Friedrich W. Hesse

Relative effectiveness and validity of mood induction procedures: a meta-analysis

The effectiveness and validity of 11 important mood induction procedures (MIPs) were comparatively evaluated by meta-analytical procedures. Two hundred and fifty effects of the experimental induction of positive, elated and negative, depressed mood in adult, non-clinical samples were integrated. Effect sizes were generally larger for negative than for positive mood inductions. The presentation of a film or story turned out to be most effective in inducing both positive and negative mood states. The effects are especially large when subjects are explicitly instructed to enter the specified mood state. For elated mood, all other MIPs yielded considerably lower effectiveness scores. For the induction of negative mood states, Imagination, Velten, Music, Social Interaction and Feedback MIPs were about as effective as the Film/Story MIP without instruction. Induction effects covaried with several study characteristics. Effects tend to be smaller when demand characteristics are controlled or subjects are not informed about the purpose of the experiment. For behavioural measures, effects are smaller than for self-reports but still larger than zero. Hence, the effects of MIPs can be partly, but not fully due to demand effects.

Store atmosphere, mood and purchasing behavior

Abstract The effects of store characteristics on customers mood, on their satisfaction, and on their purchasing behavior are investigated. Two furniture stores differing with regard to their atmosphere, i.e. their condition, information rate and layout, were selected. Customers mood – measured at the beginning, in the middle and at the end of their shopping – was shown to improve in the pleasant and to deteriorate in the less pleasant store ( n =76 for each store). Satisfaction with the store was greater in the pleasant store. Regression analyses showed that this was due to a direct effect of store atmosphere as well as to an indirect effect mediated by customers mood. Customers in the pleasant store spontaneously spent more money on articles they simply liked. This effect was only due to customers mood.

Implicit and explicit dialogue structuring in virtual learning groups.

BACKGROUNDnThe promotion of virtual learning groups by instructional means is gaining importance with the spread of telematic learning. In virtual learning groups, students discuss certain learning materials or cooperate in problem solving by means of computer-mediated communication. Due to the specific features of electronic communication, supportive means appear to be necessary for such learning situations.nnnAIMSnThe investigation focuses on testing two different forms of dialogue structuring in virtual learning groups, in which students discuss a given subject matter together and clarify problems in understanding by means of synchronous computer-mediated communication.nnnSAMPLEnForty-five students from various disciplines at the University of Tübingen, except students of physics, participated in the investigation.nnnMETHODnAn experiment was conducted involving three-person groups in a telematic setting with two different kinds of dialogue structuring: implicit structuring induced group discussion on the subject matter by working on key questions in a preceding learning phase, whilst explicit structuring provided additional rules for discussion. These rules prompted group members to argue and aimed at directing them to equal participation.nnnRESULTSnCompared to a control group, both implicit and explicit structuring showed greater orientation on the subject matter and showed less off-task talk. Moreover, explicit structuring led to more coherence in subject matter discussion with regard to the completion of topics. However, post-test performance showed no significant difference in knowledge over that of the control group.nnnCONCLUSIONnThe results of the investigation show that dialogue structuring can be an adequate pedagogical approach for virtual learning groups.

Do film cuts facilitate the perceptual and cognitive organization of activitiy sequences

Film depictions of activities possess two kinds of structures—namely, the structural features of the depicted activities themselves and a formal structure defined by film cuts. The former structure is used by everyday observers for perceptually and cognitively unitizing the continuous flow of events into comprehensible entities. It seems conceivable that cuts can serve a similar unitizing purpose for film viewers. For each of two different activity sequences, two film versions were produced. Throughout each film version, cuts were placed either at breakpoints or at nonbreakpoints. In a 2 × 2 (activity sequence × film version) factorial design, 40 subjects segmentation behavior depended primarily on the occurrence of breakpoints and was largely unaffected by the occurrence of cuts. Cuts accompanying a breakpoint lead to more detailed recall protocols for these sections of the film.

Verbal and visual causal arguments

The present paper analyzes how verbalizations and visualizations can be used to justify and dispute causal claims. The analysis is based on a taxonomy of 27 causal arguments as they appear in ordinary language. It is shown how arguments from spatio-temporal contiguity, covariation, counterfactual necessity, and causal mechanisms, to name only a few, are visualized in persuasive uses of tables, graphs, time series, causal diagrams, drawings, maps, animations, photos, movies, and simulations. The discussion centers on how these visual media limit the argumentative moves of justifying, disputing, and qualifying claims; how they constrain the representation of observational, explanatory, and abstract knowledge in the premises of causal arguments; and how they support and externalize argument-specific inferences, namely generalizations, comparisons, mental simulations, and causal explanations.

Advanced digital video technologies to support collaborative learning in school education and beyond

The aim of the paper is to characterize two new advanced video technology software systems developed for uses in collaborative learning (DIVER and Hyper Video), and how they extend the paradigms of video use in classrooms today. The rationale for and characteristics of these tools are described, and early experiences with their educational uses are characterized.

A Framework for Designing and Evaluating Virtual Seminars

Cet article se concentre sur la communication et linteraction dans le cadre de seances de travaux pratiques virtuels. Les auteurs discutent des elements psychologiques et pedagogiques en relation avec limplementation de ces programmes. La caracteristique principale de ce mode de fonctionnement est une interaction continue et intensive sur Internet entre lapprenant et lenseignant.

Manipulable graphics for computer-supported problem solving

The use of computer graphics for problem solving was investigated during use by individual learners and by distant pairs collaborating by interaction through the screen. In both investigations learners had to correct computer graphics representing population models, either by graphical manipulation or by written explanation. In both situations positive effects of manipulable graphics on problem solving performance were found. However, a detailed analysis of the interaction processes in the collaborative situation showed that, comparing both experimental conditions, static graphics led to a higher proportion of correct content-related statements and explanations of system relations. No differences were observed between both conditions on the participation structure within the learning dyads. The results suggest that for the effective use of graphics in computer-supported collaborative learning, structural support devices that encourage adequate processing and focus learners on the problem solving process seem to be necessary.

PROVIDING GROUP KNOWLEDGE AWARENESS IN COMPUTER-SUPPORTED COLLABORATIVE LEARNING: INSIGHTS INTO LEARNING MECHANISMS

In collaboration, group knowledge awareness (i.e. being informed about the partners knowledge) is used to effectively communicate and to efficiently coordinate interaction. Computer-mediated collaboration impairs the establishment of group knowledge awareness. Technological support for group knowledge awareness can compensate for this shortcoming and is realized in a group knowledge awareness tool that visualizes the collaborators self-assessed knowledge. In an experimental study, we varied the availability of the group knowledge awareness tool and investigated the mechanisms of collaborative learning with and without the tool by adopting a contrasting cases approach. Comparing dyads selected for their notably low or high learning outcome in both experimental conditions revealed distinct learning mechanisms with and without the tool: more individual elaboration was found in high compared to low outcome dyads in the control condition, while more collaborative elaboration was found in high compared to low outcome dyads in the group knowledge awareness condition. Using the tool for coordination in dyads with large knowledge differences, that is distributing activities according to the knowledge difference, set high outcome dyads apart from low outcome dyads, when they were provided with the tool. Implications for the design and practical use of group knowledge awareness tools are discussed.

Motivated Shortcomings in Explanation: The Role of Comparative Self-Evaluation and Awareness of Explanation Recipient's Knowledge.

Being aware of someone elses existing knowledge is a prerequisite to effectively adapting an explanation to that persons learning needs. However, such knowledge awareness introduces the potential for motivated self-evaluation based on relative knowledge, that is, for social comparison. Because favorable social comparisons are actively defended, we propose that knowledge awareness might undermine information sharing in explanation when social comparison motives are active. We tested this hypothesis in a series of experiments in which participants provided explanations to an ostensible learning partner with or without knowledge awareness. Both dispositionally and situationally motivated social comparison interacted with knowledge awareness to reduce information sharing in explanation. Intriguingly, knowledge awareness uniformly facilitated adaptation of the information that was shared to address partner knowledge deficit. These results illustrate a tension in the components of effective explanation. At the same time that knowledge awareness effectively coordinates explanation content, it can lead to knowledge hoarding by knowledgeable explainers who are motivated to rely on knowledge differences between the self and the explanation recipient for self-evaluation.