The effects of generating examples on comprehension and metacomprehension.

Teachers and students often report using examples to support learning. Research has shown benefits of viewing provided examples and generating examples during declarative concept learning; however, there is less work showing clear benefits when learners generate their own examples on comprehension measures while students are attempting to learn from expository science texts. The present study tested whether generating examples would be useful for improving comprehension and comprehension monitoring in the context of an undergraduate science course. In a pre-post design, students completed an initial reading activity, followed by taking practice tests on each topic. Some students were assigned to complete an additional example generation activity after taking the practice tests. Some students also evaluated the quality of generated examples and received explanatory feedback. While there was an overall improvement in comprehension for all students, those who generated examples without the opportunity to evaluate the quality had the smallest overall learning gains. Students who evaluated the quality of examples showed the greatest learning gains on application-based test questions. And, although overall overconfidence decreased, there were no differences between conditions. These results suggest that example generation may not always be as helpful for improving learning as many students and teachers assume. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Conceptual overlap among texts impedes comprehension monitoring.

For decades, research on metacomprehension has demonstrated that many learners struggle to accurately discriminate their comprehension of texts. However, while reviews of experimental studies on relative metacomprehension accuracy have found average intra-individual correlations between predictions and performance of around .27 for adult readers, in some contexts even lower near-zero accuracy levels have been reported. One possible explanation for those strikingly low levels of accuracy is the high conceptual overlap between topics of the texts. To test this hypothesis, in the present work participants were randomly assigned to read one of two text sets that differed in their degree of conceptual overlap. Participants judged their understanding and completed an inference test for each topic. Across two studies, mean relative accuracy was found to match typical baseline levels for the low-overlap text sets and was significantly lower for the high-overlap text sets. Results suggest text similarity is an important factor impacting comprehension monitoring accuracy that may have contributed to the variable and sometimes inconsistent results reported in the metacomprehension literature.

Inaugural Results of the Individualized Screening Trial of Innovative Glioblastoma Therapy: A Phase II Platform Trial for Newly Diagnosed Glioblastoma Using Bayesian Adaptive Randomization.

PURPOSE: The Individualized Screening Trial of Innovative Glioblastoma Therapy (INSIGhT) is a phase II platform trial that uses response adaptive randomization and genomic profiling to efficiently identify novel therapies for phase III testing. Three initial experimental arms (abemaciclib [a cyclin-dependent kinase [CDK]4/6 inhibitor], neratinib [an epidermal growth factor receptor [EGFR]/human epidermal growth factor receptor 2 inhibitor], and CC-115 [a deoxyribonucleic acid-dependent protein kinase/mammalian target of rapamycin inhibitor]) were simultaneously evaluated against a common control arm. We report the results for each arm and examine the feasibility and conduct of the adaptive platform design. PATIENTS AND METHODS: Patients with newly diagnosed O6-methylguanine-DNA methyltransferase-unmethylated glioblastoma were eligible if they had tumor genotyping to identify prespecified biomarker subpopulations of dominant glioblastoma signaling pathways (EGFR, phosphatidylinositol 3-kinase, and CDK). Initial random assignment was 1:1:1:1 between control (radiation therapy and temozolomide) and the experimental arms. Subsequent Bayesian adaptive randomization was incorporated on the basis of biomarker-specific progression-free survival (PFS) data. The primary end point was overall survival (OS), and one-sided P values are reported. The trial is registered with ClinicalTrials.gov (identifier: NCT02977780). RESULTS: Two hundred thirty-seven patients were treated (71 control; 73 abemaciclib; 81 neratinib; 12 CC-115) in years 2017-2021. Abemaciclib and neratinib were well tolerated, but CC-115 was associated with ≥ grade 3 treatment-related toxicity in 58% of patients. PFS was significantly longer with abemaciclib (hazard ratio [HR], 0.72; 95% CI, 0.49 to 1.06; one-sided P = .046) and neratinib (HR, 0.72; 95% CI, 0.50 to 1.02; one-sided P = .033) relative to the control arm but there was no PFS benefit with CC-115 (one-sided P = .523). None of the experimental therapies demonstrated a significant OS benefit (P > .05). CONCLUSION: The INSIGhT design enabled efficient simultaneous testing of three experimental agents using a shared control arm and adaptive randomization. Two investigational arms had superior PFS compared with the control arm, but none demonstrated an OS benefit. The INSIGhT design may promote improved and more efficient therapeutic discovery in glioblastoma. New arms have been added to the trial.

Mental counters as an online tool for assessing working memory capacity.

Working memory capacity (WMC) describes an individual's ability to focus their attention in the face of interference which allows them to actively maintain and manipulate information in immediate memory. Individual differences in WMC predict a wide range of psychological constructs. The development of online measures can enable data collection from broader, more diverse samples than those typically collected in person in laboratory settings. In addition, logistical challenges brought on by the COVID-19 pandemic have mandated the need for reliable and valid remote assessments of individual differences that are both culture-fair and less susceptible to cheating. This study reports details of a new online version of a Mental Counters task that takes only 10 min to collect and provides evidence for its reliability and convergent validity with other measures including Picture Span and Paper Folding.

Forgetting of competing solutions as a consequence of analogical problem-solving attempts.

ABSTRACTThree experiments used a paradigm based on Retrieval-Induced Forgetting research to test for the competition from non-useful sources of information in cross-domain analogical transfer. This was accomplished by presenting people with texts introducing multiple candidate solutions prior to attempting the Radiation problem, and later testing memory for the texts. In Experiment 1, viable and unviable candidate solutions that varied in surface and structural similarity were presented in their own story contexts. In Experiments 2 and 3, the viable and unviable solutions were embedded within the same story context. The results suggest that forgetting unviable solutions that share surface-level overlap with the target problem may be less important than suggested by prior work. Instead, greater evidence of forgetting was obtained when unviable solutions were embedded within the same context as viable solutions. These findings suggest that competition from superficially similar, unviable solutions may not be the main obstacle during analogical problem-solving attempts, but rather the main obstacle for transfer may be the selection of relevant solution concepts.

First-in-human study of the safety, tolerability, pharmacokinetics, and pharmacodynamics of ALPN-101, a dual CD28/ICOS antagonist, in healthy adult subjects.

ALPN-101 (ICOSL vIgD-Fc) is an Fc fusion protein of a human inducible T cell costimulatory ligand (ICOSL) variant immunoglobulin domain (vIgD) designed to inhibit the cluster of differentiation 28 (CD28) and inducible T cell costimulator (ICOS) pathways simultaneously. A first-in-human study evaluated the safety, tolerability, pharmacokinetics (PK), and pharmacodynamics (PD) of ALPN-101 in healthy adult subjects. ALPN-101 was generally well-tolerated with no evidence of cytokine release, clinically significant immunogenicity, or severe adverse events following single subcutaneous (SC) doses up to 3 mg/kg or single intravenous (IV) doses up to 10 mg/kg or up to 4 weekly IV doses of up to 1 mg/kg. ALPN-101 exhibited a dose-dependent increase in exposure with an estimated terminal half-life of 4.3-8.6 days and SC bioavailability of 60.6% at 3 mg/kg. Minimal to modest accumulation in exposure was observed with repeated IV dosing. ALPN-101 resulted in a dose-dependent increase in maximum target saturation and duration of high-level target saturation. Consistent with its mechanism of action, ALPN-101 inhibited cytokine production in whole blood stimulated by Staphylococcus aureus enterotoxin B ex vivo, as well as antibody responses to keyhole limpet hemocyanin immunization, reflecting immunomodulatory effects upon T cell and T-dependent B cell responses, respectively. In conclusion, ALPN-101 was well-tolerated in healthy subjects with dose-dependent PK and PD consistent with the known biology of the CD28 and ICOS costimulatory pathways. Further clinical development of ALPN-101 in inflammatory and/or autoimmune diseases is therefore warranted.

What causes the insight memory advantage?

Prior research indicates that solutions accompanied by an Aha! experience are remembered better than those missing this feeling of epiphany. The question for the present studies was whether this insight memory advantage for problem solutions is modulated by the affective component of insight (the strong feelings that typically accompany the Aha! experience), or by the cognitive component (the restructuring or representational change that occurs during insightful problem solving). In both studies, participants viewed a set of magic trick videos to generate solutions for how each trick was done, and memory for the generated solutions was tested after a week delay. They also indicated the extent to which they experienced an Aha! moment at solution along with other perceptions of their experience. In the second study, they additionally rated the relevance of five action verbs for each trick (including one that implied the correct solution) multiple times during solution as a measure of restructuring the problem representation. The explanation for the insight memory advantage that was best supported by the results is that it is the joint consequence of finding correct solutions, the subjective feeling that one has found a correct solution (certainty), and experiencing an emotional pleasurable reaction during the problem solving process that all contribute to better memory for the solution. However, it did not seem to rely on having reached the solution via a sudden restructuring process.

Need something different? Here's what's been done: Effects of examples and task instructions on creative idea generation.

Creative idea generation involves search and retrieval of memory. There is a default tendency to rely too heavily on familiar or easily accessible information during idea generation, especially in tasks such as the alternate uses task (AUT) that involve generating novel uses for common objects. Knowing which obvious ideas to avoid may be important in creating more original ideas. The present experiments tested whether instructions encouraging participants to avoid a set of common example ideas would enhance originality or cause fixation on the AUT. The results of Experiment 1 demonstrated that presenting a verbal list of common example uses along with a warning to avoid those uses enhanced originality. In contrast, when the example ideas were presented in the absence of any "avoid" instructions, there was no benefit on originality, indicating that mere example exposure did not stimulate more creative idea generation. The design of Experiment 2 was parallel to that of Experiment 1, but the verbal examples were replaced with visually depicted examples. Exposure to the visual examples led to reduced originality, suggesting fixation. Although the "avoid" instruction helped to mitigate this fixation, it did not enhance originality beyond the no-example condition. The results suggest that under some conditions presenting unoriginal examples along with an "avoid" warning can allow people to shift their focus away from easily retrieved ideas and toward more novel approaches. The results are also consistent with prior work showing a negative impact of visual presentation of examples on creativity.

Closing the gap: connecting sudden representational change to the subjective Aha! experience in insightful problem solving.

Two hallmarks of insightful problem solving are thought to be suddenness in the emergence of solution due to changes in problem representation, and the subjective Aha! experience. Although a number of studies have explored the Aha! experience, few studies have attempted to measure representational change. Following the lead of Durso et al. (Psychol Sci 5(2):94-97, 1994) and Cushen and Wiley (Conscious Cognit 21(3):1166-1175, 2012), in this study, participants made importance-to-solution ratings throughout their solution attempts as a way to assess representational change. Participants viewed a set of magic trick videos with the task of finding out how each trick worked, and rated six action verbs for each trick (including one that implied the correct solution) multiple times during solution. They were also asked to indicate the extent to which they experienced an Aha! moment. Patterns of ratings that showed a sudden change towards a correct solution led to stronger Aha! experiences than patterns that showed a more incremental change towards a correct solution, or a change towards incorrect solutions. The results show a connection between sudden changes in problem representations (leading to correct solutions) and the subjective appraisal of solutions as an Aha! experience. This offers the first empirical support for a close relationship between two theoretical constructs that have traditionally been assumed to be related to insightful problem solving.

The effects of comprehension-test expectancies on metacomprehension accuracy.

A set of four experiments assessed the effects of establishing a comprehension-test expectancy (in contrast to a memory-test expectancy) on relative metacomprehension accuracy. Typically readers show poor relative metacomprehension accuracy while learning from text (i.e., they are unable to discriminate topics they have understood well from topics they have understood poorly). In the first experiment, both readers who were given no test expectancy and those who were given a memory-test expectancy made judgments that were more predictive of performance on memory tests than inference tests. However, readers who were given a comprehension-test expectancy made judgments that were more predictive of inference-test performance. This effect was replicated and extended in two additional experiments that showed an effect of comprehension-test expectancy even when no example test items were provided, and when the expectancy was established only after reading. A fourth experiment showed that establishing a comprehension-test expectancy still had an effect on accuracy even when metacomprehension accuracy was already being improved via a self-explanation activity. The results show robust and reliable benefits to metacomprehension accuracy from a comprehension-test expectancy that serves as portable knowledge that learners can apply to monitoring future learning from text. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

When is literal meaning inhibited? Evidence from nonsense in the metaphor-induced lexical forgetting paradigm.

A common feature of metaphoric language processing is a conflict between literal and figurative aspects of meaning. A consequence of this is the need to select the most appropriate meaning among competing associates when we encounter such phrases. The goal of the present experiments was to adapt the "impossible" retrieval approach of previous retrieval-induced and problem-solving-induced forgetting (RIF; PSIF) studies to test for the use of inhibitory mechanisms during metaphor comprehension. To achieve this goal, a series of 3 studies assessed forgetting following the processing of nonsense metaphors that were unlikely to lead to viable interpretations within a short period of time (Jealousy is a barn). In the first 2 experiments, processing nonsense metaphors led to reduced recall for previously studied literal associates. In a 3rd study, processing nonsense metaphors led to longer recognition latencies for literal associates on a cue-independent task. In contrast, no evidence of forgetting was seen because of the processing of familiar metaphors in any study. Because participants are unlikely to reach a viable interpretation of these nonsense metaphors, and because results were similar using recall and cue-independent recognition measures, these results provide novel support for an inhibitory account for this forgetting effect over a blocking or cue-based interference account. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Both attentional control and the ability to make remote associations aid spontaneous analogical transfer.

Given the widespread belief that analogical processing is an important mechanism for creative problem solving, despite the rarity of spontaneous transfer in laboratory studies, a critical direction for future research is to address which abilities may allow for the spontaneous analogizing between distant (superficially dissimilar) sources and targets. This study explores the role of individual differences in attentional control and the ability to make remote associations and their possible combined effects on spontaneous analogical transfer. Participants attempted to solve Duncker's radiation problem after having been exposed to a distant source as part of an earlier task. Results indicated that both measures of attentional control and the ability to make remote associations uniquely predicted spontaneous transfer between a superficially dissimilar source and target. Further, a critical role was seen for the quality of the representation of the source analog on the likelihood of transfer. The present results affirm that the likelihood of spontaneous transfer depends critically on the quality of the representation for the source, but also suggest that individual differences in the ability to make remote associations may be more conducive to constructing a broader representation of that source than individual differences in attentional control.

How restudy decisions affect overall comprehension for seventh-grade students.

BACKGROUND: Self-regulated learning requires accurate monitoring and effective regulation of study. Little is known about how effectively younger readers regulate their study. AIMS: We examined how decisions about which text to restudy affect overall comprehension for seventh-grade students. In addition to a Participant's Choice condition where students were allowed to pick texts for restudy on their own, we compared learning gains in two other conditions in which texts were selected for them. The Test-Based Restudy condition determined text selection using initial test performance - presenting the text with the lowest initial test performance for restudy, thereby circumventing potential problems associated with inaccurate monitoring and ineffective regulation. The Judgement-Based Restudy condition determined text selection using metacognitive judgements of comprehension - presenting the text with the lowest judgement of comprehension, thereby circumventing potential problems associated with ineffective regulation. SAMPLE: Four hundred and eighty seventh-grade students participated. METHOD: Students were randomly assigned to conditions in an experimental design. RESULTS AND CONCLUSIONS: Gains in comprehension following restudy were larger for the Test-Based Restudy condition than for the Judgement-Based Restudy condition or the Participant's Choice condition. No differences in comprehension were seen between the Judgement-Based Restudy and Participant's Choice conditions. These results suggest seventh graders can systematically use their monitoring to make decisions about what to restudy. However, the results highlight how inaccurate monitoring is one reason why younger students fail to benefit from self-regulated study opportunities.

Improving metacomprehension accuracy in an undergraduate course context.

Students tend to have poor metacomprehension when learning from text, meaning they are not able to distinguish between what they have understood well and what they have not. Although there are a good number of studies that have explored comprehension monitoring accuracy in laboratory experiments, fewer studies have explored this in authentic course contexts. This study investigated the effect of an instructional condition that encouraged comprehension-test-expectancy and self-explanation during study on metacomprehension accuracy in the context of an undergraduate course in research methods. Results indicated that when students received this instructional condition, relative metacomprehension accuracy was better than in a comparison condition. In addition, differences were also seen in absolute metacomprehension accuracy measures, strategic study behaviors, and learning outcomes. The results of the current study demonstrate that a condition that has improved relative metacomprehension accuracy in laboratory contexts may have value in real classroom contexts as well. (PsycINFO Database Record

Baseball fans don't like lumpy batters: Influence of domain knowledge on the access of subordinate meanings.

Two experiments investigated the effects of domain knowledge on the resolution of ambiguous words with dominant meanings related to baseball. When placed in a sentence context that strongly biased toward the non-baseball meaning (positive evidence), or excluded the baseball meaning (negative evidence), baseball experts had more difficulty than non-experts resolving the ambiguity. Sentence contexts containing positive evidence supported earlier resolution than did the negative evidence condition for both experts and non-experts. These experiments extend prior findings, and can be seen as support for the reordered access model of lexical access, where both prior knowledge and discourse context influence the availability of word meanings.

Forgetting the literal: The role of inhibition in metaphor comprehension.

In order for a person to comprehend metaphoric expressions, do metaphor-irrelevant aspects of literal information need to be inhibited? Previous research using sentence-verification paradigms has found that literal associates take longer to process after reading metaphorical sentences; however, it is problematic to infer inhibition from this research. Moreover, previous work has not distinguished between familiar and novel metaphor processing. To test more directly for when inhibition may be required during metaphor processing, we performed 3 experiments using a metaphor-induced lexical forgetting paradigm. Participants initially learned word pairs where the cues were potential metaphoric vehicles and the targets were literal associates (e.g., SHARK­swim). Then, participants read half the vehicles as part of metaphorical sentences, which they interpreted (The lawyer for the defense is a shark). Subsequent forgetting of the literal associates was greater when vehicles had appeared in metaphorical sentences (Experiment 1) and was observed for both familiar and novel metaphors when participants were instructed to interpret the metaphors (Experiment 2) but was observed for only novel metaphors when participants were instructed to simply read the metaphors (Experiment 3). These results suggest that forgetting occurs as a result of inhibitory mechanisms that are engaged to alter activation of irrelevant literal information during metaphor processing, and that these mechanisms are most relevant for the processing demands associated with novel metaphors.

What about False Insights? Deconstructing the Aha! Experience along Its Multiple Dimensions for Correct and Incorrect Solutions Separately.

The subjective Aha! experience that problem solvers often report when they find a solution has been taken as a marker for insight. If Aha! is closely linked to insightful solution processes, then theoretically, an Aha! should only be experienced when the correct solution is found. However, little work has explored whether the Aha! experience can also accompany incorrect solutions ("false insights"). Similarly, although the Aha! experience is not a unitary construct, little work has explored the different dimensions that have been proposed as its constituents. To address these gaps in the literature, 70 participants were presented with a set of difficult problems (37 magic tricks), and rated each of their solutions for Aha! as well as with regard to Suddenness in the emergence of the solution, Certainty of being correct, Surprise, Pleasure, Relief, and Drive. Solution times were also used as predictors for the Aha! EXPERIENCE: This study reports three main findings: First, false insights exist. Second, the Aha! experience is multidimensional and consists of the key components Pleasure, Suddenness and Certainty. Third, although Aha! experiences for correct and incorrect solutions share these three common dimensions, they are also experienced differently with regard to magnitude and quality, with correct solutions emerging faster, leading to stronger Aha! experiences, and higher ratings of Pleasure, Suddenness, and Certainty. Solution correctness proffered a slightly different emotional coloring to the Aha! experience, with the additional perception of Relief for correct solutions, and Surprise for incorrect ones. These results cast some doubt on the assumption that the occurrence of an Aha! experience can serve as a definitive signal that a true insight has taken place. On the other hand, the quantitative and qualitative differences in the experience of correct and incorrect solutions demonstrate that the Aha! experience is not a mere epiphenomenon. Strong Aha! experiences are clearly, but not exclusively linked to correct solutions.

Leveling the playing field: Grounding learning with embedded simulations in geoscience.

Although desktop simulations can be useful in representing scientific phenomena during inquiry activities, they do not allow students to embody or contextualize the spatial aspects of those phenomena. One learning technology that does attempt to combine embodiment and grounded experience to support learning in science is Embedded Phenomena. The objective of this research was to investigate the effectiveness of a classroom-based Embedded Phenomena activity for learning in geoscience, and to investigate whether individual differences in spatial skills had an impact on the effectiveness. The simulated scientific phenomenon was earthquakes, and 44 fifth grade (10-year old) students learned from a unit containing both content instruction and simulations. In the embedded condition, 15 earthquake events were simulated within the classroom space and students enacted the computation of epicenters with strings and their bodies. Students in the non-embedded condition received the same content instruction and did the same activities, but the epicenter computations were done with maps instead of with students' bodies. Students in the embedded condition showed greater learning gains overall. Further, the Embedded Phenomena activity attenuated the effect of individual differences in spatial skills on learning in science such that low spatial individuals performed as well as high spatial individuals in the embedded condition.

Anomalous Evidence, Confidence Change, and Theory Change.

A novel experimental paradigm that measured theory change and confidence in participants' theories was used in three experiments to test the effects of anomalous evidence. Experiment 1 varied the amount of anomalous evidence to see if "dose size" made incremental changes in confidence toward theory change. Experiment 2 varied whether anomalous evidence was convergent (of multiple types) or replicating (similar finding repeated). Experiment 3 varied whether participants were provided with an alternative theory that explained the anomalous evidence. All experiments showed that participants' confidence changes were commensurate with the amount of anomalous evidence presented, and that larger decreases in confidence predicted theory changes. Convergent evidence and the presentation of an alternative theory led to larger confidence change. Convergent evidence also caused more theory changes. Even when people do not change theories, factors pertinent to the evidence and alternative theories decrease their confidence in their current theory and move them incrementally closer to theory change.

Learning about the internal structure of categories through classification and feature inference.

Previous research on category learning has found that classification tasks produce representations that are skewed toward diagnostic feature dimensions, whereas feature inference tasks lead to richer representations of within-category structure. Yet, prior studies often measure category knowledge through tasks that involve identifying only the typical features of a category. This neglects an important aspect of a category's internal structure: how typical and atypical features are distributed within a category. The present experiments tested the hypothesis that inference learning results in richer knowledge of internal category structure than classification learning. We introduced several new measures to probe learners' representations of within-category structure. Experiment 1 found that participants in the inference condition learned and used a wider range of feature dimensions than classification learners. Classification learners, however, were more sensitive to the presence of atypical features within categories. Experiment 2 provided converging evidence that classification learners were more likely to incorporate atypical features into their representations. Inference learners were less likely to encode atypical category features, even in a "partial inference" condition that focused learners' attention on the feature dimensions relevant to classification. Overall, these results are contrary to the hypothesis that inference learning produces superior knowledge of within-category structure. Although inference learning promoted representations that included a broad range of category-typical features, classification learning promoted greater sensitivity to the distribution of typical and atypical features within categories.