Angela Kinnell

The list length effect in recognition memory: an analysis of potential confounds

The list length effect in recognition memory refers to the finding that recognition performance for a short list is superior to that for a long list. The list length effect is consistent with the predictions of item noise models, but context noise models predict no effect. Recently, it has been argued that if potential confounds are controlled, the list length effect is eliminated. We report the results of two experiments in which we looked at the role of attention and the remember–know task in the detection of the list length effect. We conclude that there is no list length effect when potential confounds are controlled and that it is the design used to control for attention that is most vital.

The role of stimulus type in list length effects in recognition memory.

While many studies have investigated the list length effect in recognition memory, few have done so with stimuli other than words. This article presents the results of four list length experiments that involved word pairs, faces, fractals, and photographs of scenes as the stimuli. A significant list length effect was identified when faces and fractals were the stimuli, but the effect was nonsignificant when the stimuli were word pairs or photographs of scenes. These findings suggest that the intrastimulus similarity is what dictates whether list length has a significant effect on recognition performance. As is the case with words, word pairs and photographs of scenes are not sufficiently similar to generate detectable item interference.

Stimulus type and the list strength paradigm

In recognition memory, increasing the strength of studied items does not reduce performance on other items, an effect dubbed the null list strength effect (LSE). While this finding has been replicated many times, it has rarely been tested using stimuli other than single words. Kinnell and Dennis (2012) recently tested for the presence of list length effects using non-word stimulus classes while controlling for the confounds that are present in list length designs. Small list length effects were found for fractal and face images. We adopted the same paradigm and stimuli used by Kinnell and Dennis to test whether these stimuli would be susceptible to list strength effects as well. We found significant LSEs for fractal images, but null LSEs for face images and natural scene photographs. Stimuli other than words do appear to be susceptible to list strength effects, but these effects are small and restricted to particular stimulus classes, as is the case in list length designs. Models of memory may be able to address differences between these stimulus classes by attributing differences in representational overlap between the stimulus classes.

The role of preschool quality in promoting child development: evidence from rural Indonesia*

ABSTRACT This article examines the relationship between preschool quality and children’s early development in a sample of over 7900 children enrolled in 578 preschools in rural Indonesia. Quality was measured by: (1) classroom observations using the Early Childhood Environment Rating Scale-Revised (ECERS-R); (2) teacher characteristics; and (3) structural characteristics of preschools. Children’s development was measured using the Early Development Instrument (EDI). The article proposes two methodological improvements to preschool quality studies. First, an instrumental variable approach is used to correct for measurement error. Second, ECERS-R is adjusted to the local context by contrasting items with Indonesia’s national preschool standards. Results show that observed classroom quality is a significant and meaningful positive predictor of children’s development once models correct for measurement error and apply a locally-adapted measure of classroom quality. In contrast, teacher characteristics and structural characteristics are not significant predictors of child development, while holding observed classroom quality constant.

The influence of two PBL curricular contexts on first-year students' understandings of PBL, approaches to learning and outcomes

PBL curricular design aims to support students to think and act as practitioners. Therefore, students need to understand the learning context as it is designed. First-year dental students’ understandings of PBL, learning approaches, and student performance at Malmo University and the University of Adelaide were investigated. Students’ understandings of PBL in both curricula developed over one semester to more closely align with planned intentions. However, several key features of PBL were not noted by students. Malmo students’ PBL experiences were associated with deep approaches while Adelaide students’ PBL experiences were associated with a decrease in deep approaches. Associations between PBL understandings, approaches, and performance were not evident. These findings highlight the complex interactions between PBL contexts and students’ responses and provide some insights into curricular designs that support development of students’ understandings of PBL and associated learning outcomes.

Association of anthropometric measures and cardiovascular risk factors in children and adolescents: findings from the Aboriginal Birth Cohort study

This study examined the association of anthropometric measures including height, leg length, trunk length and body mass index (BMI) at 11 and 18 years with systolic blood pressure (SBP), diastolic blood pressure (DBP), total cholesterol, low-density lipoprotein cholesterol (LDL-c) and high-density lipoprotein cholesterol (HDL-c) at 11 and 18 years. We analysed data from 661 participants from the Aboriginal Birth Cohort study–a longitudinal study based in the Northern Territory, Australia. Associations between anthropometric measures and cardiovascular risk factors were investigated in linear regression analyses adjusted for confounding, with imputation for missing data. In adjusted analyses, increasing leg length [males: 0.47mmHg/cm (0.23, 0.72); females: 0.50mmHg/cm (0.18, 0.83)], trunk length [males: 0.50mmHg/cm (0.28, 0.73); females: 0.57mmHg/cm (0.33, 0.81)] and height [males: 0.32mmHg/cm (0.16, 0.48); females: 0.32mmHg/cm (0.12, 0.52)] at 11 years was associated with higher SBP at 11 years. When these exposures were measured at 18 years the effect on SBP at 18 years had attenuated, and only increased trunk length was associated with higher SBP at 18 years for both sexes [males: 0.46mmHg/cm (0.05, 0.87); females: 0.69mmHg/cm (0.30, 1.08)]. We observed little association between height, leg length and trunk length and DBP, total cholesterol, LDL-c and HDL-c. Increased BMI was associated with elevated SBP and DBP at 11 and 18 years. Our findings suggest that height, leg length, and trunk length measured at 11 and 18 years was generally not associated with cardiovascular risk factors at 11 and 18 years. However, greater childhood BMI was associated with higher blood pressure and this association persisted into adolescence. This study contributes to the limited body of evidence on the association between measures of early anthropometry and cardiovascular risk among the Australian Aboriginal population.

The Impact of Expanding Access to Early Childhood Education Services in Rural Indonesia

This paper examines the effects of an intervention that expanded access to low-cost, government-sponsored, community-based playgroups in rural Indonesia. Instrumental variables and difference-in-differences models indicate that while the intervention raised enrollment rates and durations of enrollment for everyone, on average, there was little impact on child development. The two models correspond to different durations of project exposure. The difference-in-differences model captures greater exposure and shows that there are modest and sustained impacts on child development—especially for children from more disadvantaged backgrounds. There is also evidence that the intervention encouraged substitution away from other services, such as kindergartens.

Investing in school readiness : an analysis of the cost-effectiveness of early childhood education pathways in rural Indonesia

This paper presents evidence on the cost-effectiveness of early childhood education pathways in rural Indonesia. It documents the existence of substantial differences in school readiness between 6 to 9 year old children. Using detailed enrollment histories, it unpacks whether and how early education experiences explain these gaps. The analysis considers not only the sequence of services children enroll in, but also the age at which they enroll and the duration for which they enroll. The differences in primary school test scores between a child who has no early education exposure and a child who completes a full sequence at the developmentally appropriate age are 0.42 standard deviations in language and 0.43 standard deviations in mathematics, roughly equivalent to an additional 0.9 to 1.2 years of primary schooling. The paper analyzes the cost-effectiveness of various early education pathways in Indonesia to show that providing access to both playgroups and kindergartens to young children at developmentally appropriate ages can optimize public investments in early childhood education. The paper subjects the analysis to a variety of robustness checks, and concludes that children enrolled in play-based early education programs (playgroups) at age 3 or 4, followed by the countrys more academically structured programs (kindergartens) at age 5 or 6, are more likely to be ready for primary school than children who do not follow this sequence. Compulsory pre-primary education policy should consider incorporating both playgroups and kindergartens.

Gender gaps in cognitive and non-cognitive skills in early primary grades : evidence from rural Indonesia

This paper examines gender gaps in cognitive and non-cognitive skills among a sample of more than 10,000 children between the ages of 6 and 9 in rural Indonesia. In terms of cognitive skills, the analysis finds evidence of gender gaps favoring girls at each age in test scores of language (0.158-0.252 standard deviations) and mathematics (0.155-0.243 standard deviations) in the early years of primary school. Girls also perform significantly better than boys in non-cognitive skills, with higher scores on the social competence (0.086-0.247 standard deviations) and emotional maturity domains (0.213-0.296 standard deviations) of the Early Development Instrument, a finding consistent with research from high-income countries. Decomposition analyses are used to investigate the extent to which enrollment patterns in preschool and primary school as well as parenting practices contribute to these gender gaps in cognitive and non-cognitive skills. Standard decomposition approaches are extended to correct for selection on observables. The findings show that gender differences in enrollment patterns play a role in explaining gender gaps in test scores, while differences in parenting practices do not. However, the relative contribution of observed factors to gender gaps depends on the available quality of preschool services in the child’s village and whether the outcome of interest is cognitive or non-cognitive skills.

The Impact of Expanding Access to Early Childhood Services in Rural Indonesia: Evidence from Two Cohorts of Children

This paper uses three waves of longitudinal data to examine the impact of expanding access to preschool services in rural areas of Indonesia on two cohorts of children. One cohort was children aged 4 at the start of the project and was immediately eligible for project-provided services when they began operation in 2009. The other cohort was children aged 1 at the start of the project and became eligible for project-provided services two years later. The paper presents intent-to-treat estimates of impact in the short term (first year of the project) and medium term (three years after the project started), using experimental and quasi-experimental methods. For the cohort of 4-year-olds, while the magnitude of the enrollment impact is similar across children from different backgrounds, the impact on child outcomes is larger for children from more disadvantaged backgrounds in the short and medium terms. However, for this cohort of children, it seems that project-provided playgroups encouraged substitution away from existing kindergartens, suggesting that future interventions should incorporate such possibilities into their design. For the average child in the younger cohort, the project led to improvements in physical health and well-being as well as language and cognitive development. For this cohort, there is little evidence of differential impact. This can be explained by the fact that children who enrolled soon after the centers opened (the older cohort) were generally poorer, compared with children who enrolled later (the younger cohort). This may be because of fee increases in project centers as project funding ended.