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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
Metacognitive assessments of task difficulty of Luchins' water jar problems
Get PDFMišljenje 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
Get PDFMehanizmi 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
Get PDFMetakognitivni 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
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
Cognitive conflict and metacognition in conditions of unimodal and multimodal presentation of a base rate task
Get PDFDvoprocesni pristupi u istraživanjima na području mišljenja, donošenja odluka i rasuđivanja dominiraju kognitivnom psihologijom već gotovo pola stoljeća no kako se povećava broj istraživanja tako se slika o dvoprocesnom shvaćanju mišljenja komplicira. U svojoj osnovi dvoprocesni pristup se temelji na diferenciranju dvaju sustava koji obavljaju dva različita tipa procesa. Tip 1 procesi su brzi, temeljeni na heuristikama, ne zahtijevaju veliki kognitivni ulog i u većini slučajeva dovode do povoljnih ishoda. Tip 2 procesi su analitički, temeljeni na dubljem i zahtjevnijem procesiranju te sporiji. Kao teorijski okvir u provođenju istraživanja poslužio je jedan od najnovijih modela koji predlažu Pennycook, Fugelsang i Koehler. Model pretpostavlja da je poveznica između dvaju tipova procesa nadgledanje i detekcija konflikta između odgovora koje generiraju mnogostruki Tip 1 procesi. U novije vrijeme istraživanja na ovom području popraćena su razvojem teorijskog okvira za proučavanje metakognitivnih procesa prilikom rasuđivanja. Teorijski okvir, pod nazivom meta-rasuđivanje nastao je na tradiciji istraživanja iz područja meta-memorije. Procesi koji se proučavaju unutar ovoga pristupa manji naglasak stavljaju na širi koncept samoregulacije koja uključuje veći broj metakognitivnih i kognitivnih procesa te se koncentrira na uže procese poput procjene rješivosti zadatka i procjene sigurnosti ili formiranje dojma da je odgovor ispravan. Dosadašnja istraživanja pokazuju da postoji poveznica između tipa procesiranja pri rasuđivanju i metakognitivnih procjena te da metakognitivna procjena uspješnosti rasuđivanja nije nužno povezana s objektivnom uspješnošću. Cilj istraživanja bio je integrirati dva pristupa te manipulirati razinom induciranog konflikta putem sadržaja, ali i variranjem modaliteta u kojem se prikazuju ključne informacije modificiranog base rate zadatka. Provedena su dva eksperimenta kojima se provjerio utjecaj unimodalnog slikovnog, unimodalnog numeričkog i multimodalnog zadavanja zadataka na vremena odgovora i procjene sigurnosti. Rezultati pokazuju da inducirani konflikt pouzdano produljuje vrijeme odgovora i smanjuje procjene sigurnosti te da oba unimodalna prikaza pouzdano induciraju konflikt. Multimodalni prikaz ima ograničeni dodatni utjecaj na produljenje vremena odgovora i opadanje razina sigurnosti povrh unimodalnih prikaza.The psychology of decision making, reasoning and thinking has been dominated by the dual-process approach for almost half a century even though an increasing number of studies are starting to change some of the basic tenets of the approach. Basically the approach assumes there are two distinct systems which give rise to two distinct sets of processing. Type 1 processes are fast, heuristic-based and require few cognitive resources but are sufficient in most cases. Type 2 processes are analytical, based on deeper processing accompanied by a higher cognitive load and take more time. A recently proposed model of dual-processing by Pennycook, Fugelsang, and Koehler was the theoretical framework for the current study. This model proposes that monitoring and detection of conflict between the results of multiple Type 1 processes connect the two types of processes. Studies conducted under the dual-process framework have recently been accompanied by the inclusion and development of a framework for studying metacognitive processes in reasoning tasks. This framework, called meta-reasoning, has been developed following the tradition and research in the field of meta-memory. Meta-reasoning puts less emphasis on self-regulation which includes a larger number of cognitive and metacognitive processes and focuses on specific processing such as the formation of the feeling of solvability, rightness or judgments of confidence. Studies have shown a connection between the two types of processing and metacognitive judgments which are not necessarily correlated with objective success of reasoning. The main goal of this study was to integrate the two approaches and further investigate the influence of manipulating the level of induced conflict on metacognitive judgments. This is achieved by manipulating the contents but also the modality in which key information of a modified base rate task are presented. Two experiments were conducted to determine the influence of unimodal image and numeric presentations as well as the combined multimodal presentation of key information on response times and metacognitive judgments. Results show that conflict reliably prolongs response times and decreases confidence judgments. Both unimodal presentations induce conflict, while the multimodal presentation has a diminishing impact on top of the unimodal induction of conflict
The influence of perceptual and functional background distraction on the process of solving tactical chess problems
No full textEkspertno rješavanje šahovskih problema, kao i tip učinjenih pogrešaka može otkriti prirodu korištenja mentalnih reprezentacija kod različitih skupina šahovskih igrača. Cilj istraživanja bio je utvrditi utjecaj perceptivne i funkcionalne pozadinske distrakcije na proces rješavanja taktičkih šahovskih problema kod jačih i slabijih igrača. Dvije skupine od po 24 igrača s prosječnim nacionalnim rejtingom od 1756 i 2046 bodova rješavali su 24 šahovska taktička problema. Eksperimentalni nacrt sadržavao je četiri tipa mogućih zadataka, a po ispitaniku su uravnoteženo raspoređeni. Svaki zadatak čini šahovska pozicija matiranja crnih figura u dva poteza, podijeljena u dva ekvivalentna para. Ekvivalentni parovi zadataka imali bi identičan matni obrazac, ali obrasci pozadinskih figura varirali bi ovisno o razini nezavisne varijable. Ekvivalentni par nezavisne varijable perceptivne distrakcije reprezentirao bi prisustvo randomiziranog rasporeda pozadinskih figura i njeno odsustvo – tipičan raspored pozadinskih figura. Drugi ekvivalentni par zadataka nezavisne varijable funkcionalne distrakcije reprezentirao bi zadatak sa i bez dodanog poteza kandidata (dodana figura s funkcionalnim vezama). Bilježene su mjere točnosti, vremena rješavanja (točni i netočnih zadataka) i procjene težine zadataka. Provedenim istraživanjem utvrđen je utjecaj perceptivne distrakcije na smanjivanje točnosti, povećanje ukupnog vremena i vremena točno riješenih zadataka. Utjecaj funkcionalne distrakcije odrazio se na smanjenu točnost i produljeno vrijeme točno riješenih zadataka. Analiza pogreške pokazala je veći utjecaj funkcionalne distrakcije na učinjenu pogrešku prilikom rješavanja, iako se perceptivna distrakcija više odrazila na ukupno vrijeme rješavanja. Također, grupne razlike pokazuju kako su jači igrači bili efikasniji u rješavanju zadataka i pod manjim utjecajem distrakcija nego slabiji igračiUsing chess problem-solving as a model to investigate cognitive expertise and occuring errors could reveal the nature of using mental representations by chess players. The research goal was to determine the influence of perceptual and functional background distraction on solving tactical chess problems between stronger and weaker players. Two groups of 24 participants each, with a national rating in the average of 1756 and 2046 points, were solving 24 chess tactical problems. The experimental design contained four possible problem types balanced among participants. Every problem consists check-mate pattern (white mates in two) in two equivalent pair. Equivalent pairs include the same check-mate pattern, but different background pattern that varied across levels of independent variables. The equivalent pair of the independent variable named perceptual distraction represents the presence of randomized chess-pieces background arrangement or its absence – typical chess-pieces background arrangement. Another equivalent pair of the second independent variable named functional distraction represents the presence or the absence of the added candidate move (the added piece with functional relations). Recorded measures were accuracy, time of solving (for correct and incorrect problems separate) and estimates of the problem difficulty. In conducted research, perceptual distraction decreases accuracy, increases total time and time for correct solutions. Functional distraction decreases accuracy and increases time for correct solutions. Error analysis revealed that functional distraction, rather than perceptual, has more distinguished influence on produced errors in problem-solving. On the other hand, perceptual distraction reflected more on total solving time. Lastly, group differences present that stronger players are more effective in problem-solving, as well as they were under less influence by distractions than weaker players
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