No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions.

Cognitive science of learning points to solutions for making use of existing study and instruction time more effectively and efficiently. However, solutions are not and cannot be one-size-fits-all. This paper outlines the danger of overreliance on specific strategies as one-size-fits-all recommendations and highlights instead the cognitive learning processes that facilitate meaningful and long-lasting learning. Three of the most commonly recommended strategies from cognitive science provide a starting point; understanding the underlying processes allows us to tailor these recommendations to implement at the right time, in the right way, for the right content, and for the right students. Recommendations regard teacher training, the funding and incentivizing of educational interventions, guidelines for the development of educational technologies, and policies that focus on using existing instructional time more wisely.

An astonishing regularity in student learning rate.

Leveraging a scientific infrastructure for exploring how students learn, we have developed cognitive and statistical models of skill acquisition and used them to understand fundamental similarities and differences across learners. Our primary question was why do some students learn faster than others? Or, do they? We model data from student performance on groups of tasks that assess the same skill component and that provide follow-up instruction on student errors. Our models estimate, for both students and skills, initial correctness and learning rate, that is, the increase in correctness after each practice opportunity. We applied our models to 1.3 million observations across 27 datasets of student interactions with online practice systems in the context of elementary to college courses in math, science, and language. Despite the availability of up-front verbal instruction, like lectures and readings, students demonstrate modest initial prepractice performance, at about 65% accuracy. Despite being in the same course, students' initial performance varies substantially from about 55% correct for those in the lower half to 75% for those in the upper half. In contrast, and much to our surprise, we found students to be astonishingly similar in estimated learning rate, typically increasing by about 0.1 log odds or 2.5% in accuracy per opportunity. These findings pose a challenge for theories of learning to explain the odd combination of large variation in student initial performance and striking regularity in student learning rate.

Unusual complications at the recipient site following periodontal plastic surgery procedures: a systematic review.

OBJECTIVE: To identify and describe unusual soft tissue complications of periodontal plastic surgery procedures at the recipient site after periodontal grafts. MATERIALS AND METHODS: Two independent reviewers performed a comprehensive search in MEDLINE, Cochrane, periodontics journals, reference lists, and grey literature for articles dated up to July 2021. Publications related to surgical interventions only around the teeth with an unusual complication at the recipient site were selected. No restrictions were made in the number of cases, follow-up period, or language. The Cochrane Collaboration's tool for assessing risk of bias, the Newcastle-Ottawa Scale (NOS), and two validated case report/series checklists were used to critically appraise the studies. RESULTS: A total of 1434 articles were examined, of which 28 met the inclusion criteria: one RCT, two cohort studies, and twenty-five case reports/series. The periodontal plastic surgery procedures described in these articles were conducted to treat lack of attached gingiva and gingival recessions. The following unusual complications were found: bone exostosis, epithelial inclusion, root resorption, abscess, overgrowth, "liver clot" formation, and oroantral communication. CONCLUSION: Bone exostosis and epithelial inclusions were the most prevalent unusual complications following treatment with subepithelial connective tissue graft, free gingival graft, and acellular dermal matrix allograft. Due to the nature of the reports, the clinical recommendations for diagnosis and treatment cannot be homogenized. Clinical studies reporting complications are required to develop management protocols (PROSPERO CRD42021230875). CLINICAL RELEVANCE: Clinicians need to know the main complications that can occur in mucogingival surgeries as well as their clinical management to provide a successful and predictable treatment.

A Computational Model of Context-Dependent Encodings During Category Learning.

Although current exemplar models of category learning are flexible and can capture how different features are emphasized for different categories, they still lack the flexibility to adapt to local changes in category learning, such as the effect of different sequences of study. In this paper, we introduce a new model of category learning, the Sequential Attention Theory Model (SAT-M), in which the encoding of each presented item is influenced not only by its category assignment (global context) as in other exemplar models, but also by how its properties relate to the properties of temporally neighboring items (local context). By fitting SAT-M to data from experiments comparing category learning with different sequences of trials (interleaved vs. blocked), we demonstrate that SAT-M captures the effect of local context and predicts when interleaved or blocked training will result in better testing performance across three different studies. Comparatively, ALCOVE, SUSTAIN, and a version of SAT-M without locally adaptive encoding provided poor fits to the results. Moreover, we evaluated the direct prediction of the model that different sequences of training change what learners encode and determined that the best-fit encoding parameter values match learners' looking times during training.

Generalizability, transferability, and the practice-to-practice gap.

Emphasizing the predictive success and practical utility of psychological science is an admirable goal but it will require a substantive shift in how we design research. Applied research often assumes that findings are transferable to all practices, insensitive to variation between implementations. We describe efforts to quantify and close this practice-to-practice gap in education research.

The distributional properties of exemplars affect category learning and generalization.

What we learn about the world is affected by the input we receive. Many extant category learning studies use uniform distributions as input in which each exemplar in a category is presented the same number of times. Another common assumption on input used in previous studies is that exemplars from the same category form a roughly normal distribution. However, recent corpus studies suggest that real-world category input tends to be organized around skewed distributions. We conducted three experiments to examine the distributional properties of the input on category learning and generalization. Across all studies, skewed input distributions resulted in broader generalization than normal input distributions. Uniform distributions also resulted in broader generalization than normal input distributions. Our results not only suggest that current category learning theories may underestimate category generalization but also challenge current theories to explain category learning in the real world with skewed, instead of the normal or uniform distributions often used in experimental studies.

Self-regulated spacing in a massive open online course is related to better learning.

In this study, we examined students' natural studying behaviors in massive, open, online course (MOOC) on introductory psychology. We found that, overall, distributing study across multiple sessions-increasing spacing-was related to increased performance on end-of-unit quizzes, even when comparing the same student across different time-points in the course. Moreover, we found important variation on who is more likely to engage in spaced study and benefit from it. Students with higher ability and students who were more likely to complete course activities were more likely to space their study. Spacing benefits, however, were largest for the lower-ability students and for those students who were less likely to complete activities. These results suggest that spaced study might work as a buffer, improving performance for low ability students and those who do not engage in active practices. This study highlights the positive impact of spacing in real-world learning situations, but more importantly, the role of self-regulated learning decisions in shaping the impact of spaced practice.

Therapeutic alternatives for addressing pink esthetic complications in single-tooth implants: A proposal for a clinical decision tree.

OBJECTIVE: Esthetic complications in implant therapy today represent a clinical challenge, when the aim is to overcome the sequelae and obtain a pleasing result. The current scientific literature about this topic is scarce and often based on case reports and the personal opinions of clinicians. CLINICAL CONSIDERATIONS: The aim of this article is to introduce a decision tree for diagnosis and treatment of complications, focusing on the pink esthetic of single-tooth implants and based on three diagnostic pillars (3D implant position, peri-implant hard-tissue anatomy, and peri-implant soft-tissue anatomy). Different shortcomings have been identified for each of the three diagnostic areas. CONCLUSIONS: Following this tree, the article proposes treatment alternatives including soft- and hard-tissue reconstruction, implant submergence, orthodontic extrusion, and implant extraction in order to help clinicians establish a logical therapeutic sequence. CLINICAL SIGNIFICANCE: Guidelines for adequate diagnosis and management of single implant-supported restorations with compromised esthetics is mandatory when attempt to overcome shortcoming in the pink esthetic result.

Correction to: Organized simultaneous displays facilitate learning of complex natural science categories.

The affiliation for Dr. Paulo F. Carvalho is listed incorrectly in this paper, The correct affiliation is Carnegie Mellon University, Pittsburgh, PA, USA.

Novel names extend for how long preschool children sample visual information.

Known words can guide visual attention, affecting how information is sampled. How do novel words, those that do not provide any top-down information, affect preschoolers' visual sampling in a conceptual task? We proposed that novel names can also change visual sampling by influencing how long children look. We investigated this possibility by analyzing how children sample visual information when they hear a sentence with a novel name versus without a novel name. Children completed a match-to-sample task while their moment-to-moment eye movements were recorded using eye-tracking technology. Our analyses were designed to provide specific information on the properties of visual sampling that novel names may change. Overall, we found that novel words prolonged the duration of each sampling event but did not affect sampling allocation (which objects children looked at) or sampling organization (how children transitioned from one object to the next). These results demonstrate that novel words change one important dynamic property of gaze: Novel words can entrain the cognitive system toward longer periods of sustained attention early in development.

A dissociation between engagement and learning: Enthusiastic instructions fail to reliably improve performance on a memory task.

Despite widespread assertions that enthusiasm is an important quality of effective teaching, empirical research on the effect of enthusiasm on learning and memory is mixed and largely inconclusive. To help resolve these inconsistencies, we conducted a carefully-controlled laboratory experiment, investigating whether enthusiastic instructions for a memory task would improve recall accuracy. Scripted videos, either enthusiastic or neutral, were used to manipulate the delivery of task instructions. We also manipulated the sequence of learning items, replicating the spacing effect, a known cognitive technique for memory improvement. Although spaced study reliably improved test performance, we found no reliable effect of enthusiasm on memory performance across two experiments. We did, however, find that enthusiastic instructions caused participants to respond to more item prompts, leaving fewer test questions blank, an outcome typically associated with increased task motivation. We find no support for the popular claim that enthusiastic instruction will improve learning, although it may still improve engagement. This dissociation between motivation and learning is discussed, as well as its implications for education and future research on student learning.

The sequence of study changes what information is attended to, encoded, and remembered during category learning.

The sequence of study influences how we learn. Previous research has identified different sequences as potentially beneficial for learning in different contexts and with different materials. Here we investigate the mechanisms involved in inductive category learning that give rise to these sequencing effects. Across 3 experiments we show evidence that the sequence of study changes what information learners attend to during learning, what is encoded from the materials studied and, consequently, what is remembered from study. Interleaved study (alternating between presentation of 2 categories) leads to an attentional focus on properties that differ between successive items, leading to relatively better encoding and memory for item properties that discriminate between categories. Conversely, when learners study each category in a separate block (blocked study), learners encode relatively more strongly the characteristic features of the items, which may be the result of a strong attentional focus on sequential similarities. These results provide support for the sequential attention theory proposing that inductive category learning takes place through a process of sequential comparisons between the current and previous items. Different sequences of items change how attention is deployed depending on this basic process. Which sequence results in better or worse learning depends on the match between what is encoded and what is required at test. (PsycINFO Database Record

Organized simultaneous displays facilitate learning of complex natural science categories.

Subjects learned to classify images of rocks into the categories igneous, metamorphic, and sedimentary. In accord with the real-world structure of these categories, the to-be-classified rocks in the experiments had a dispersed similarity structure. Our central hypothesis was that learning of these complex categories would be improved through observational study of organized, simultaneous displays of the multiple rock tokens. In support of this hypothesis, a technique that included the presentation of the simultaneous displays during phases of the learning process yielded improved acquisition (Experiment 1) and generalization (Experiment 2) compared to methods that relied solely on sequential forms of study and testing. The technique appears to provide a good starting point for application of cognitive-psychology principles of effective category learning to the science classroom.

An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses.

Study sequence can have a profound influence on learning. In this study we investigated how students decide to sequence their study in a naturalistic context and whether their choices result in improved learning. In the study reported here, 2061 undergraduate students enrolled in an Introductory Psychology course completed an online homework tutorial on measures of central tendency, a topic relevant to an exam that counted towards their grades. One group of students was enabled to choose their own study sequence during the tutorial (Self-Regulated group), while the other group of students studied the same materials in sequences chosen by other students (Yoked group). Students who chose their sequence of study showed a clear tendency to block their study by concept, and this tendency was positively associated with subsequent exam performance. In the Yoked group, study sequence had no effect on exam performance. These results suggest that despite findings that blocked study is maladaptive when assigned by an experimenter, it may actually be adaptive when chosen by the learner in a naturalistic context.

What you learn is more than what you see: what can sequencing effects tell us about inductive category learning?

Inductive category learning takes place across time. As such, it is not surprising that the sequence in which information is studied has an impact in what is learned and how efficient learning is. In this paper we review research on different learning sequences and how this impacts learning. We analyze different aspects of interleaved (frequent alternation between categories during study) and blocked study (infrequent alternation between categories during study) that might explain how and when one sequence of study results in improved learning. While these different sequences of study differ in the amount of temporal spacing and temporal juxtaposition between items of different categories, these aspects do not seem to account for the majority of the results available in the literature. However, differences in the type of category being studied and the duration of the retention interval between study and test may play an important role. We conclude that there is no single aspect that is able to account for all the evidence available. Understanding learning as a process of sequential comparisons in time and how different sequences fundamentally alter the statistics of this experience offers a promising framework for understanding sequencing effects in category learning. We use this framework to present novel predictions and hypotheses for future research on sequencing effects in inductive category learning.

It does belong together: cross-modal correspondences influence cross-modal integration during perceptual learning.

Experiencing a stimulus in one sensory modality is often associated with an experience in another sensory modality. For instance, seeing a lemon might produce a sensation of sourness. This might indicate some kind of cross-modal correspondence between vision and gustation. The aim of the current study was to explore whether such cross-modal correspondences influence cross-modal integration during perceptual learning. To that end, we conducted two experiments. Using a speeded classification task, Experiment 1 established a cross-modal correspondence between visual lightness and the frequency of an auditory tone. Using a short-term priming procedure, Experiment 2 showed that manipulation of such cross-modal correspondences led to the creation of a crossmodal unit regardless of the nature of the correspondence (i.e., congruent, Experiment 2a or incongruent, Experiment 2b). However, a comparison of priming effects sizes suggested that cross-modal correspondences modulate cross-modal integration during learning, leading to new learned units that have different stability over time. We discuss the implications of our results for the relation between cross-modal correspondence and perceptual learning in the context of a Bayesian explanation of cross-modal correspondences.

The benefits of interleaved and blocked study: different tasks benefit from different schedules of study.

Research on how information should be studied during inductive category learning has identified both interleaving of categories and blocking by category as beneficial for learning. Previous work suggests that this mixed evidence can be reconciled by taking into account within- and between-category similarity relations. In this article, we present a new moderating factor. Across two experiments, one group of participants studied categories actively (by studying the objects without correct category assignment and actively figuring out what the category was), either interleaved or blocked. Another group studied the same categories passively (objects and correct category assignment were simultaneously provided). Results from a subsequent generalization task show that whether interleaved or blocked study results in better learning depends on whether study is active or passive. One account of these results is that different presentation sequences and tasks promote different patterns of attention to stimulus components. Passive learning and blocking promote attending to commonalities within categories, while active learning and interleaving promote attending to differences between categories.

Effects of interleaved and blocked study on delayed test of category learning generalization.

Studying different concepts by frequently alternating between them (i.e., interleaving), improves discriminative contrast between different categories, while studying each concept in separate blocks emphasizes the similarities within each category. Interleaved study has been shown to improve learning of high similarity categories by increasing between-category comparison, while blocked study improves learning of low similarity categories by increasing within-category comparison. In addition, interleaved study presents greater temporal spacing between repetitions of each category compared to blocked study, which might present long-term memory benefits. In this study we asked if the benefits of temporal spacing would interact with the benefits of sequencing for making comparisons when testing was delayed, particularly for low similarity categories. Blocked study might be predicted to promote noticing similarities across members of the same category and result in short-term benefits. However, the increase in temporal delay between repetitions inherent to interleaved study might benefit both types of categories when tested after a longer retention interval. Participants studied categories either interleaved or blocked and were tested immediately and 24 h after study. We found an interaction between schedule of study and the type of category studied, which is consistent with the differential emphasis promoted by each sequential schedule. However, increasing the retention interval did not modulate this interaction or resulted in improved performance for interleaved study. Overall, this indicates that the benefit of interleaving is not primarily due to temporal spacing during study, but rather due to the cross-category comparisons that interleaving facilitates. We discuss the benefits of temporal spacing of repetitions in the context of sequential study and how it can be integrated with the attentional bias hypothesis proposed by Carvalho and Goldstone (2014a).

Putting category learning in order: Category structure and temporal arrangement affect the benefit of interleaved over blocked study.

Recent research in inductive category learning has demonstrated that interleaved study of category exemplars results in better performance than does studying each category in separate blocks. However, the questions of how the category structure influences this advantage and how simultaneous presentation interacts with the advantage are open issues. In this article, we present three experiments. The first experiment indicates that the advantage of interleaved over blocked study is modulated by the structure of the categories being studied. More specifically, interleaved study results in better generalization for categories with high within- and between-category similarity, whereas blocked presentation results in better generalization for categories with low within- and between-category similarity. In Experiment 2, we present evidence that when presented simultaneously, between-category comparisons (interleaved presentation) result in a performance advantage for high-similarity categories, but no differences were found for low-similarity categories. In Experiment 3, we directly compared simultaneous and successive presentation of low-similarity categories. We again found an overall benefit for blocked study with these categories. Overall, these results are consistent with the proposal that interleaving emphasizes differences between categories, whereas blocking emphasizes the discovery of commonalities among objects within the same category.

Modified coronally advanced flap associated with a subepithelial connective tissue graft for the treatment of adjacent multiple gingival recessions.

BACKGROUND: The clinical choice of the appropriate surgical technique aiming at root coverage relies, among other factors, on the number of adjacent gingival recessions. This study aimed to clinically evaluate the effectiveness and the predictability of root coverage at adjacent multiple gingival recessions using a modified coronally positioned flap associated with the subepithelial connective tissue graft. METHODS: Ten non-smoking, healthy subjects (five men and five women; mean age, 28.7 years) presenting 29 Class I or II adjacent multiple gingival recessions were enrolled. Each patient was treated using a modified coronally advanced flap associated with the subepithelial connective tissue graft. Probing depth (PD), clinical attachment level (CAL), recession depth (RD), and width of keratinized tissue (KT) were measured at baseline and 6 months later. The Student t test was used to compare treatment outcomes through time. RESULTS: The results revealed significant CAL gain (mean gain +/- SD, 1.97 +/- 0.94 mm; P <0.0001), RD decrease (2.03 +/- 0.78 mm; P <0.0001), and KT increase (1.31 +/- 1.23 mm, P <0.0001). The average root coverage was 96.7%, and complete root coverage was found at 93.1% of the defects. Nine of the 10 patients (90% of the patients) experienced complete root coverage. CONCLUSIONS: The modified coronally advanced flap associated with the subepithelial connective tissue graft was effective and predictable to produce root coverage at multiple adjacent gingival recessions associated with gain in the CAL and in the width of KT.