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"Wiley, Jennifer"
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Comprehending and Learning From Internet Sources: Processing Patterns of Better and Poorer Learners
Readers increasingly attempt to understand and learn from information sources they find on the Internet. Doing so highlights the crucial role that evaluative processes play in selecting and making sense of the information. In a prior study, Wiley et al. (2009, Experiment 1) asked undergraduates to perform a web-based inquiry task about volcanoes using multiple Internet sources. A major finding established a clear link between learning outcomes, source evaluations, and reading behaviors. The present study used think-aloud protocol methodology to better understand the processing that learners engaged in during this task: 10 better learners were contrasted with 11 poorer learners. Results indicate that better learners engaged in more sense-making, self-explanation, and comprehension-monitoring processes on reliable sites as compared with unreliable sites, and did so by a larger margin than did poorer learners. Better learners also engaged in more goal-directed navigation than poorer learners. Case studies of two better and two poorer learners further illustrate how evaluation processes contributed to navigation decisions. Findings suggest that multiple-source comprehension is a dynamic process that involves interplay among sense-making, monitoring, and evaluation processes, all of which promote strategic reading.
Journal Article
An examination of the seductive details effect in terms of working memory capacity
Previous work on learning from text has demonstrated that although illustrated text can enhance comprehension, illustrations can also sometimes lead to poor learning outcomes when they are not relevant to understanding the text This phenomenon is known as the seductive details effect. The first experiment was designed to test whether the ability to control one's attention, as measured by working memory span tasks, would influence the processing of a scientific text that contained seductive (irrelevant) images, conceptually relevant images, or no illustrations. Understanding was evaluated using both an essay response and an inference verification task. Results indicated that low working memory capacity readers are especially vulnerable to the seductive details effect. In the second experiment, this issue was explored further, using eye-tracking methodology to evaluate the reading patterns of individuals who differed in working memory capacity as they read the same seductively illustrated scientific text Results indicated that low working memory individuals attend to seductive illustrations more often than not and, also, for a longer duration than do those individuals high in working memory capacity.
Journal Article
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
In two experiments, undergraduates' evaluation and use of multiple Internet sources during a science inquiry task were examined. In Experiment 1, undergraduates had the task of explaining what caused the eruption of Mt. St. Helens using the results of an Internet search. Multiple regression analyses indicated that source evaluation significantly predicted learning outcomes, with more successful learners better able to discriminate scientifically reliable from unreliable information. In Experiment 2, an instructional unit (SEEK) taught undergraduates how to evaluate the reliability of information sources. Undergraduates who used SEEK while working on an inquiry task about the Atkins low-carbohydrate diet displayed greater differentiation in their reliability judgments of information sources than a comparison group. Both groups then participated in the Mt. St. Helens task. Undergraduates in the SEEK conditions demonstrated better learning from the volcano task. The current studies indicate that the evaluation of information sources is critical to successful learningfrom Internet-based inquiry and amenable to improvement through instruction.
Journal Article
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.
Journal Article
Individual differences, rereading, and self-explanation: Concurrent processing and cue validity as constraints on metacomprehension accuracy
The typical finding of metacomprehension studies is that accuracy in monitoring one’s own level of understanding is quite poor. In the present experiments, monitoring accuracy was constrained by individual differences in both reading comprehension ability and working memory capacity (WMC), but rereading particularly benefited low-ability and low-WMC readers, effectively eliminating the relationship between monitoring accuracy and these reader characteristics. In addition, introducing a self-explanation reading strategy improved the accuracy of all the readers above mere rereading. The observed interaction between individual differences and rereading is interpreted in terms of concurrent-processing constraints involved in monitoring while text is processed, whereas the more general self-explanation effect is interpreted in terms of accessibility of valid, performance-predicting cues.
Journal Article
The effects of domain knowledge on metacomprehension accuracy
In the present research, we examined the relationship between readers’ domain knowledge and their ability to judge their comprehension of novel domain-related material. Participants with varying degrees of baseball knowledge read five texts on baseball-related topics and five texts on non-baseball-related topics, predicted their performance, and completed tests for each text. Baseball knowledge was positively related to absolute accuracy within the baseball domain but was unrelated to relative accuracy within the baseball domain. Also, the readers showed a general underconfidence bias, but the bias was less extreme for higher knowledge readers. The results challenge common assumptions that experts’ metacognitive judgments are less accurate than novices’. Results involving topic familiarity ratings and a no-reading control group suggest that higher knowledge readers are not more likely to ignore text-specific cues in favor of a domain familiarity heuristic, but they do appear to make more effective use of domain familiarity in predicting absolute performance levels.
Journal Article
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.
Journal Article
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.
Journal Article