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  1. Learning to Learn Causal Models.Charles Kemp, Noah D. Goodman & Joshua B. Tenenbaum - 2010 - Cognitive Science 34 (7):1185-1243.
    Learning to understand a single causal system can be an achievement, but humans must learn about multiple causal systems over the course of a lifetime. We present a hierarchical Bayesian framework that helps to explain how learning about several causal systems can accelerate learning about systems that are subsequently encountered. Given experience with a set of objects, our framework learns a causal model for each object and a causal schema that captures commonalities among these causal models. The schema organizes the (...)
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  • (1 other version)Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis.Nicoletta Scionti, Marina Cavallero, Cristina Zogmaister & Gian Marco Marzocchi - 2020 - Frontiers in Psychology 10.
    In the present meta-analysis, we examined the effect of cognitive training on the Executive Function (EF) of preschool children (age range: 3-6 years). We selected a final set of 32 studies from 27 papers with a total sample of 123 effect sizes. We found an overall effect of cognitive training for improving EF (g =.352; k = 123; p <.001), without significant difference between near and far transfer effects on executive domains. No significant additional outcome effects were found for behavioral- (...)
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  • Analogical Retrieval of Folktales: A Cross-Cultural Approach.Saba Torabian, Zhe Chen, Beth A. Ober & Gregory K. Shenaut - 2017 - Journal of Cognition and Culture 17 (3-4):281-305.
    This cross-cultural study addressed how individuals retrieve and transfer naturally learned information from long-term memory by analogy with a previously unencountered story, concept, or problem. American and Iranian participants read target stories constructed to be analogous to folktales either familiar or unfamiliar to their culture, all having high structural familiarity and either high or low surface similarity to the source folktales. Participants reported whether targets reminded them of any specific folktale they had learned in the past; positive responses plus additional (...)
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  • Transfer of Motor Learning Is More Pronounced in Proximal Compared to Distal Effectors in Upper Extremities.Tore K. Aune, Morten A. Aune, Rolf P. Ingvaldsen & Beatrix Vereijken - 2017 - Frontiers in Psychology 8.
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  • What learning theories can teach us in designing neurofeedback treatments.Ute Strehl - 2014 - Frontiers in Human Neuroscience 8.
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  • Why good thoughts block better ones: The mechanism of the pernicious Einstellung (set) effect.Merim Bilalić, Peter McLeod & Fernand Gobet - 2008 - Cognition 108 (3):652-661.
    The Einstellung effect occurs when the first idea that comes to mind, triggered by familiar features of a problem, prevents a better solution being found. It has been shown to affect both people facing novel problems and experts within their field of expertise. We show that it works by influencing mechanisms that determine what information is attended to. Having found one solution, expert chess players reported that they were looking for a better one. But their eye movements showed that they (...)
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  • The delayed birth of social experiments.Robert Brown - 1997 - History of the Human Sciences 10 (2):1-21.
    In the 19th century it was widely believed that scientific experiments on social issues were not, and never would be, feasible. Not only was social behaviour unpredictable in principle, but subjecting people to experimentation would be immoral. Although Comte, J. S. Mill, C. G. Lewis, and Herbert Spencer all argued to this conclusion, they also believed that natural innovations in society provided an adequate sub stitute for planned experiments. The question to be examined here is how such beliefs came to (...)
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  • Who's afraid of assessment? Remarks on Winch and Gingell's reply.Andrew Davis - 1996 - Journal of Philosophy of Education 30 (3):389–400.
    This paper defends my argument that criterion-referenced assessment should not be used to render an education system accountable to the state. Winch and Gingell's reply to my original paper understands me as denying the ‘plasticity’ of abilities. Considerable space is devoted to further discussion of this issue.‘Plasticity’ is not denied, but problems about the ‘identity’ of capacities, abilities, processes and rules are explored in some depth. Winch and Gingell defend certain kinds of pedagogy such as rote learning and ‘teaching to (...)
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  • An Event-Related Potentials Study on the Syntactic Transfer Effect of Late Language Learners.Taiping Deng, Dongping Deng & Qing Feng - 2022 - Frontiers in Psychology 12:777225.
    This study explored the syntactic transfer effect of the non-local subject-verb agreement structure with plural head noun after two intensive phases of input training with event-related potentials (ERP). The non-local subject-verb agreement stimuli with the plural head nouns, which never appeared in training phases, were used for the stimuli. A total of 26 late L1-Chinese L2-English learners, who began to learn English after a critical period and participated in our previous experiments, were asked back to take part in this syntactic (...)
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  • Domain-Specific and Unspecific Reaction Times in Experienced Team Handball Goalkeepers and Novices.Fabian Helm, Mathias Reiser & Jörn Munzert - 2016 - Frontiers in Psychology 7.
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  • A Framework for the Testing and Validation of Simulated Environments in Experimentation and Training.David J. Harris, Jonathan M. Bird, Philip A. Smart, Mark R. Wilson & Samuel J. Vine - 2020 - Frontiers in Psychology 11.
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  • Training on Working Memory and Inhibitory Control in Young Adults.Maria J. Maraver, M. Teresa Bajo & Carlos J. Gomez-Ariza - 2016 - Frontiers in Human Neuroscience 10.
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  • Asymmetric Adaptability to Temporal Constraints Among Coordination Patterns Differentiated at Early Stages of Learning in Juggling.Kota Yamamoto, Masahiro Shinya & Kazutoshi Kudo - 2018 - Frontiers in Psychology 9.
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  • Domain-specific increases in stage of performance in a complete theory of the evolution of human intelligence.Chester Wolfsont, Sara Nora Ross, Patrice Marie Miller, Michael Lamport Commons & Miriam Chernoff - 2008 - World Futures 64 (5-7):416 – 429.
    The evolution of humans required performing increasingly hierarchically complex tasks within multiple domains. Hierarchical complexity increases task by task. Tasks occur within, and differ by, determinable domains, their stages of performance measurable using the Model of Hierarchical Complexity. How well one performs within single and multiple domains is considered to indicate intelligence. Original task-initiation is more difficult than imitational learning and can create new domains. Levels of support reduce task difficulty, increasing performance. Task-performance may be generalized to other domains. Stages (...)
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  • Does Habit Interference Explain Moral Failure?James Bernard Murphy - 2015 - Review of Philosophy and Psychology 6 (2):255-273.
    Social psychologists have performed many well-known experiments demonstrating that experimental subjects will perform in ways that are normatively inconsistent even across very similar situations. Situationist social psychologists and philosophers have often interpreted these findings to imply that most people lack general moral dispositions. These situationists have argued that our moral dispositions are at best narrowly local traits; they often describe our moral characters as fragmented. In this paper, I offer an alternative hypothesis for the same experimental results. I argue that (...)
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  • A Narrative Review of School-Based Physical Activity for Enhancing Cognition and Learning: The Importance of Relevancy and Integration.Myrto Foteini Mavilidi, Margina Ruiter, Mirko Schmidt, Anthony D. Okely, Sofie Loyens, Paul Chandler & Fred Paas - 2018 - Frontiers in Psychology 9:348600.
    Engaging in regular physical activity can have substantial cognitive and academic benefits for children, and is generally promoted for its beneficial effects on children’s physical and mental health. Although embodied cognition research has convincingly shown the integral relationship of the human body and mind, in schools physical activity and cognitive activity are typically treated as unrelated processes. Consequently, most physical activities used are neither sufficiently relevant for nor fully integrated into the learning tasks. In reviewing the literature regarding the integration (...)
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  • The nature and transfer of cognitive skills.Niels A. Taatgen - 2013 - Psychological Review 120 (3):439-471.
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  • Can Online Academic Integrity Instruction Affect University Students’ Perceptions of and Engagement in Academic Dishonesty? Results From a Natural Experiment in New Zealand.Jason Michael Stephens, Penelope Winifred St John Watson, Mohamed Alansari, Grace Lee & Steven Martin Turnbull - 2021 - Frontiers in Psychology 12:569133.
    The problem of academic dishonesty is as old as it is widespread – dating back millennia and perpetrated by the majority of students. Attempts to promote academic integrity, by comparison, are relatively new and rare – stretching back only a few hundred years and implemented by a small fraction of schools and universities. However, the past decade has seen an increase in efforts among universities to promote academic integrity among students, particularly through the use of online courses or tutorials. Previous (...)
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  • Innovation in experiential business ethics training.Debbie Thorne LeClair & Linda Ferrell - 2000 - Journal of Business Ethics 23 (3):313 - 322.
    Ethics training has undergone dramatic changes in the past decade. Global business growth and increased technological change have played a role in the increasing sophistication and development of ethics programs and communication devices. These training initiatives are based on organizational ethical decision making theories and empirical research indicating the benefits of training in developing an ethical organizational culture. In this article, we discuss the issues important in developing effective ethics training, examine the goals and methods currently used in training, introduce (...)
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  • The Analytic Model of Consent and The Square of Opposition.Konstantinos Papageorgiou - 2019 - Conatus 4 (1):79.
    Modelling consent is a process prior to any discussion about it, be it theoretical or practical. Here, after examining consent, I shall attempt to present a “logical generator” that produces all different cases of consent, so that afterwards we may articulate a two-dimensional model which will enable us to coherently demonstrate all possible types of consent. The resulting model will be combined with Aristotle’s square of opposition, offering us even greater insight. I shall claim that full informed consent is an (...)
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  • The Disappearing “Advantage of Abstract Examples in Learning Math”.Dragan Trninic, Manu Kapur & Tanmay Sinha - 2020 - Cognitive Science 44 (7):e12851.
    When teaching a novel mathematical concept, should we present learners with abstract or concrete examples? In this experiment, we conduct a critical replication and extension of a well‐known study that argued for the general advantage of abstract examples (Kaminski, Sloutsky, & Heckler, 2008a). We demonstrate that theoretically motivated yet minor modifications of the learning design put this argument in question. A key finding from this study is that participants who trained with improved concrete examples performed as well as, or better (...)
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  • Knowledge Without Contexts? A Foucauldian Analysis of E.L. Thorndike’s Positivist Educational Research.Antti Saari - 2016 - Studies in Philosophy and Education 35 (6):589-603.
    The article discusses the allegedly decontextualized and ahistorical traits in positivist educational research and curriculum by examining its emergence in early twentieth-century empirical education. Edward Lee Thorndike’s educational psychology is analyzed as a case in point. It will be shown that Thorndike’s positivist educational psychology stressed the need to account for the reality of schooling and to produce knowledge of the actual contexts of education. Furthermore, a historical analysis informed by Michel Foucault’s history of the human sciences reveals that there (...)
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