Nick J. Broers

Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

The Effect of Functional Roles on Group Efficiency : Using Multilevel Modeling and Content Analysis to Investigate Computer-Supported Collaboration in Small Groups

The usefulness of roles to support small group performance can often be read; however, their effect is rarely empirically assessed. This article reports the effects of functional roles on group performance, efficiency, and collaboration during computer-supported collaborative learning. A comparison of 33 questionnaire observations, distributed over 10 groups in two research conditions (role and nonrole) revealed no main effect for performance (grade). A latent variable was interpreted as perceived group efficiency (PGE). Multilevel modeling yielded a positive, marginal effect for PGE. Groups in the role condition appear to be more aware of their efficiency as compared to groups in the nonrole condition, regardless of whether they performed well or poorly. Content analysis reveals more task-content focused statements in the role condition; however, this was not as we hypothesized (i.e., the premise that roles decrease coordination). In fact, roles appear to stimulate coordination that simultaneously increases the amount of task-content focused statements.

Serotonin transporter deficiency in rats contributes to impaired object memory.

Serotonin is well known for its role in affection, but less known for its role in cognition. The serotonin transporter (SERT) has an essential role in serotonergic neurotransmission as it determines the magnitude and duration of the serotonin signal in the synaptic cleft. There is evidence to suggest that homozygous SERT knockout rats (SERT−/−), as well as humans with the short SERT allele, show stronger cognitive effects than wild‐type control rats (SERT+/+) and humans with the long SERT allele after acute tryptophan depletion. In rats, SERT genotype is known to affect brain serotonin levels, with SERT−/− rats having lower intracellular basal serotonin levels than wild‐type rats in several brain areas. In the present study, it was investigated whether SERT genotype affects memory performance in an object recognition task with different inter‐trial intervals. SERT−/−, heterozygous SERT knockout (SERT+/−) and SERT+/+ rats were tested in an object recognition test applying an inter‐trial interval of 2, 4 and 8 h. SERT−/− and SERT+/− rats showed impaired object memory with an 8 h inter‐trial interval, whereas SERT+/+ rats showed intact object memory with this inter‐trial interval. Although brain serotonin levels cannot fully explain the SERT genotype effect on object memory in rats, these results do indicate that serotonin is an important player in object memory in rats, and that lower intracellular serotonin levels lead to enhanced memory loss. Given its resemblance with the human SERT‐linked polymorphic region and propensity to develop depression‐like symptoms, our findings may contribute to further understanding of mechanisms underlying cognitive deficits in depression.

Selection and Use of Propositional Knowledge in Statistical Problem Solving.

Abstract Central to this study is the question of why subjects who possess the necessary factual or propositional knowledge needed to solve a particular statistical problem, often fail to find the solution to that problem. Ten undergraduate psychology students were trained so as to possess all the relevant knowledge needed to solve five multiple choice problems on descriptive regression analysis. They were asked to think aloud while attempting to solve the problems. Analysis of the think-aloud protocols showed that a failure to select the relevant information in the text, together with a failure to retrieve relevant propositional knowledge from memory and a difficulty with logical reasoning combined to produce incorrect responses. Factual knowledge was less likely to be successfully retrieved when it was acquired only recently or when it concerned relationships of a highly abstract nature. Furthermore, the existence of misconceptions appeared to inhibit the use of correct factual knowledge.

Night-time experiences and daytime dissociation: a path analysis modeling study.

Dissociative symptoms may be the by-products of a labile sleep-wake cycle (Koffel and Watson, 2009a). This may help to explain why dissociation overlaps with fantasy proneness and cognitive failures. Using path analysis, we tested to what extent data gathered in a nonclinical, predominantly female sample (N=139) supported two conceptual models. The first model assumes that unusual sleep experiences increase fantasy proneness and cognitive failures, which in turn encourage trait dissociation and reports of trauma. The second model assumes that trauma leads to dissociative experiences both directly and through its influence on sleep. In this cross-sectional design, the data were reasonably well described by both models. Importantly, in both models, unusual sleep experiences serve as antecedents of trait dissociation. Our analysis underlines the importance of unusual sleep experiences and may inspire treatment intervention focusing on sleep normalization.

Prior knowledge moderates instructional effects on conceptual understanding of statistics

This study investigated the effects of different teaching and learning methods for statistics for 2 levels of prior knowledge on cognitive load, propositional knowledge, and conceptual understanding. Teaching methods were whether or not to provide students with propositional information, and learning strategies were self-explaining the learning material and explaining in pairs. The results indicate that prior knowledge facilitates propositional knowledge development and leads to differential effects of teaching and learning methods on conceptual understanding: Only low prior knowledge students profit from additional information in the learning task and/or explaining in pairs. An implication of these findings is that low prior knowledge students should be guided into the subject matter by means of working in pairs on learning tasks that comprise additional information. Once students have developed more knowledge of the subject matter, they should be stimulated to work individually on learning tasks that do not comprise additional information.

Using propositions for the assessment of structural knowledge

It is well known that meaningful knowledge of statistics involves more than simple factual or procedural knowledge of statistics. For an intelligent use of statistics, conceptual understanding of the underlying theory is essential. As conceptual understanding is usually defined as the ability to perceive links and connections between important concepts that may be hierarchically organized, researchers often speak of this type of knowledge as structural knowledge. In order to gain insight into the actual structure of a students knowledge network, specific methods of assessment are sometimes used. In this article we discuss a newly developed, specific method for assessing structural knowledge and compare its merits with more traditional methods like concept mapping and the use of simple open questions.

The Effect of Guidance in Problem-Based Learning of Statistics

Contrary to classical problem-based learning, in guided problem-based learning, the learning goals are predetermined by the instructor—on the basis of a detailed decomposition of the subject matter to be studied—to activate prior knowledge and to structure self-study and subsequent group discussion. This study investigated the effects of classical problem-based learning and guided problem-based learning, for different prior knowledge levels, on perceived value and usefulness of the learning activity and on conceptual understanding of statistics. Participants randomly assigned 110 students to 10 problem-based learning groups, and subsequently, the 10 groups were allocated randomly to classical problem-based learning or guided problem-based learning. The results indicate that guided problem-based learning tends to enhance conceptual understanding of statistics more thanbreak; classical problem-based learning once students have some prior knowledge of the subject. Furthermore, guided problem-based learning tends to increase students’ awareness of the value and usefulness of the learning activity.

Helping Students to Build a Conceptual Understanding of Elementary Statistics

Tertiary students of elementary statistics often have difficulty developing a conceptual understanding of the subject. This article proposes a didactic method that stimulates students to self-explain the study material. This stimulus to self-explanation is directed, because the instructor decides which particular links and relationships between concepts the student should explore. The method is composed of two major steps: having the students identify the propositions that underlie the statistical theory, and then having them manipulate these propositions by constructing arguments showing a given statement to be either true or false. A practical way of implementing the method in a large-scale introductory statistics course is briefly described.

Initial Validation of the Dutch Translation of the Caregiver Wish List: An Interview-Based Scale for Measuring Parenting Practices

Research has demonstrated that adequate parenting is an important determinant of a healthy social-emotional development in children. There is a need for valid assessment tools for measuring parenting quality, particularly in clinical settings. The Caregiver Wish List (CWL) is a new 53-item interview-based scale for assessing parenting practices. We examined the CWL’s factor structure in a sample of 348 parents of children (4-11 years), 220 were drawn from the general population and 128 from a clinical setting. Exploratory factor analysis revealed five factors, which did not fully correspond with the hypothesized, original factor structure. Nonetheless, the extracted factors were meaningful and could be labeled as follows: adequate discipline, controlled responding, focus on positive behavior, consistency, and monitoring. All factors demonstrated adequate internal consistency. The factor structures in community and clinical samples were comparable, supporting the generalizability of the factor structure. Furthermore, the factors differentiated between community and clinical samples, with better parenting skills observed in the community sample. Finally, all factors were significantly and negatively related to child psychopathology, with stronger correlations for externalizing than for internalizing problems. Only 23 of the 53 original CWL items loaded on at least one of the five factors, indicating that the original CWL can probably be reduced in length without losing important content. Future research needs to examine if the extracted CWL factors are sensitive to change. The CWL’s interview format provides opportunities for rapport building between parent and interviewer, and for reflection on parenting skills in terms of strengths and vulnerabilities.