Ivan K. Ash

Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks

In two experiments, undergraduates’ evaluation and use of multiple Internet sources during a science inquiry task were examined. In Experiment 1, undergraduates had the task of explaining what caused the eruption of Mt. St. Helens using the results of an Internet search. Multiple regression analyses indicated that source evaluation significantly predicted learning outcomes, with more successful learners better able to discriminate scientifically reliable from unreliable information. In Experiment 2, an instructional unit (SEEK) taught undergraduates how to evaluate the reliability of information sources. Undergraduates who used SEEK while working on an inquiry task about the Atkins low-carbohydrate diet displayed greater differentiation in their reliability judgments of information sources than a comparison group. Both groups then participated in the Mt. St. Helens task. Undergraduates in the SEEK conditions demonstrated better learning from the volcano task. The current studies indicate that the evaluation of information sources is critical to successful learning from Internet-based inquiry and amenable to improvement through instruction.

The nature of restructuring in insight: An individual-differences approach

The insightful problem-solving process has been proposed to involve three main phases: an initial representation phase, in which the solver inappropriately represents the problem; an initial search through the faulty problem space that may lead to impasse; and a postimpasse restructuring phase. Some theories propose that the restructuring phase involves controlled search processes, whereas other theories propose that restructuring is achieved through the automatic redistribution of activation in long-term memory. In this study, we used correlations between working memory (WM) span measures and problemsolving success to test the predictions of these different theories. One group of participants received a set of insight problems that allowed for a large initial faulty search space, whereas another group received a matched set that constrained the initial faulty search space in order to isolate the restructuring phase of the insightful process. The results suggest that increased ability to control attention (as measured by WM span tasks) predicts an individual’s ability to successfully solve problems that involve both the initial search phase and the restructuring phase. However, individual differences in ability to control attention do not predict success on problems that isolate the restructuring phase. These results are interpreted as supporting an automatic-redistribution-of-activation account of restructuring.

Impact of sensory acuity on auditory working memory span in young and older adults.

The impact of sensory acuity, processing speed, and working memory capacity on auditory working memory span (L-span) performance at 5 presentation levels was examined in 80 young adults (18-30 years of age) and 26 older adults (60-82 years of age). Lowering the presentation level of the L-span task had a greater detrimental effect on the older adults than on the younger ones. Furthermore, the relationship between sensory acuity and L-span performance varied as a function of age and presentation level. These results suggest that declining acuity plays an important explanatory role in age-related declines in cognitive abilities.

Surprise, memory, and retrospective judgment making: Testing cognitive reconstruction theories of the hindsight bias effect.

Hindsight bias has been shown to be a pervasive and potentially harmful decision-making bias. A review of 4 competing cognitive reconstruction theories of hindsight bias revealed conflicting predictions about the role and effect of expectation or surprise in retrospective judgment formation. Two experiments tested these predictions examining the effects of manipulating the information presented in a text-based scenario and its congruency with the given outcome on surprise, hindsight bias, and recall. The results of Experiment 1 revealed evidence of hindsight bias after exposure to incongruent and ambivalent outcomes but not after exposure to congruent outcomes. Experiment 2 replicated the hindsight bias results and found that the ratio of outcome consistent information recalled was higher than expected in the incongruent and ambivalent conditions but equaled the ratio presented to participants in the congruent condition. The results were interpreted as supporting the general predictions of sense-making models of the hindsight bias. A refined version of this model is discussed.

Hindsight bias in insight and mathematical problem solving: Evidence of different reconstruction mechanisms for metacognitive versus situational judgments

This article presents two experiments that used insight and mathematical problems to investigate whether different factors would affect hindsight bias on metacognitive and situational judgments. In both studies, participants initially rated their likelihood of solving each problem within a certain amount of time (metacognitive judgments) and rated the importance of each component of the problem for finding the solution (situational judgments). Next, participants attempted to solve each problem. In Experiment 1, all participants were given solution feedback information, but in Experiment 2, participants were not given any solution feedback. After 1 week, participants were asked to recall their original judgments. Hindsight bias was assessed by comparing the initial with the final ratings. Insight problems and math problems showed different patterns of hindsight bias effects on the metacognitive and situational judgments. The results suggest that two competing models of hindsight effects are actually complementary explanations for judgment reconstruction on different types of judgment tasks.

Investigating Insight as Sudden Learning

Gestalt psychologists proposed two distinct learning mechanisms. Associative learning occurs gradually through the repeated co-occurrence of external stimuli or memories. Insight learning occurs suddenly when people discover new relationships within their prior knowledge as a result of reasoning or problem solving processes that re-organize or restructure that knowledge. While there has been a considerable amount of research on the type of problem solving processes described by the Gestalt psychologists, less has focused on the learning that results from these processes. This paper begins with a historical review of the Gestalt theory of insight learning. Next, the core assumptions of Gestalt insight learning theory are empirically tested with a study that investigated the relationships among problem difficulty, impasse, initial problem representations, and re- solution effects. Finally, Gestalt insight learning theory is discussed in relation to modern information processing theories of comprehension and memory formation.

Investigating the role of instructional focus in incidental pattern learning.

ABSTRACT The authors used a novel dual-component training procedure that combined a serial reaction time task and an artificial grammar learning task to investigate the role of instructional focus in incidental pattern learning. In Experiment 1, participants either memorized letter strings as a primary task and reacted to the stimuli locations as a secondary task or vice versa. In Experiment 2, participants were given the same dual-component stimuli but performed only one of the two training tasks. Instructional focus affected the amount of learning and the likelihood of acquiring explicit knowledge of the underlying pattern. However, the effect of instructional focus varied for the different types of stimuli. These results are discussed in terms of the role of focused attention in incidental learning.

The Sea Is Rising… But Not Onto the Policy Agenda: A Multiple Streams Approach to Understanding Sea Level Rise Policies

There has been little policy effort to address sea level rise in coastal states in the US. It is important to examine, at the state level, how the multitude of different (and changing) actors with different preferences and perspectives contribute to such inertia. This study examines state-level legislative inaction with regards to sea level rise. Using Kingdons multiple streams framework, we draw a picture of the policy landscape in Virginia as one where the problem of sea level rise is perceived as a low priority, with little consensus on achievable policy solutions, and is politically controversial. We find that policy inertia in Virginia is a result of (1) fractious viewpoints regarding sea level rise as a problem, (2) a lack of clear consensus on policy solutions, and (3) conflicting perspectives of the role of the state.

Effects of noise and audiovisual cues on speech processing in adults with and without ADHD

Abstract Objective: This study examined the interplay among internal (e.g. attention, working memory abilities) and external (e.g. background noise, visual information) factors in individuals with and without ADHD. Design: A 2 × 2 × 6 mixed design with correlational analyses was used to compare participant results on a standardized listening in noise sentence repetition task (QuickSin; 17), presented in an auditory and an audiovisual condition as signal-to-noise ratio (SNR) varied from 25–0 dB and to determine individual differences in working memory capacity and short-term recall. Study sample: Thirty-eight young adults without ADHD and twenty-five young adults with ADHD. Results: Diagnosis, modality, and signal-to-noise ratio all affected the ability to process speech in noise. The interaction between the diagnosis of ADHD, the presence of visual cues, and the level of noise had an effect on a persons ability to process speech in noise. Conclusion: Young adults with ADHD benefited less from visual information during noise than young adults without ADHD, an effect influenced by working memory abilities.

Assessment of Effectiveness of an Electronic Book to Deliver Robotics Lab Experience Over the Internet

The Internet is successfully being used to deliver distance education courses and even complete degree programs. However, effective distance delivery of the laboratory experience is a challenging problem. Today there are several “laboratories” that can be accessed over the Internet. This paper presents a unique technique, namely eye tracking, to determine whether having access to a real robot over the Internet makes any difference in the learning and acquired skills of the users. The study uses robotics chapter of an electronic book under development. Design details of the chapter and experiments are explained. Results indicate that having remote access to real equipment leads to higher motivation for learning, as well as increased efficiency in applying learned skills.Copyright