007
Pub Date:
2007-10-00
Pub Type(s):
Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Sentences; Learning Strategies; Reading Improvement; Reading Strategies; Textbook Content; Prompting; Mnemonics; Primacy Effect; Reader Text Relationship; Text Structure
Abstract: Writers carefully include critical information in the opening lines of their chapters, but students often gloss over these beginning sentences, missing information that could help them better comprehend the text. To address this concern, the authors created a strategy that prompts students to examine the opening lines of chapters, helping readers notice and name what is seen, thus deepening their understanding and engagement. This article describes the Chapter Glancing strategy, showing teachers how to lift up the opening lines of chapters to help students examine the information embedded there. The strategy prompts students to predict and infer as they notice and name aspects of the text that hold promise for future understandings. By illuminating what readers do, Chapter Glancing becomes a useful strategy that students transfer into their own reading. How to introduce this strategy to students and the variations for using this strategy are addressed. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Information Distortion in the Evaluation of a Single Option (EJ797033)
Bond, Samuel D.; Carlson, Kurt A.; Meloy, Margaret G.; Russo, J. Edward; Tanner, Robin J.
Organizational Behavior and Human Decision Processes, v102 n2 p240-254 Mar 2007
2007-03-00
Journal Articles; Reports - Research
Descriptors: Primacy Effect; Decision Making; Bias; Information Processing; Task Analysis
Abstract: Extending previous work on biased predecisional processing, we investigate the distortion of information during the evaluation of a single option. A coherence-based account of the evaluation task suggests that individuals will form an initial assessment of favorability toward the option and then bias their evaluation of subsequent information to cohere with their initial disposition. Three experiments tested this hypothesis. Initial disposition was manipulated (Studies 1 and 3) or measured (Study 2), and attribute ratings were collected as indicators of information distortion. Results from all three experiments indicate that attribute evaluations were biased to favor initial dispositions. These findings provide evidence that information distortion is one cause of primacy effects in judgment and decision-making settings involving a single option. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Effect of Working Memory Capacity Limitations on the Intuitive Assessment of Correlation: Amplification, Attenuation, or Both? (EJ755954)
Cahan, Sorel; Mor, Yaniv
Journal of Experimental Psychology: Learning, Memory, and Cognition, v33 n2 p438-442 Mar 2007
Journal Articles; Opinion Papers; Reports - Research
Descriptors: Primacy Effect; Memory; Intuition; Correlation; Individual Differences; Cognitive Ability; Evaluation Methods
Abstract: This article challenges Yaakov Kareev's (1995a, 2000) argument regarding the positive bias of intuitive correlation estimates due to working memory capacity limitations and its adaptive value. The authors show that, under narrow window theory's primacy effect assumption, there is a considerable between-individual variability of the effects of capacity limitations on the intuitive assessment of correlation, in terms of both sign and magnitude: Limited capacity acts as an amplifier for some individuals and as a silencer for others. Furthermore, the average amount of attenuation exceeds the average amount of amplification, and the more so, the smaller the capacity. Implications regarding the applicability and contribution of the bias notion in this context and the evaluation of the adaptive value of capacity limitations are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. On the Psychology of the Recognition Heuristic: Retrieval Primacy as a Key Determinant of Its Use (EJ743241)
Pachur, Thorsten; Hertwig, Ralph
Journal of Experimental Psychology: Learning, Memory, and Cognition, v32 n5 p983-1002 Sep 2006
2006-09-00
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Heuristics; Recognition (Psychology); Primacy Effect; Inferences; Probability; Cues; Prediction
Abstract: The recognition heuristic is a prime example of a boundedly rational mind tool that rests on an evolved capacity, recognition, and exploits environmental structures. When originally proposed, it was conjectured that no other probabilistic cue reverses the recognition-based inference (D. G. Goldstein & G. Gigerenzer, 2002). More recent studies challenged this view and gave rise to the argument that recognition enters inferences just like any other probabilistic cue. By linking research on the heuristic with research on recognition memory, the authors argue that the retrieval of recognition information is not tantamount to the retrieval of other probabilistic cues. Specifically, the retrieval of subjective recognition precedes that of an objective probabilistic cue and occurs at little to no cognitive cost. This retrieval primacy gives rise to 2 predictions, both of which have been empirically supported: Inferences in line with the recognition heuristic (a) are made faster than inferences inconsistent with it and (b) are more prevalent under time pressure. Suspension of the heuristic, in contrast, requires additional time, and direct knowledge of the criterion variable, if available, can trigger such suspension. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Precision of Imitation as a Function of Preschoolers' Understanding of the Goal of the Demonstration (EJ741440)
Williamson, Rebecca A.; Markman, Ellen M.
Developmental Psychology, v42 n4 p723-731 Jul 2006
2006-07-00
Journal Articles; Opinion Papers
Descriptors: Imitation; Observational Learning; Preschool Children; Demonstrations (Educational); Modeling (Psychology); Difficulty Level; Teaching Models; Primacy Effect
Abstract: The authors argue that imitation is a flexible and adaptive learning mechanism in that children do not always reproduce all of the details they can from a demonstration. Instead, they vary their replications depending on their interpretation of the situation. Specifically, the authors propose that when children do not understand the overall reason for a model's behavior, they will be more likely to imitate precisely. By copying conservatively in these situations, children may have a good chance of reproducing the action of the model correctly. In contrast, when the reason for an action is clear, children will be more likely to deviate from the manners and flourishes of the model and use their own means to complete the action. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Difficulty with Experience: Does Practice Increase Susceptibility to Premature Closure? (EJ759250)
Eva, Kevin W.; Cunnington, John P. W.
Journal of Continuing Education in the Health Professions, v26 n3 p192-198 Sum 2006
2006-00-00
Journal Articles; Reports - Evaluative
Descriptors: Probability; Physicians; Primacy Effect; Professional Continuing Education; Cognitive Structures; Cognitive Style; Serial Ordering; Decision Making Skills; Clinical Diagnosis; Psychological Studies; Research Methodology; Clinical Experience
Abstract: Introduction: A recent review of the physician performance literature concluded that the risk of prematurely closing one's diagnostic search increases with years of experience. To minimize confounding variables and gain insight into cognitive issues relevant to continuing education, the current study was performed to test this conclusion. Methods: Physician participants were shown a series of case histories and asked to judge the probability of a pair of diagnoses. The order in which features were presented was manipulated across participants and the probabilities compared to determine the impact of information order. Two groups of participants were recruited, 1 older than and 1 younger than 60 years. Results: The probability assigned to a diagnosis tended to be greater when features consistent with that diagnosis preceded those consistent with an alternative than when the same features followed those consistent with the alternative. Older participants revealed a greater primacy effect than less experienced participants across 4 experimental conditions. Discussion: Physicians with greater experience appear to weigh their first impressions more heavily than those with less experience. Educators should design instructional activities that account for experience-specific cognitive tendencies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. The Isolation, Primacy, and Recency Effects Predicted by an Adaptive LTD/LTP Threshold in Postsynaptic Cells (EJ747077)
Sikstrom, Sverker
Cognitive Science, v30 n2 p243-275 2006
Journal Articles; Reports - Descriptive
Descriptors: Cognitive Processes; Primacy Effect; Short Term Memory; Depression (Psychology); Learning Processes; Serial Ordering; Learning Theories; Context Effect; Brain
Abstract: An item that stands out (is isolated) from its context is better remembered than an item consistent with the context. This isolation effect cannot be accounted for by increased attention, because it occurs when the isolated item is presented as the first item, or by impoverished memory of nonisolated items, because the isolated item is better remembered than a control list consisting of equally different items. The isolation effect is seldom experimentally or theoretically related to the primacy or the recency effects--that is, the improved performance on the first few and last items, respectively, on the serial position curve. The primacy effect cannot easily be accounted for by rehearsal in short-term memory because it occurs when rehearsal is eliminated. This article suggests that the primacy, the recency, and the isolation effects can be accounted for by experience-dependent synaptic plasticity in neural cells. Neurological empirical data suggest that the threshold that determines whether cells will show long-term potentiation (LTP) or long-term depression (LTD) varies as a function of recent postsynaptic activity and that synaptic plasticity is bounded. By implementing an adaptive LTP-LTD threshold in an artificial neural network, the various aspects of the isolation, the primacy, and the recency effects are accounted for, whereas none of these phenomena are accounted for if the threshold is constant. This theory suggests a possible link between the cognitive and the neurological levels. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Examining the Relationship between Free Recall and Immediate Serial Recall: The Effect of Concurrent Task Performance (EJ735046)
Bhatarah, Parveen; Ward, Geoff; Tan, Lydia
Journal of Experimental Psychology: Learning, Memory, and Cognition, v32 n2 p215-229 Mar 2006
2006-03-00
Descriptors: Recall (Psychology); Task Analysis; Word Recognition; Short Term Memory; Cognitive Processes; Job Performance; Drills (Practice); Language Research; Correlation; Test Interpretation; Primacy Effect
Abstract: In 3 experiments, participants saw lists of 16 words for free recall with or without a 6-digit immediate serial recall (ISR) task after each word. Free recall was performed under standard visual silent and spoken-aloud conditions (Experiment 1), overt rehearsal conditions (Experiment 2), and fixed rehearsal conditions (Experiment 3). The authors found that in each experiment, there was no effect of ISR on the magnitude of the recency effect, but interleaved ISR disrupted free recall of those words that would otherwise be rehearsed. The authors conclude that ISR and recency cannot both be outputs from a unitary limited-capacity short-term memory store and discuss the possibility that the process of rehearsal may be common to both tasks. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Lack of Pervasiveness of the Underconfidence-With-Practice Effect: Boundary Conditions and an Explanation via Anchoring (EJ688597)
Scheck, Petra; Nelson, Thomas O.
Journal of Experimental Psychology General, v 134 n1 p124-128 Feb 2005
2005-02-00
Descriptors: Self Esteem; Psychological Patterns; Psychological Studies; Value Judgment; Review (Reexamination); Attribution Theory; Primacy Effect
Abstract: The authors investigated whether underconfidence in judgments of learning (JOLs) is pervasive across multiple study-test trials as suggested by A. Koriat, L. Sheffer, and H. Ma'ayan (2002) or whether underconfidence with practice (UWP) might be a kind of anchoring-and-adjustment effect, such that the occurrence or nonoccurrence of the UWP effect depends on whether recall is above a psychological anchor. Participants studied normatively difficult items or normatively easy items and made immediate JOLs or delayed JOLs. The UWP effect occurred for easy items, but for difficult items an overconfidence-with-practice (OWP) effect occurred for delayed JOLs and no bias occurred for immediate JOLs. The systematic occurrence of all 3 outcomes establishes boundary conditions for the UWP effect and confirms the hypothesis that underconfidence (or the lack thereof) may arise at least in part from an anchoring-and-adjustment mechanism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Modelling Transposition Latencies: Constraints for Theories of Serial Order Memory (EJ731323)
Farrell, Simon; Lewandowsky, Stephan
Journal of Memory and Language, v51 n1 p115-135 Jul 2004
2004-07-00
Descriptors: Serial Ordering; Short Term Memory; Modeling (Psychology); Recall (Psychology); Reaction Time; Simulation; Primacy Effect; Prediction
Abstract: Several competing theories of short-term memory can explain serial recall performance at a quantitative level. However, most theories to date have not been applied to the accompanying pattern of response latencies, thus ignoring a rich and highly diagnostic aspect of performance. This article explores and tests the error latency predictions of four alternative mechanisms for the representation of serial order. Data from three experiments show that latency is a negative function of transposition displacement, such that list items that are reported too soon (ahead of their correct serial position) are recalled more slowly than items that are reported too late. We show by simulation that these data rule out three of the four representational mechanisms. The data support the notion that serial order is represented by a primacy gradient that is accompanied by suppression of recalled items. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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