96 research outputs found
Dataset for: Is Automation of Statistical Reasoning a Suitable Mindware In a Base-Rate Neglect Task
No full textUntil recently, studies within the dual-process approach were mainly focused on group differences in processing, and individual differences were neglected. However, individual differences have proven to be a significant factor in conflict detection efficiency and overall success in base-rate neglect and similar tasks, which should be taken into consideration within the framework of the Hybrid Model of Dual Processing. New tendencies in the development of this model have focused attention on the degree of mindware instantiation as a predictor of base-rate neglect task efficiency. The aim of this study was to examine the relationship between mindware and base-rate neglect task efficiency, and to test the difference of base-rate response frequency and conflict detection efficiency depending on the degree of mindware instantiation. All participants solved base-rate neglect tasks, made judgments of confidence in their responses and solved the Statistical Reasoning Test, Cognitive Reflection Test and Numeracy Scale. We used the Statistical Reasoning Test as a measure of mindware instantiation. The degree of mindware instantiation was found to be the only significant predictor of base-rate neglect task efficiency and it was shown that participants with a higher degree of mindware instantiation generally made more base-rate responses. No differences were found in conflict detection efficiency, depending on the degree of mindware instantiation. These findings support the hypothesis that the power of logical intuition depends on the individual's degree of mindware instantiation. Therefore, the results of this research indicate the importance of further research into the role of statistical reasoning in base-rate neglect task efficiency.Dataset for: Rapan, K. & Valerjev, P. (2021). Is Automation of Statistical Reasoning a Suitable Mindware in a Base-Rate Neglect Task? Psihologijske teme, 30(3), 447–466. https://doi.org/10.31820/pt.30.3.3unknow
Deduction and Conditionals: A Mental Chronometry Experiment
No full textDominantna teorija u istraživanjima ljudskoga deduktivnog mišljenja je teorija mentalnih modela (Johnson-Laird i Byrne, 1991). Pored nje postoje još dvije klase teorija koje nastoje objasniti ljudsku dedukciju: teorije formalnih pravila i teorije pravila specifičnog sadržaja. Ovo je istraživanje je pošlo od nekih osnovnih postavki teorije mentalnih modela, prvenstveno onih po kojima je, načelno, izvođenje zaključaka onoliko teško kolikim je brojem modela opterećen kognitivni sustav. Nastojala se odrediti funkcija efikasnosti rješavanja u odnosu na zadatke s različitim brojem mentalnih modela. Pored toga cilj je bio i provjera opravdanosti upotrebe vremena odgovora kao zavisne varijable pored uobičajenih proporcija ispravnih odgovora.
Provedeno je istraživanje u kojem su korišteni kondicionalni zadaci s brojem potrebnih modela koji je varirao od 1 do 5. Ti su zadaci uključivali sve vrste kondicionalnih zaključaka (Modus ponens, Modus tollens), pa i one nevaljane kod klasičnih kondicionala (negacija antecendesa, afirmacija konsekvensa), različite tipove kondicionala (obični kondicional i bikondicional) te različitih sadržaja (konkretni i apstraktni). Zadatak ispitanika bio je što točnije i brže izvesti zaključak iz zadanih premisa, a pritom se mjerila točnost i vrijeme odgovora.
Rezultati višestruko potvrđuju postavke teorije mentalnih modela. Kao prvo, usporedba jednostavnih Modus ponens i Modus tollens zaključaka pokazuje očekivano padanje uspješnosti za Modus tollens za obje zavisne varijable. Drugo, potvrđena i jaka pristranost rješavača da doživljavaju klasični kondicional kao bikondicional. Nadalje, rješavači su uspješniji u rješavanju zadataka s konkretnim materijalom od onih s apstraktnim. Isto tako, potvrđen je i zanimljiv efekt usmjerenosti kondicionala koji utječe na slabiju uspješnost ukoliko zaključivanje treba poći u smjeru obrnutom od temeljne kondicionalne tvrdnje. Konačno, opadanje uspješnosti izvođenja zaključaka u funkciji potrebnih mentalnih modela pokazuje značajan, gotovo linearan odnos za obje zavisne varijable – proporcije točnih odgovora i vremena odgovora uvelike ovise o broju potrebnih mentalnih modela za izvršenje zadatka. Svi dobiveni rezultati su visoko konzistentni s implikacijama teorije mentalnih modela.Mental model theory (Johnson-Laird & Byrne, 1991) is a dominant theory in human deductive reasoning studies. There are two other classes of theories that deal with human deduction: formal rules theories and content-specific rules theories. This paper begins with a few basic assumptions of the mental model theory, especially those according to which difficulty of inference is proportional to the number of mental models introduced to cognitive system. The aim was to find the function which would describe the inference effectiveness related to different number of mental models. Another aim was to check the justifiableness of response time use as dependent variable in this type of research, besides the usual use of valid answers proportion.
Conditional tasks were used in the experiment. According to the theory, number of mental models needed for task solving varied from 1 to 5. All kinds of conditional inference (Modus ponens, Modus tollens) were included in tasks, even those valid in biconditional use but not in classical conditional use (negation of consequent, affirmation of antecedent). Furthermore, different conditionals types (classic conditional and biconditional) and different content conditionals (concrete and abstract) were used. Participants' task was to derive valid conclusion from premises as quickly as possible. Answer validity and response time were measured.
Results confirmed some of the mental model theory assumptions. First, simple Modus ponens and Modus tollens comparison showed expected decrease in effectiveness for Modus tollens in both dependent variables. Then, strong participants' bias to perceive conditional as biconditional was observed. Furthermore, participants were more successful in solving concrete content tasks than abstract ones. Also, the effect of conditional directive ness was confirmed. This effect lowered performance when the inference direction was opposite to basic conditional premise. Finally, the main finding of this paper was the function that described decrease of inference effectiveness related to number of needed mental models. This function was almost linear for both dependent variables – proportion of valid answers and response time – and it heavily depended on number of mental models needed for completion of task. All obtained results were highly consistent with mental model theory implications
The impact of expertise on working memory in chess tasks
No full textKroz povijest i razvoj psihologije kao znanosti pamćenje i procesi koji utječu na pamćenje često su bili u fokusu istraživanja. U novije vrijeme počelo se razmatrati na koje načine različiti vanjski procesi ili vještine mogu utjecati na pamćenje te kako određene vještine djeluju na procese pamćenja. Šah se smatra kognitivnom igrom u kojoj se uz pomoć različitih kognitivnih sposobnosti dolazi do bolje i kvalitetnije igre. Između ostaloga, istraživanja su pokazala da šahisti imaju neke kognitivne sposobnosti izraženije i bolje razvijene od nešahista, a što je demonstrirano prilikom rješavanja sličnih kognitivnih zadataka. Novija istraživanja pokazala su da je bolje rezultate prilikom ispitivanja nekih sposobnosti, primjerice kratkotrajnog pamćenja, moguće objasniti utjecajem ekspertize unutar područja rješavanja nekog zadatka. Ekspertiza unutar nekog područja odnosi se na ekstenzivno znanje i iskustvo koje pojedinac ima vezano uz djelovanje i teoretiziranje unutar tog istog područja. Cilj ovog istraživanja je ispitati kako ekspertiza u šahu utječe na radno pamćenje šahista u usporedbi s nešahistima. U ispitivanju je sudjelovalo 36 ispitanika – 18 šahista iznimno visokog nivoa i 18 „nešahista“ u dobi od 18 do 45 godina koji su rješavali zadatke dosjećanja šahovske pozicije i zadatak dosjećanja brojeva, pri čemu se mjerio broj njihovih pogrešaka pri dosjećanju. Dobiveni rezultati ukazuju da nije bilo razlika među šahistima i nešahistima prilikom rješavanja nešahovskog zadatka, kao ni razlika s obzirom na vrstu zadatka dosjećanja kod grupe nešahista. Međutim, šahisti su pokazali značajne razlike u rješavanju zadataka dosjećanja šahovske pozicije naspram dosjećanja brojeva, pri čemu su se bolje dosjećali šahovskih pozicija. Također, dobivena je značajna razlika između šahista i nešahista prilikom rješavanja šahovskog zadatka, pri čemu su šahisti radili manje pogrešaka od nešahista.Throughout the history and development of psychology as a science, memory and the processes that influence memory processes have often been the focus of research. More recently, it has begun to consider the ways in which different external processes or skills can affect memory as such, and how certain skills affect memory processes. Chess is considered a cognitive game in which different cognitive abilities are used to achieve a better and better game. Among other things, research has shown that chess players have some cognitive abilities that are more pronounced and better developed than non-chess players, demonstrated when solving similar cognitive tasks. Recent research has shown that one of the possible explanations for better results when testing some abilities, for example shortterm memory, can be explained by the influence of expertise within the area of solving a certain task. Expertise within a field refers to extensive knowledge and experience that an individual has related to action and theorizing within that same field. The goal of this research was to determine the influence of expertise on working memory, manipulating the type of recall task in accordance with the expertise of the participants, in the case of this research - chess players and non-chess players. There were 36 subjects between the ages of 18 and 45 that took part in the test, solving the tasks of remembering chess positions and the task of remembering numbers, in which the number of their errors in remembering was measured. The obtained results indicate that there were no differences between chess players and non-chess players when solving the non-chess task, as well as no differences regarding the type of recall task in the group of non-chess players, while chess players showed significant differences in solving the tasks of recalling chess positions versus recalling numbers, where they performed better guessed chess positions. Also, a significant difference was obtained between chess players and non-players when solving the chess task, whereby chess players made fewer mistakes than non-players
Conditional reasoning and success of deduction
No full textLjudsko zaključivanje s kondicionalnim zaključcima tipa Ako antecedens, onda konsekvens jedan su od glavnih problema u psihologiji deduktivnog zaključivanja, jer rješavači pokazuju brojne pristranosti izvođenju zaključaka. To je ujedno i jedan od razloga za postojanje više teorija koje objašnjavaju fenomene zaključivanja s kondicionalima. Dominantna teorija je teorija mentalnih modela, koja tumači razlike u uspješnosti izvođenja modus ponens (MP) i modus tolens (MT) zaključaka brojem mentalnih modela koje je potrebno konstruirati. Prema toj teoriji MP su jednomodelni zaključci i stoga lakši i brži od MT zaključaka, koji su tromodelni (ili barem dvomodelni). Međutim, pokazalo se da, osim broja mentalnih modela, na uspješnost zaključaka utječe i usmjerenost kondicionala. Manipulacijom MP i MT zaključcima, kao i negacijom antecedensa (NA) i afirmacijom konsekvensa (AK), Valerjev (2006) je pokazao kako smjer zaključivanja (od antecendensa prema konsekvensu, ili obrnuto) utječe na vrijeme odgovora. U ovom istraživanju ispitivao se utjecaj drugih usmjerenosti koje kondicionali mogu sadržavati: sintaktičke usmjerenosti koja ovisi kojim redom su antecedens i konsekvens postavljeni u kondicionalnoj rečenici, kao i semantičke usmjerenosti koja koristi termine “lijevo” i “desno” koji se pojavljuju uz antecedens ili konsekvens i to na lijevoj ili desnoj strani kondicionala. Proveden je trofaktorski (2 × 2 × 2) eksperiment na skupini studenata psihologije u kojem se manipuliralo vrstom zaključka, sintaktičkom te semantičkom usmjerenošću. Kao mjere
uspješnosti mjereni su točnost odgovora i vrijeme odgovora. Efekt tipa zaključka je očekivano pokazao znatnu prednost MP pred MT zaključcima u obje mjere efikasnosti.Sintaktička usmjerenost pokazala je značajan efekt na MP kao i na MT zaključcima. U
MP situacijama standardni kondicionali su verificirani brže, dok je u MT situacijama vrijedio obrnuti slučaj – obrnuti kondicionali su verificirani brže. Čini se da način na koji je kondicional reprezentiran utječe različito na procese rasuđivanja, ovisno o tome je li riječ o MP ili MT zaključku.Human reasoning dealing with conditionals in a form of If P, then Q (where P is the antecedent and Q is the consequent) is one of the most prominent problems in the psychology of deductive reasoning. The reason for this lies in the numerous biases that reasoners apply during the process of inference. This resulted in several theories that
aim to explain conditional reasoning. However, the mental model theory turned out to be the most dominant. This theory claims that differences in efficiency between modus ponens (MP) and modus tollens (MT) inferences are caused by varying numbers of mental models that need to be constructed. Modus ponens inference needs only one model, while modus tollens needs three models (or at least two). Hence, MP is the easier and quicker type of inference. However, there is another factor which can affect the efficiency of the conditionals – the directionality of conditional. Valerjev (2006)
used MP and MT inferences as well as negation of antecedent (NA) and affirmation of consequent (AC) and found that the direction of conditional (from antecedent to consequent or vice versa) affected the response time. In this study the effect of two types of irectionality concerning conditionals were investigated. The two types of directionality are syntactic directionality – that depend on the order in which antecedent and consequent are arranged in a conditional sentence – and semantic directionality that depends on usage of words “left” and “right” in the left or the right part of the conditional
sentence. Three-factor experiment (2 × 2 × 2) was conducted. Participants in the experiment were psychology students. The efficiency parameters were response time and correctness of the response. The type of conclusion effect showed significant advantage
of MP conclusion compared to MT conclusion on both efficiency parameters, as expected. Syntactic directionality showed effects on both MP and MT conclusions. In MP situations standard conditionals were verified faster, while in MT situations reversed pattern was obtained – the reversed conditionals were verified faster. It seems
that the way the conditional is represented affects the reasoning process differently for MP and MT conclusions, respectively
Metacognitive assessments of task difficulty of Luchins' water jar problems
No full textMišljenje se prema dvoprocesnoj teoriji sastoji od kontroliranog i automatskog procesa
obrade informacija. Luchinsov zadatak s posudama može se objasniti tom teorijom
pomoću procesa mehanizacije, tj. prijelaza s namjernih na djelomično nesvjesne mentalne
aktivnosti. Einstellung efekt pojava je kod rješavanja problema da ponovljeno rješavanje
zadataka istim načinom može onemogućiti rješavanje novim načinom rješavanja. Cilj
istraživanja bio je ispitati efekte broja usmjeravajućih zadataka (0, 4 i 10) na procjene
težine, vrijeme i način rješavanja zadataka s posudama. U istraživanju je sudjelovalo 29
žena i 31 muškarac (N=60). Ispitanicima se pomoću računalnog programa mjerilo vrijeme
rješavanja zadataka nakon čega su procjenjivali težinu svakog zadatka, a način rješavanja
zadataka kodiran je nakon svih prikupljenih rezultata. Vrijeme rješavanja i procjene težine
zadataka nisu se razlikovali s obzirom na broj usmjeravajućih zadataka. U kontrolnoj
skupini bilo je manje ispitanika s težim i više s lakšim načinom rješavanja zadataka, dok je
iz skupine s deset usmjeravajućih zadataka bilo više ispitanika s težim i manje s lakšim
načinom rješavanja zadataka. U prvom kritičnom zadatku nije postojala razlika u vremenu
rješavanja s obzirom na način rješavanja zadatka, ali u drugom su ispitanici s lakšim bili
brži od ispitanika s težim načinom rješavanja zadataka. Procjene težine zadataka nisu se
razlikovale s obzirom na način rješavanja zadataka, ali bile su više za sporije, a niže za
brže rješavanje zadataka. Vrijeme rješavanja zadataka skratilo se između prvog i svih
zadataka osim drugog, trećeg i devetog, drugog i svih zadataka osim trećeg, sedmog i
devetog te trećeg i osmog zadatka, a između osmog i devetog zadatka vrijeme rješavanja se
produljilo. Procjene težine zadataka smanjile su se između prvog i svih zadataka osim
drugog i sedmog, drugog i svih zadataka, trećeg i osmog te petog i osmog zadatka.According to dual-process theory, thinking is composed of controlled and automatic
information process. Luchins' water jar task is an example, for it can elicit the process of
mechanization, or transformation from deliberate to partially unconscious mental activities.
Einstellung effect is a problem solving phenomenon which blocks participants' perception
of new method of task solving after repeated solving of tasks by the same method. The
goal of research was to examine the effects of number of priming tasks (0, 4 and 10) on the
assessments of difficulty, solving time and method of solving of jar tasks. 29 women and
31 men (N=60) participated in the research. Time of task solving was measured by
computer program. Participants assessed task difficulty after every task. After all the
results were collected, method of task solving was coded. Solving time and the
assessments of task difficulty did not differ in relation to number of priming tasks. There
were fewer participants with harder, and more with easier method of task solving in control
group, while there were more participants with harder and fewer with easier method of task
solving in group with ten priming tasks. There was no difference in solving time in relation
to method of task solving in the first critical task, but participants with easier method were
faster than those with harder method of task solving in the second task. The assessments of
task difficulty did not differ in relation to method of task solving, but were higher for
slower, and lower for faster task solving. Time of task solving shortened between first and
all tasks, except second, third and ninth, second and all tasks, except third, seventh and
ninth, and third and eighth task, while it prolonged between eighth and ninth task.
Assessments of task difficulty lowered between first and all tasks, except second and
seventh, second and all tasks, third and eighth, and fifth and eighth task
The test of numerical giftedness
No full textDarovita djeca se smatraju skupinom djece s posebnim odgojno-obrazovnim potrebama te je rana identifikacija ključna za pružanje adekvatne podrške njihovim potencijalima. U skladu s Renzullijevim (1978) modelom, u ovom istraživanju na darovitost gledamo kroz prizmu sposobnosti, kreativnosti i predanosti zadatku. Darovitost često ovisi o domeni, stoga je u ovom istraživanju odlučeno da će fokus biti na matematičkoj (numeričkoj) darovitosti, tj. darovitosti u baratanju brojevima. U ovoj i srodnim domenama dječaci često imaju prednost nad djevojčicama u procesu selekcije te je rasprava o prirodi te prednosti još uvijek otvorena. Cilj istraživanja je konstrukcija kratkog testa matematičke darovitosti, provjera njegovih psihometrijskih karakteristika i testiranje razlika s obzirom na spol. Na reprezentativnom uzorku djece četvrtih razreda osnovne škole (N=2689) proveden je Test numeričke darovitosti (TND) koji se dijeli na tri dijela: (1) Test numeričkih sposobnosti (TNS) koji se sastoji od dovršavanja brojevnih nizova, (2) Test numeričke kreativnosti (TNK) koji se sastoji od zadatka divergentnog mišljenja u domeni brojeva te (3) zadatka koji je služio kao gruba mjera predanosti zadatku (matematička motivacija). Prikupljene su i subjektivne procjene darovitosti u matematici za svakog učenika od strane učitelja razredne nastave, roditelja, kao i njihove samoprocjene. Utvrđeno je da TNS ima solidne psihometrijske karakteristike (konstruktna i kriterijska valjanost, pouzdanost, osjetljivost). Indikatori iz kojih se računao rezultat na TNK su fluentnost, fleksibilnost, originalnost, konvencionalnost i izlazak iz okvira. Zadatak matematičke motivacije je isključen iz TND-a jer je bio prelagan i 77% ispitanika ga je u potpunosti riješilo. Sposobnost, kreativnost i motivacija su bili međusobno pozitivno povezani te pozitivno povezani sa subjektivnim procjenama darovitosti. Dječaci su postigli bolji rezultat na TNS-u, a djevojčice bolji rezultat na TNK-u. Raspravljene su implikacije istraživanja, preporuke za korištenje TND-a u svrhu selekcije u programe za darovitu djecu i preporuke za buduća istraživanja.Gifted children are categorized as children with special educational needs, and early identification is necessary to provide adequate support for the development of their potential. In line with Renzulli's (1978) model, this study looks at giftedness through the prism of ability, creativity, and task dedication. Since giftedness tends to be domain-specific, this study will focus on mathematical (numerical) giftedness, i.e. giftedness in handling numbers. In this and similar domains, boys tend to be recognized as gifted more often than girls and the nature of that gap is still a matter of debate. The goal of this study is to construct a short form test of mathematical giftedness, test its psychometric properties and test for sex differences. The Test of numerical giftedness (TNG) was conducted on a representative sample of fourth year elementary school students (N=2689) and it was divided in three parts: (1) Test of numerical ability (TNA), consisting of number series tasks, (2) Test of numerical creativity (TNC), consisting of a divergent thinking task in the domain of numbers, and finally (3) a task designed as a rough measure of task dedication (math motivation). Subjective assessments of mathematical giftedness were collected for each student from their teacher, parent, and their own selfassessment. TNA demonstrated solid psychometric properties (construct and criterion validity, reliability, sensitivity). Indicators calculated from the TNC were fluency, flexibility, originality, conventionality and out-of-box thinking. Math motivation task was excluded from the TNG due to low difficulty that led to 77% completion rate. Ability, creativity and motivation correlated positively with each other as well as positively correlating with subjective assessments of giftedness. Boys had higher TNA scores, and girls had higher TNC scores. We discuss the implications of the findings, give guidelines on how to use TNG for selection to gifted children programs and recommend steps for future research
Effect of group work on success in creative thinking task
No full textKreativnost je najčešće definirana kao sposobnost stvaranja nečeg novog, originalnog i neočekivanog, a ujedno i korisnog. Svi ljudi su kreativni, no o njenom razvoju, vježbi i drugim čimbenicima ovisi koliko će se taj potencijal razviti. Različitost osoba u grupi i različitost njihovih ideja može voditi do osmišljavanja većeg broja ideja u grupnom kreativnom radu, no ponekad grupni kreativni potencijal ostaje neiskorišten zbog „švercanja“ pojedinaca unutar grupe. Cilj ovog istraživanja bio je ispitati učinak u zadatku kreativnog mišljenja ovisno o tome rješavaju li sudionici test u paru ili individualno. U istraživanju je sudjelovalo trideset parova sudionika i trideset individualnih sudionika koji su pristupali zadatcima kreativnog mišljenja za računalom pod kontroliranim uvjetima. Eksperiment je konstruiran u PsychoPy-u te se sastojao od deset fotografija preuzetih iz istraživanja Ristić i Milošević (2017) za koje su sudionici trebali osmisliti kreativni naslov te potom procijeniti koliko svoj odgovor smatraju kreativnim. Nije pronađena značajna razlika u kreativnosti odgovora između odgovora parova sudionika i individualnih odgovora niti u jednoj od dvije korištene mjere kreativnosti (koeficijent izuzetnosti, ocjene sudaca). Utvrđena je značajna razlika u vremenu potrebnom za osmišljavanje i pisanje odgovora između skupina, generalno je bilo potrebno dulje vrijeme za skupinu koja je zadatke rješavala u paru. Nadalje, utvrđena je značajna razlika u samoprocjeni vlastitih kreativnih odgovora između skupina, generalno su sudionici u parovima donosili više procjene za napisane odgovore u odnosu na procjene individualnih sudionika. Rezultati ovog istraživanja u skladu su s dosadašnjom literaturom. Iako prva hipoteza nije prihvaćena, postoje moguća objašnjenja te je raznolikost rezultata po pitanju kreativnosti prisutna i u dosadašnjim istraživanjima.Creativity is mostly defined as the ability to create something new, original, and unexpected, although useful. All people are born creative, but the development of creativity depends on exercising it, including other factors. Diversity of group members and diversity of their ideas could lead to generating more ideas during creative work in a group, however a group’s creative potential can remain unused due to the effect of freeriding among the group members. Aim of this study was to measure success in a creative-thinking task, depending on whether the participants are solving the task independently or in pairs. The study had thirty pairs and thirty individuals participating in the creative-thinking task, using the computer in a controlled environment. Experiment was constructed in PsychoPy and consisted of ten pictures taken from the study by Ristić and Milošević (2017). Participants needed to write a creative title for the pictures in question and then evaluate the creativity of a given answer. There was no statistically significant difference in creativity between individual and paired responses, in neither of the two used creativity measurements (coefficient of exceptionality, assessment of the judges). Statistically significant differences were found in the time it took to come up with the titles between the individuals and the pairs. Generally, the pairs needed more time than the individuals. Also, there was a statistically significant difference in self-evaluation of creativity, where the evaluations given by the pairs were generally higher than the evaluations provided by the individual participants. Results of this study are consistent with previous studies. Although the first hypothesis is not confirmed, there are possible explanations of the effect, and a range of results from creative research can be seen in literature as well
Effects of perceptual load on success of fifth grade primary school pupils in the visual search task
No full textMehanizmi koje Lavie (1995) zahvaća svojom teorijom perceptivnog opterećenja stoje u
pozadini (ne)distraktibilnosti za vrijeme fokusiranja na određeni zadatak. Naime, autorica
pretpostavlja da distraktori neće doseći svijest u situaciji kada je osoba usmjerena na zadatak
visokog perceptivnog opterećenja, dok će s druge strane, osoba biti svjesna distraktora
ukoliko je usmjerena na zadatak manjeg perceptivnog opterećenja (Lavie, Beck i
Konstantinou, 2014). Cilj provedenog istraživanja bio je provjeriti efekte vanjskog
irelevantnog distraktora na uspješnost učenika petih razreda osnovne škole u zadatku vidnog
pretraživanja. Kako bi se to ispitalo provedena su dva eksperimenta unutar kojih su ispitanici
rješavali zadatak vidnog pretraživanja. Oba postupka su bila skoro identična osim razlike u
veličini i poziciji vanjskog irelevantnog distraktora u spomenutom zadatku. Uz zadatak
vidnog pretraživanja učenici su ispunjavali upitnik hiperaktivnosti-impulzivnosti-pažnje
(HIP). Forster, Robertson, Jennings, Asherson i Lavie (2015) su povećanjem perceptivnog
opterećenja ciljnog zadatka uspjeli eliminirati distraktibilnost kod odraslih ljudi s dijagnozom
poremećaja deficita pažnje i hiperaktivnosti (PDPH). Bilo je zanimljivo u provedenim
eksperimentima ispitati kako će vanjski irelevantni distraktor utjecati na učenike i učenice
petih razreda s različitom zastupljenošću simptoma spomenutog poremećaja. U oba
eksperimenta uspješno je manipulirano perceptivno opterećenje, no efekt perceptivnog
opterećenja kakav pretpostavlja Lavie (1995) dobiven je samo u drugom eksperimentu i to za
vrijeme odgovora. U istom dijelu istraživanja vanjski irelevantni distraktor značajno je
umanjivao točnost ispitanika u zadatku vidnog pretraživanja kako se povećavalo perceptivno
opterećenje, što nije u skladu s očekivanjima teorije perceptivnog opterećenja. Nadalje, efekti
spola su dobiveni samo u drugom provedenom eksperimentu. Odnosno, vanjski irelevantni
distraktor je kod učenica umanjio točnost na zadatku vidnog pretraživanja ali ne i kod
učenika. U provedenim eksperimentima je dobiveno kako ispitanici s više simptoma
impulzivnosti i deficita pažnje griješe značajno više u zadatku vidnog pretraživanja od
ispitanika s manje simptoma istih značajki PDPH-a, ali taj efekt pod najvećim i najmanjim
perceptivnim opterećenjem ne postoji. Konačno, više očekivanih efekata dobiveno je u
drugom provedenom eksperimentu na temelju čega bi se možda moglo zaključiti da će
učenike i učenice lakše omesti oni vanjski irelevantni distraktori koje ne očekuju i koji se
zbog svoje pozicije mogu doživjeti kao dio zadatka a ne pozadine.The mechanisms that Lavie (1995) encompasses with her perceptual load therory lies in the
background of (in)distractibility during focusing on a certain task. It, in fact, presupposes that
distracters would not reach the consciousness in a situation when a person is focused on a task
of high perceptual load, while on the other hand, a person would be aware of distracters if
focused on a task of low perceptual load (Lavie, Beck & Konstantinou, 2014). The aim of the
conducted research was to investigate the effects of outer irrelevant distracters on the success
of fifth grade primary school pupils in a task of visual search. In order to examine it, two
experiments were conducted under which the respondents solved the tasks of visual search.
Both procedures were almost identical except for the size and position of the outer irrelevant
distracters in the mentioned task. Besides the task of visual search, the pupils also completed a
hyperactivity-impulsivity- attention questionnaire (HIA). By increasing the perceptual load of
target task, Forster, Robertson, Jennings, Asherson & Lavie (2015), managed to eliminate
distractibility among adults with ADHD. In the conducted experiments it was interesting to
investigate how outer irrelevant distracters would affect fifth grade pupils with different
representation of symptoms of the mentioned disorder. In both experiments, perceptual load
was successfully manipulated, but the effect that Lavie (2015) presupposes was obtained only
in the second experiment for response time. In the same part of the research, outer irrelevant
distracters significantly decreased the accuracy of respondents during the task of visual search
with the increase of perceptual load which, does not agree with the expectations of the theory
of perceptual load. Further, the effects of sex were only gained in the second experiment.
Outer irrelevant distracters decreased accuracy in a task of visual search among female pupils
but not with male pupils. In the conducted experiments it was obtained that the respondents
with more symptoms of impulsivity and attention make much more mistakes in a task of
visual search then the respondents with less symptoms of the same kind of ADHD
characteristics, but the effect under the highest and the lowest load does not exist. Finally,
more expected effects were obtained in the second conducted experiment on the basis of
which it can be concluded that the pupils are more easily distracted by the unexpected outer
irrelevant distracters which, due to their position, can be perceived as part of a task and not as
background
The relationship between depression and music preferences
No full textGlazba ima važan utjecaj na svakodnevni život pojedinca te jasno je da pojedinci pokazuju jače preferencije za neke vrste glazbe nego za druge, ali što zapravo određuje glazbene sklonosti osobe? Rad Bonneville-Roussy i suradnika (2017) najbliži je dosad koji pronalazi kompromis između fokusa na glazbene stilove i fokusa na glazbene karakteristike - preferencije prema glazbi mogu se organizirati u pet faktora: preferencije prema nepretencioznoj, intenzivnoj, suvremenoj, klasičnoj te glazbi s karakteristikama jazza. Ovakva klasifikacija glazbenih preferencija korištena je i u ovome istraživanju. Nadalje, sudionici različitih dobnih skupina svjesno koriste glazbu kako bi regulirali svoje osjećaje, npr. za poboljšanje raspoloženja, za opuštanje, za odvraćanje pažnje i sl. (Swaminathan i Schellenberg, 2015). Dodatno, istraživanja veze između glazbenih preferencija i mentalnih problema poput anksioznosti ili depresije znatno su rjeđa, unatoč činjenici da su iznimno opterećujući i prevladavajući problem u svakodnevnom životu (Miranda i Claes, 2007). Stoga je cilj ovoga istraživanja istražiti postoji li povezanost između glazbenih preferencija i sklonosti depresivnosti kao i dobiti bolji uvid u razloge zbog kojih depresivni pojedinci slušaju glazbu. Istraživanje se sastojalo od dva dijela. Podaci u prvome dijelu istraživanja prikupljeni su online putem – sudionici su prvo ispunjavali skalu depresivnosti te kraći upitnik o motivima slušanja glazbe, a zatim su davali procjene sviđanja za pojedine glazbene žanrove (N=101). Sudionicima koji su pristupili drugoj fazi istraživanja audiosnimkom su prezentirana 34 glazbena isječka koja reprezentiraju 17 glazbenih žanrova koji se nadalje klasificiraju tj. sačinjavaju pet širih glazbenih dimenzija (laboratorijsko mjerenje glazbenih preferencija) (N=43). U obe faze istraživanja, utvrđena je statistički značajna pozitivna povezanost između razine depresivnosti i intenzivne glazbe, tj. osobe koje su postigle viši rezultat na skali depresivnosti u prosjeku su izjasnili i veću prefrenciju prema intenzivnoj glazbi. Međutim, nije utvrđena statistički značajna povezanost između razine depresivnosti i preferencije prema ostale 4 glazbene kategorije, tj. između razine depresivnosti i klasične, suvremene, nepretenciozne te glazbe s karakteristikama jazza. Također, nije utvrđena statistički značajna razlika između visoko i nisko depresivnih s obzirom na razlog slušanja glazbe.Music has an important influence on an individual's daily life, and it is clear that individuals show stronger preferences for some types of music more than for others, but what actually determines a person's musical preferences? The work of Bonneville-Roussy et al. (2017) is the closest so far which finds a compromise between a focus on musical styles and a focus on musical characteristics - preferences for music can be organized into five factors: preferences for unpretentious, intense, contemporary, classical and jazzy music. This kind of classification of musical preferences was also used in this research. Furthermore, participants of different age groups consciously use music to regulate their feelings, e.g. for mood enhancement, for relaxation, for distraction etc. (Swaminathan and Schellenberg, 2015). Additionally, research on the connection between music preferences and mental problems such as anxiety or depression is much rarer, despite the fact that they are an extremely burdensome and prevalent problem in everyday life (Miranda and Claes, 2007). Therefore, the goal of this research is to investigate a possible link between musical preferences and tendency to depression, as well as to gain a better insight into the reasons why depressed individuals listen to music. The research consisted of two parts. The data in the first part of the research was collected online - the participants first filled out a depression scale and a shorter questionnaire about the motives for music listening, and then gave ratings of liking for 17 music genres (N=101). The participants who entered the second phase of the research were presented with an audio recording of 34 music clips representing 17 musical genres, which are then further classified, i.e. they make up five broad musical dimensions (laboratory measurement of musical preferences) (N=43). In both phases of the research, a statistically significant positive correlation was found between the level of depression and intense music, i.e. people who scored higher on the depression scale also expressed a greater preference for intense music. However, no statistically significant correlation was found between the level of depression and preferences for the other 4 music categories, i.e. between the level of depression and classical, contemporary, unpretentious music and jazzy music. Furhtermore, no statistically significant difference was found between high and low depressives regarding the reason for music listening
Judgments of learning for self and others
No full textMetakognitivni procesi važni su u pospješivanju uspješnosti vlastitog učenja. Međutim, prijašnja istraživanja pokazala su kako, pod određenim uvjetima, igraju ulogu i u razumijevanju na koji način razmišljaju i uče druge osobe. Rezultati dosadašnjih istraživanja sugeriraju da postoji negativna povezanost između vremena učenja riječi i metakognitivnih procjena uspješnosti vlastitog dosjećanja zbog aktivacije heuristike napora zapamćivanja (eng. memorizing effort heuristic). S druge strane, kada ispitanici donose procjene uspješnosti dosjećanja druge osobe, oni daju više procjene za kraće vrijeme učenja druge osobe samo pod uvjetom da su prije toga i sami učili parove riječi i donosili procjene uspješnosti vlastitog dosjećanja. Cilj ovog istraživanja bio je ispitati leže li isti ili slični procesi u podlozi donošenja metakognitivnih procjena uspješnosti vlastitog dosjećanja i procjena uspješnosti dosjećanja drugih u zadatku pamćenja. U istraživanju je sudjelovalo 65 ispitanika. Ispitanici su po slučaju bili dodijeljeni u jednu od dvije nezavisne skupine. Ispitanici svake skupine prolazili su kroz dva eksperimentalna uvjeta: ja uvjet i promatrač uvjet, ali različitim redoslijedom. U ja uvjetu, ispitanicima su prezentirani parovi riječi, a njihov zadatak je bio da pokušaju što brže naučiti te riječi. Nakon svakog para riječi, od njih se tražilo da donesu procjenu vjerojatnosti kasnijeg dosjećanja riječi. Nakon svih parova riječi, slijedio je test dosjećanja. U promatrač uvjetu, ispitanicima su bile prezentirane video snimke osobe koja uči parove riječi, koje su se razlikovale po vremenu trajanja. Zadatak ispitanika bio je da, nakon svakog para riječi kojeg je osoba na video snimci učila, donesu procjenu o vjerojatnosti dosjećanja riječi te osobe. Utvrđena je očekivana negativna povezanost između vremena učenja riječi i metakognitivnih procjena uspješnosti vlastitog dosjećanja. Nadalje, značajnim se pokazao glavni efekt percipiranog vremena učenja druge osobe te interakcija redoslijeda uvjeta i percipiranog vremena učenja druge osobe. Naime, utvrđena je razlika u metakognitivnim procjenama uspješnosti dosjećanja drugih, ali samo u skupini koja je prvo prolazila ja uvjet. U toj skupini ispitanici su davali više procjene za kraće percipirano vrijeme učenja druge osobe. U skupini koja je prvo prolazila promatrač uvjet, ne postoji razlika u metakognitivnim procjenama uspješnosti dosjećanja drugih s obzirom na percipirano vrijeme učenja druge osobe.Metacognitive processes are important in enhancing the efficiency of our own learning. However, results of some previous research suggest that, under certain conditions, they play a role in understanding the ways in which other people think and learn. The results of recent research suggest that judgments of learning are inversely related to the amount of study time invested in each trial due to memorizing effort heuristic. On the other hand, when participants make judgments of learning for other person, they make higher judgments for shorter study time only if they have previously made judgments of their own learning. The aim of this study was to examine whether the same or similar processes are involved in the process of making judgments of learning for self and others. There were 65 participants in the study. Participants were randomly placed into one of two independent groups. Participants from each group went through two conditions: self condition and other condition, but in different order. In self condition, participants were presented with word pairs, and their task was to try to learn these words as quickly as possible. After each trial, they were asked to give an estimate of the likelihood of later recalling the word (to make judgments of learning). After all trials, there was a retrieval test. In other condition, participants were presented with video clips of a person learning word pairs, which differed in length. Participants were, after each trial, asked to make judgment of learning for other person. The expected negative correlation between study time and judgments of learning has been established. Furthermore, there was a significant main effect of perceived study time and the interaction between order of conditions and perceived study time. Namely, there was a difference in judgments of learning for others, but only in the group that first went through self condition. In this group, participants made higher judgments of learning for a shorter perceived learning time of other person. In the group that first went through other condition there was no difference in judgments of learning considering perceived learning time of other person
- …
