Angelica Moè

Cognitive styles and mental rotation ability in map learning

In inspecting, learning and reproducing a map, a wide range of abilities is potentially involved. This study examined the role of mental rotation (MR) and verbal ability, together with that of cognitive styles in map learning. As regards cognitive styles, the traditional distinction between verbalizers and visualizers has been taken into account, together with a more recent distinction between two styles of visualization: spatial and object. One hundred and seven participants filled in two questionnaires on cognitive styles: the Verbalizer–Visualizer Questionnaire (Richardson in J Ment Imag 1:109–125, 1977) and the Object-Spatial Imagery Questionnaire (Blajenkova et al. in Appl Cogn Psych 20:239–263, 2006), performed MR and verbal tests, learned two maps, and were then tested for their recall. It was found that MR ability and cognitive styles played a role in predicting map learning, with some distinctions within cognitive styles: verbal style favoured learning of one of the two maps (the one rich in verbal labels), which in turn was disadvantaged by the adoption of spatial style. Conversely, spatial style predicted learning of the other map, rich in visual features. The discussion focuses on implications for cognitive psychology and everyday cognition.

Imagery and rehearsal as study strategies for written or orally presented passages

In the present research, we studied the influence of text presentation modality on recall under imagery, rehearsal, and no strategy instructions. It was hypothesized that imagery is a more effective recall strategy for an oral presentation and rehearsal for a written presentation, and that imagery and rehearsal are effective study strategies. One hundred twenty participants participated, 80 of whom were trained in the use of imagery or rehearsal in the study of passages and 40 of whom made up the control group. A text was presented orally or in writing; the trained participants were to memorize it using the strategy taught, and the participants in the control group were to memorize it using a freely chosen strategy. They were then asked for free written recall. The results confirmed that the participants using imagery recalled the oral presentation better than the written one, and those using rehearsal recalled the written presentation better than the oral one. The discussion focuses on a selective-interference explanation of the presentation modality effects. Practical suggestions are given, and implications for future research are discussed.

Influence of other-beliefs on self-beliefs and on everyday memory self-report in the elderly.

Background and aims: Elderly people tend to evaluate their memory functioning pessimistically and have a decrease in self-efficacy beliefs associated with an attributional style which relies mainly on uncontrollable causes. This pattern may be significantly influenced by the caregivers evaluations of self-efficacy beliefs and attributional style of the elderly. This study compares older and younger adults with respect to everyday memory self-assessment, self-efficacy beliefs and attributional style, and examines the relationships between everyday memory self-assessment, self-evaluations, and evaluations by significant others as regards elderly self-efficacy beliefs, attributional style, and everyday memory. Methods: 100 older, 100 younger, and 100 middle-aged adults were required to complete questionnaires aimed at assessing everyday memory, attributional style, and self-efficacy beliefs. The group of middle-aged adults was asked to complete questionnaires aimed at assessing the perceived efficacy and attributional style of the older and younger participants. Results: Data indicate that, unlike younger adults, the elderly negatively evaluate their everyday memory, have an attributional style mainly characterized by uncontrollable factors, and have less confidence in their memory. A structural equation model shows that the opinions of the significant others (relatives or medical staff) as regards the perceived efficacy and attributional style of elderly people affect their self-efficacy and attributional style which, in turn, influence everyday self-reported memory efficiency. Conclusions: Results indicate the central role of metamemory in everyday memory evaluation in the elderly, and stress the importance of what significant others think as regards the elderly person in question. From a practical point of view, it makes an important contribution to intervention and prevention programs involving people in close contact with the elderly, by suggesting ways in which significant others can help in optimizing the ability of older people to meet the challenges of aging successfully.

Strategic coherence andacademic achievement

Unsuccessful students stand out in many ways, one of which is their lower efficacy in study methods. In the present research we hypothesized that low academic achievement is accompanied by a low ‘strategic coherence’, i.e. by a poor capacity to use the strategies which are considered the most effective to study a text. Study 1 found that low achievement under-graduates have lower strategic coherence than high achievers. Study 2 demonstrated that the less coherent students have a poor study method and low scholastic performance. The paper concludes with a discussion on the importance of strategic coherence for an effective studying.

Women drive better if not stereotyped

A commonly held stereotype is that women are poor drivers. This stereotype is recognized and endorsed by women and girls very early on, long before taking their driving licence, nevertheless they are less involved in accidents and drive safer and less fast than men. In line with the stereotype threat theory, the present study tests the hypothesis that making the driving stereotype salient will lead women to underperform in a driving simulation task. In Experiment 1women in the stereotype threat condition were told that the aim of the study was to detect gender differences in driving whereas in a control condition no study aim was provided. In Experiment 2, two conditions were compared: stereotype threat (same instructions as in Experiment 1), and stereotype boost (the alleged goal was to compare driving ability of young vs. old people). As predicted, the results of both experiments showed that women under stereotype threat, as compared to either control or stereotype boost participants, doubled the number of mistakes. Nevertheless, they overall expected/self-reported to drive/have driven poorly. Importantly, their level of expectation was a significant predictor of their actual driving performance only in the stereotype threat condition. Implications of these effects of stereotype threat on womens driving performance and self-assessment are discussed.

HOW CAN A STUDENT’S DEPRESSIVE ATTITUDE INTERFERE WITH THE USE OF GOOD SELF-REGULATION SKILLS?

Self-regulation skills, such as organisation, self-evaluation, personal elaboration, metacognitive attitude and strategic awareness are very important predictors of academic achievement. However, research has not studied in depth the factors that facilitate the use of good self-regulatory skills. The present research was intended to study the role of some factors that could affect these self-regulation skills, in particular depressive attitude and motivational beliefs. A group of 246 adolescents, aged between 14 and 18, were administered self-report questionnaires devised to test aspects underlying self-regulation. A preliminary factor analysis confirmed the centrality of the three-hypothesised aspects: motivational beliefs, depressive attitude, and self-regulation-skills. A path analysis revealed that there are important links between motivational beliefs and self-regulation and between depressive attitude and motivational beliefs. Some educational implications are discussed.

Who finds neutral pictures pleasant and relaxing

Valence and arousal are independent dimensions of consciously experienced affect. The former refers to pleasantness; the latter to the degree of excitement or stimulation. The present research explores some of the predictors of these dimensions through the hypothesis that valence relates to positive affect and lack of negative affect, while arousal is tied to negative affect, and that both are predicted by personal wellbeing, considered as a way of achieving happiness. The occurrence of depressive symptoms is also considered within the hypothesis: as a facet of negative affect, as lack of wellbeing, or as an independent dimension placed at the same level as wellbeing, and which relates to both positive and negative affect (considered as mediators). Sixty-one participants were asked to view on a computer screen a series of 20 neutral pictures, having medium valence and low arousal, and complete self-report questionnaires to assess affect, personal wellbeing, and the occurrence of depressive symptoms. After picture viewing, valence and arousal judgments were requested. In the analysis, three competing models with latent variables were tested, to assess at best the role depressive symptoms have. They confirmed that valence is predicted by high positive and low negative affect, arousal by negative affect and even directly by the occurrence of depressive symptoms, and that personal wellbeing and depressive symptoms are the starting point. They are negatively correlated and predict positive (both) and negative affect (just the occurrence of depressive symptoms). The discussion focuses on both theoretical and practical implications. Suggestions for future research are given.

Enjoyment, boredom, anxiety in elementary schools in two domains : relations with achievement.

ABSTRACT This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school.

Brief report: Play fighting to curb self-reported aggression in young adolescents

This study investigated the effects of play fighting on aggressive behaviors. It was hypothesized that the teaching of play fighting during physical education lessons could reduce self-reported aggression in a group of adolescents to a greater extent than playing volleyball (a low physical contact activity). Participants were 210 young adolescents (mean age = 13.27, SD = 0.48 years) from 10 classrooms that were randomly assigned to an 8-lesson play fighting session or to traditional volleyball lessons. They filled in the 12-item short version of the Aggression Questionnaire (AQ-12) pre- and post-interventions. The play fighting group showed a significant reduction in all the four subscales of the AQ-12 (Cohen d ranging from 0.61 to 0.67), while participants in the volleyball group did not. Results suggest that play fighting might provide useful contents in a physical education curriculum, with possible reduction in aggressive behavior.

Scaffolding for motivation by parents, and child homework motivations and emotions: Effects of a training programme.

BACKGROUND AND AIMS Based on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement. SAMPLES AND RESULTS The results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation, the more their children perceived them as autonomy-supportive while scaffolding for motivation, and hence developed autonomous motivation, self-efficacy, and engagement in homework. In Study 2, 37 parents were involved in a four-session training programme that focused on sustaining autonomy-supportive scaffolding modalities. The training decreased parental negative affect, prevented child negative affect increase, and maintained child homework motivation. CONCLUSIONS The discussion focuses on the strength that parents have with regard to helping their children develop less negative, and potentially also more positive attitude towards homework, through autonomy support as a scaffold for motivation.