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Background: Retrieval practice promotes retention of learned information more than restudying the information. However, benefits of multiple-choice testing over restudying in real-world educational contexts and the role of practically relevant moderators such as feedback and learners' ability to retrieve tested content from memory (i.e., retrievability) are still underexplored. Objective: The present research examines the benefits of multiple-choice questions with an experimental design that maximizes internal validity, while investigating the role of feedback and retrievability in an authentic educational setting of a university psychology course. Method: After course sessions, students answered multiple-choice questions or restudied course content and afterward could choose to revisit learning content and obtain feedback in a self-regulated way. Results: Participants on average obtained corrective feedback for 9% of practiced items when practicing course content. In the criterial test, practicing retrieval was not superior to reading summarizing statements in general but a testing effect emerged for questions that targeted information that participants could easily retrieve from memory. Conclusion: Feedback was rarely sought. However, even without feedback, participants profited from multiple-choice questions that targeted easily retrievable information.

The benefits of practice testing for long-term learning are well established in many contexts. However, little is known about learner characteristics that might moderate its effectiveness. The effects of practice tests might depend on individual prerequisites for learning, especially in real-world educational settings. We explored whether the effects of practice testing in a regular university lecture would depend on cognitive (e.g., prior knowledge), motivational (e.g., learning motivation), or emotional (test anxiety) dispositions. We implemented an experimental intervention design in psychology courses for teacher students (N = 208). One week before the lecture, focal learner characteristics were assessed. Immediately after the lecture, participants completed an online review session with short-answer questions (practice testing with corrective feedback) or summarizing statements (restudy), alternating within each participant. One week later, retention of learning contents was assessed with a criterial test containing short-answer and multiple-choice questions. A testing effect emerged (n[subscript p][superscript 2] = 0.07), with better retention for the tested compared with the restudied contents. Some learner characteristics affected learning outcomes, but no interactions with testing vs. restudy occurred. These results suggest that the testing effect in the university classroom is a robust phenomenon that benefits learning irrespective of primary individual learning prerequisites.

Learning can be made more efficient when learners generate the to-be-learned text contents instead of passively receiving them. A multi-level meta-analysis was conducted to provide an overall estimate of the text generation effect's magnitude and to identify theoretically and practically relevant moderators. Overall, generation interventions improved learning with texts compared to reading them (Hedges' "g" = 0.41). This benefit was not attributable to time-on-task and was found across several learning conditions and settings (e.g., narratives and expository texts, multiple generation, and learning assessment tasks). The meta-analysis further suggests that generation benefits learning most strongly if the cognitive processes stimulated by the generation task complement those processes already stimulated by the text. In sum, the findings suggest that text generation can be suitable for educational applications especially if certain conditions are observed.

Background: Commercial speed-reading training programs are typically marketed with the promise to dramatically increase reading speed without impairing comprehension. From the perspective of reading psychology, it seems quite unlikely that speed-reading training can indeed have such effects. However, research on the effectiveness of modern speed-reading training programs on reading performance in typical readers is sparse. The present study had two goals. First, we sought to extend prior research on speed-reading by assessing the effects of a speed-reading application on reading performance in a pre-training and post-training design with a control group. Second, we aimed to identify the mechanism underlying speed-reading training programs. Methods: We assessed reading speed, comprehension and eye movements of 30 German-speaking undergraduates (M[subscript age] = 22.77 years, SD[subscript age] = 3.41 years) before and after they received a commercial, app-based speed-reading training, a metacognitive training or no training. Results: Results revealed higher reading speed in the speed-reading condition and metacognitive condition compared with the control condition, although not to the extent claimed in the application. Eye-movement data indicated that the increase in reading speed was due to fewer and shorter fixations in measures reflecting late but not early lexical processing. No differences in comprehension performance were observed between the three conditions. Conclusions: We discuss our findings in support of the idea that the increase in reading speed was not caused by a change in basic characteristics of participants' reading behaviour, but rather by an increase in their awareness of their own reading process. Further research is needed to investigate whether the observed effects are maintained over time.

Research suggests that children suffering from different types of disorders (learning disorders, behavioral disorders, or intellectual disabilities) are sometimes evaluated differently simply due to the presence of a diagnostic label. We conducted a multilevel meta-analysis of experimental studies (based on data from 8,295 participants and on 284 effects nested in 60 experiments) to examine the magnitude and robustness of such label effects and to explore the impact of potential moderators (type of evaluation, diagnostic category, expertise, student's gender, and amount and type of information). We found a moderately negative overall label effect (Hedges' g = -0.42), which was robust across several types of evaluation, different samples, and different diagnostic categories. There was no indication that expertise and the gender of the child moderated the effect. Presenting participants with only a label yielded the strongest negative effect of g = -1.26, suggesting that the effect was dependent on the amount of information being presented to participants. We conclude that labeling a child can exacerbate negative academic evaluations, behavioral evaluations, evaluations of personality, and overall assessments of the child. Further implications for theory and future research are discussed.

Inhibitory control is a core executive function that develops during childhood and is measured with tasks that require the inhibition of a dominant response. The current study examined the diagnostic value of using response accuracy and latency in a simple inhibitory control test, the computerized Pointing-Stroop Task (cPST), for kindergarten children. The cPST was completed by 135 children, ages 3 through 6 years with diverse national and cultural backgrounds. In explanatory response models, item difficulties and time intensities could be predicted very reliably by congruency and item position, with incongruent responses causing more errors and longer response latency. Moreover, the prediction of fluid intelligence (a close correlate of inhibitory control) from children's performance in the cPST was enhanced by using response accuracy and response latency, which had a multiplicative effect, indicating that efficient (accurate and fast) inhibitory control is related to fluid intelligence. These results suggest that measuring the efficiency of inhibitory control in young children is a more appropriate assessment than using either response accuracy or response latency.

Emotional shifts in stories are assumed to contribute to narrative persuasion by enhancing engagement with the story. This effect might depend on the congruency of audiences' emotional experience to the emotions implied by the story. In two experiments with well-controlled story manipulations, we compared the persuasive effect of stories with shifts in valence (from positive to negative to positive) to continuously positive story versions and examined moderating influences of event-congruent emotions and narrative transportation. The positive story versions were consistently more persuasive than the versions with emotional shifts. Transportation increased the persuasive effect of the stories, but only in audiences that listened to the shifting stories. In both emotional story trajectories, event-congruent emotional experience enhanced persuasion. We discuss our findings in terms of boundary conditions of the effect of emotional shifts in narrative persuasion.

Readers often prioritize processing and comprehension of information perceived as relevant to a particular intention. Using a repeated-measurement study, we investigated how readers' prior beliefs and external reading perspectives influence processing and comprehension of belief-relevant texts on two socioscientific controversies. University students read belief-relevant texts from a belief-consistent perspective in one experimental session and from a belief-inconsistent reading perspective in another. Eye tracking was used to measure immediate and delayed processing and a sentence verification task was used to measure comprehension. Results revealed longer first-pass reading times for belief-inconsistent claims compared to belief-consistent claims, especially in the belief-inconsistent reading perspective. Longer lookbacks on belief-consistent claims were found in the belief-consistent reading perspective but similar lookback times for both types of claims in the belief-inconsistent reading perspective. We further found better comprehension for belief-consistent information in the belief-consistent reading perspective but balanced comprehension levels in the belief-inconsistent reading perspective.

Teacher's evaluation of students is sometimes negatively affected by diagnostic labels. We explored such negative effects caused by the labels 'dyscalculia', 'dyslexia', and 'ADHD' in teacher students. In Experiment 1, we varied the presence of the dyscalculia and dyslexia label in vignettes between participants. The dyslexia but not the dyscalculia label had a negative effect on participant's academic expectations. In our preregistered Experiment 2, the presence of the ADHD label in vignettes was manipulated within participants. To understand the cognitive mechanisms driving label effects, we explored participants' attributions regarding the students' problems. Furthermore, a short dissonance-based intervention for counteracting negative label effects was implemented. Unexpectedly, we found both negative and positive label effects. The label led to more positive performance expectations and to more negative ratings of problem stability and problem control. The dissonance-based intervention led to more positive evaluations regardless of whether the ADHD label was mentioned or not. Overall, our findings suggest that learning-disorder labels affect teachers' expectations in different ways., Author(s): David J. Franz [sup.1] , Wolfgang Lenhard [sup.1] , Peter Marx [sup.1] , Tobias Richter [sup.1] Author Affiliations: (1) grid.8379.5, 0000 0001 1958 8658, Department of Psychology IV, University [...]

When pursuing a controversial socio-scientific issue, readers are expected to construct balanced representations that include overlapping and opposing information. However, readers' mental representations are often biased towards their prior beliefs. Previous research on such text-belief consistency effects have been conducted mostly in monolingual contexts. The present study investigated whether document language, as a source characteristic, moderates text-belief consistency effects at the situation-model and text-base representation levels. Eighty-seven bilingual readers-selected from a larger initial sample-read two documents on the global spread of English. The documents were either presented in participants' first (Persian) and second (English) languages, or one was presented in Persian and the other one in English. A recognition task was used to assess situation-model strength and text-base strength. Overall, participants built stronger situation models for the belief-consistent information as opposed to belief-inconsistent information. However, document language moderated the text-belief consistency effect. When both texts were presented in English, the text-belief consistency effect was smaller than when both texts were presented in Persian. For the combination of English and Persian texts, the text-belief consistency effect was enlarged when the belief-consistent text was presented in English and the belief-inconsistent text in Persian but disappeared when the text-belief consistent text was presented in Persian and the belief-inconsistent text in English. These results suggest that document language can serve as a strong credibility cue that can eliminate belief effects, at least when the document language and the controversial issue are inherently related., Author(s): Mohammad N. Karimi [sup.1] , Tobias Richter [sup.2] Author Affiliations: (1) grid.412265.6, 0000 0004 0406 5813, Department of Foreign Languages, Kharazmi University, , No. 43, South Mofatteh Ave., Tehran, [...]

The inconsistency task is used to measure metacognitive monitoring in text comprehension via online (reading time) and offline measures (number of detected inconsistencies). Few studies have examined stability in task performance and interindividual differences. We addressed these issues with adolescents (N = 341) in Grades 6/7 (Mage = 12.02 years) and 8/9 (Mage = 14.07 years) at two measurement points and with expository texts. Performance in the offline and online measures were quite stable over one year with lower stability in the online measure. The two measures were only weakly associated. Only the offline measure was related to reading comprehension skills. Older (vs. younger) students performed better in the offline measure. The effect of grade level on the offline measure was mediated by intelligence and working memory capacity. Thus, the offline measure seems to be a better indicator of individual differences in comprehension monitoring in secondary school.

Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students ([beta] = 0.139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition ([beta] = 0.169), which mediated their effect on school achievement.

Readers confronted with unfamiliar and controversial scientific debates tend to rely on simple heuristics such as the perceived plausibility to focus their cognitive resources on specific information during comprehension. In the present experiment, we tested the assumption that plausibility judgments as an integral part of comprehension are used as a simple heuristic to distribute cognitive resources to controversial texts, leading to a better comprehension of information judged as plausible. To experimentally vary perceived plausibility, participants (N = 54 university students) watched one of two video versions on the controversy of spider silk. The videos provided identical factual information but took opposing argumentative claims on the issue (pro vs. con). Afterward, participants read two conflicting texts (pro vs. con) on the same issue. Plausibility judgments and comprehension for the texts were assessed. In line with the hypothesized mediation model, results revealed that the belief manipulation (i.e., the video versions) affected the perceived plausibility of the controversial texts, which in turn influenced the comprehension of the two texts. The effect of the belief-manipulation, that is, participants' better comprehension of the text that took the same argumentative stance as the video, was fully mediated by perceived plausibility. These results are relevant for educational interventions to improve the comprehension of controversial but unfamiliar scientific studies and for theories on the role of plausibility in (multiple) text comprehension.

Generating information, compared to reading, improves learning and enhances long-term retention of the learned content. This so-called generation effect has been demonstrated repeatedly for recall and recognition of single words. However, before adopting generating as a learning strategy in educational contexts, conditions moderating the effect need to be identified. This study investigated the impact of positive and negative mood states on the generation effect with short expository texts. According to the dual-force framework (Fiedler, Nickel, Asbeck, & Pagel, 2003), positive mood should facilitate generation by enhancing creative knowledge-based top-down processing (assimilation). Negative mood, however, should facilitate learning in the read-condition by enhancing critical stimulus-driven bottom-up processing (accommodation). In contrast to our expectations, we found no general generation effect but an overall learning advantage of read compared to generated texts. However, a significant interaction of learning condition and mood indicates that learners in a better mood recall generated texts better than learners in a more negative mood, whereas no mood effect was found when the texts were read. The results of the present study partially support the predictions of the dual-force framework and are discussed in the context of recent theoretical approaches to the generation effect.

This study examined the role of source credibility in the validation of factual information embedded in short narratives. In a self-paced reading experiment, we tested the assumption that the degree of (im-)plausibility determines the extent that source credibility affects validation during comprehension. We used reading times of target and spillover sentences and plausibility judgments as indicators of validation. Participants read stories with a high-credible versus low-credible person (expert versus nonexpert) who made plausible, somewhat implausible, or highly implausible assertions. Reading times increased and plausibility judgments varied as a function of knowledge consistency, decreasing from knowledge-consistent to implausible to knowledge-inconsistent items. Moreover, interactions of source credibility and plausibility were found for reading times of spillover sentences and plausibility judgments, indicating that source credibility and plausibility are jointly considered in validation. High-credible sources mitigated the perceived implausibility of somewhat implausible sentences but exacerbated the perceived implausibility of highly implausible information. A corresponding interactive pattern was found for the reading times of the spillover sentences. Thus, implicit and explicit indicators provided converging evidence that the modulating role of source credibility in validation depends on the degree of implausibility.

Generated information is better recognized and recalled than information that is read. This so-called "generation effect" has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration was by McDaniel et al. (1986, "Journal of Memory and Language," 25, 645-656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation-task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, we will closely replicate MEDC's Experiment 2 in German and English-speaking samples. Replicating the effect would suggest that it can be reproduced, at least under limited conditions, which will provide the necessary foundation for future investigations into the boundary conditions of this effect, with an eye towards its utility in applied contexts.

Readers are expected to construct balanced mental representations of socioscientific issues discussed across controversial documents. However, readers tend to be biased toward documents that present belief-consistent perspectives and tend to refute documents that argue against their stance (text-belief consistency effect). Published studies on text-belief consistency effects have used imbalanced designs with all participants typically endorsing one standpoint in the controversy. The present experiment used a balanced design to examine the text-belief consistency in Iranian students of English as a foreign language and to investigate the extent that prior knowledge moderates the effect. Eighty-two students read two texts on an applied linguistics issue (native vs. non-native speakers as English as a foreign language teachers). Based on their performance on a prior beliefs measure, participants were assigned to three groups that varied in agreement to the stance of the texts. A recognition task was used to measure their situation-model strength and text-base strength. The results revealed a large text-belief consistency effect. Participants constructed stronger situation models for the text that communicated belief-consistent information compared with those who read the text that communicated belief-inconsistent information. No difference was found for text-base representation. Although prior knowledge was found to exert a significant positive effect on the strength of participants' situation-model representations, it did not moderate the text-belief consistency effect.

The Fertile Crescent, its hilly flanks and surrounding drylands has been a critical region for studying how climate has influenced societal change, and this review focuses on the region over the last 20,000 years. The complex social, economic, and environmental landscapes in the region today are not new phenomena and understanding their interactions requires a nuanced, multidisciplinary understanding of the past. This review builds on a history of collaboration between the social and natural palaeoscience disciplines. We provide a multidisciplinary, multiscalar perspective on the relevance of past climate, environmental, and archaeological research in assessing present day vulnerabilities and risks for the populations of southwest Asia. We discuss the complexity of palaeoclimatic data interpretation, particularly in relation to hydrology, and provide an overview of key time periods of palaeoclimatic interest. We discuss the critical role that vegetation plays in the human-climate-environment nexus and discuss the implications of the available palaeoclimate and archaeological data, and their interpretation, for palaeonarratives of the region, both climatically and socially. We also provide an overview of how modelling can improve our understanding of past climate impacts and associated change in risk to societies. We conclude by looking to future work, and identify themes of "scale" and "seasonality" as still requiring further focus. We suggest that by appreciating a given locale's place in the regional hydroscape, be it an archaeological site or palaeoenvironmental archive, more robust links to climate can be made where appropriate and interpretations drawn will demand the resolution of factors acting across multiple scales. This article is categorized under:Human Water > Water as Imagined and RepresentedScience of Water > Water and Environmental ChangeWater and Life > Nature of Freshwater Ecosystems.

Retrieval practice promotes retention more than restudying (i.e., the "testing effect") and is applied to many educational settings. However, little research has investigated means to enhance this effect in educational settings. Theoretical accounts assume retrieval practice to be the most effective whenever retrieval is difficult but successful. Therefore, we developed a novel retrieval practice procedure, which adapts to learners' abilities and can be applied irrespective of learning content. This adaptive procedure aims to make retrieval gradually easier whenever students provide an incorrect answer. In a field experiment, students read book chapters as part of a weekly university course. In three consecutive weeks, they then practiced reading assignments by (a) adaptive testing, (b) non-adaptive testing and (c) restudy. In Week 4, a surprise criterial test took place. Restudy outperformed both testing conditions, whereas adaptive testing performed equally well as non-adaptive testing. However, exploratory analyses revealed that with increasing retention intervals, the superiority of restudy disappeared. Furthermore, whenever participants fully read the assignments and retention intervals increased, adaptive testing outperformed non-adaptive testing. In sum, adaptive retrieval practice did not prove to be generally superior, but retention interval and students' preparation for class might be conditions rendering adaptive retrieval useful in educational settings.

Aim Location Methods Results Main Conclusions Mountain ecosystems are hotspots of biodiversity due to their high variation in climate and habitats. Yet, above average rates of climate change and enhanced forest disturbance regimes alter local climatic conditions and vegetation structure, which should impact biodiversity. We here investigated the impact of vegetation and elevation as well as their interactions on bird communities to improve our ability to predict climate change effects on bird communities.European Alps, Germany.We studied patterns and drivers of bird communities at 213 plots along gradients in vegetation density and elevation using autonomous sound recorders. Bird species were identified from soundscapes by Convolutional Neural Networks (BirdNET) and taxonomists.Bird diversity and community metrics were moderately to strongly correlated for data based on either identification by BirdNET or taxonomists (Pearson's r = .47–.94), and ecological findings were overall similar for both datasets. Vegetation density 1–2 m and >2 m above ground strongly affected bird diversity and community composition and mediated effects of elevation. Community composition changed with elevation more strongly in habitats with low than high vegetation density >2 m. Species numbers decreased with elevation in habitats with low vegetation density 1–2 m and >2 m above ground, but increased in habitats with high vegetation density. Overall, functional and phylogenetic diversity increased with elevation indicating lower habitat filtering, but patterns were also mediated by vegetation density.Our results indicate that bird communities in the German Alps are determined by strong interactive effects of elevation and vegetation, underlining the importance to consider variation in vegetation in studies of biodiversity patterns along elevational gradients and under climate change. Combining remote sensing data and biodiversity monitoring based on autonomous sampling and AI‐based species identification opens new avenues for bird monitoring and research in remote areas. [ABSTRACT FROM AUTHOR]

In western Asia, the Zagros foothills played a fundamental role in the formulation of early explanatory hypotheses on the origins of agriculture. The excavations at the emblematic Neolithic site of Ali Kosh, Deh Luran, led to the development of the so-called “marginal zone hypothesis.” However, some chronological inconsistencies remained until a new stratigraphic excavation was carried out in 2017 to revise the findings. According to the new evaluation, Ali Kosh was occupied from ca. 7500–6500 cal b.c. During the Boz Mordeh phase (ca. 7500–7350 b.c.), the inhabitants occupied the site seasonally, but they became increasingly sedentary in the succeeding Ali Kosh phase (ca. 7350–7000 b.c.). In addition to obsidian, they also imported beads of stone and sea shell. Moreover, they increasingly relied on herding sheep and fully domesticated goats. The emergence of Neolithic life in the lowlands was a direct consequence of cultural changes in the central Zagros. It is not yet known whether this was a result of climatic deterioration or population pressure in the highlands. [ABSTRACT FROM AUTHOR]

Generated information is better recognized and recalled than information that is read. This generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration is by McDaniel, Einstein, Dunay, and Cobb (Journal of Memory and Language, 1986, 25(6), 645–656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation‐task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, the present study closely replicated MEDC's Experiment 2 in two separate German and English‐speaking samples. The present study provided partial evidence in favor of the expected interaction, which ultimately depended on successful completion of the generation task (with near‐to‐perfect accuracy). Moreover, it indicates that sentence unscrambling might enhance learning across genres. [ABSTRACT FROM AUTHOR]

Mind-wandering during reading is often associated with worse comprehension performance. Research suggests that metacognitive competences (i.e., the knowledge about as well as monitoring and regulation of one's own cognitive processes) are positively related to reading performance and may play a role in the prevalence of mind-wandering. However, whether metacognitive training can reduce task-unrelated thoughts and their negative impact on comprehension performance has yet to be investigated. The main objective of the present study was to investigate whether metacognitive training is effective in reducing participants' task-unrelated thoughts during reading. Participants (N = 80 undergraduate students) were randomly assigned to the metacognitive training or control training condition. The effects of the interventions were examined by measuring self-reported mind-wandering, unusually fast or slow reading times as an index for inattentive reading, and comprehension on the textbase and situation model level before and after training. Results revealed less self-reported mindless reading and fewer instances of unusually fast or slow reading times after the metacognitive training but not after the control training. The metacognitive condition showed no significant change in comprehension performance from pretest to posttest, whereas the control condition exhibited a decline. Our results further indicate that mind-wandering is reflected in aberrantly slow but not fast sentence reading times. Results of the present study suggest that in addition to the previously established positive effects of metacognitive training on reading performance, the training is also effective in reducing task-unrelated thoughts during reading. Educational Impact and Implications Statement: During reading, the mind sometimes starts to wander to task-unrelated thoughts while the eyes continue to scan the words and sentences without paying proper attention to their meaning. The consequence is a poor comprehension and retention of the material. A metacognitive strategy intervention that increases participants' awareness about their reading process and provides strategies to help them monitor their comprehension is a viable approach to reducing mindless reading and thereby improving reading performance. [ABSTRACT FROM AUTHOR]

Children with mathematical difficulties need to spend more time than typically achieving children on solving even simple equations. Since these tasks already require a larger share of their cognitive resources, additional demands imposed by the need to switch between tasks may lead to a greater decline of performance in children with mathematical difficulties. We explored differential task switch costs with respect to switching between addition versus subtraction with a tablet-based arithmetic verification task and additional standardized tests in German elementary school children in Grades 1 to 4. Two independent studies were conducted. In Study 1, we assessed the validity of a newly constructed tablet-based arithmetic verification task in a controlled classroom-setting (n = 165). Then, effects of switching between different types of arithmetic operations on accuracy and response latency were analyzed through generalized linear mixed models in an online-based testing (Study 2; n = 3,409). Children with mathematical difficulties needed more time and worked less accurately overall. They also exhibited a stronger performance decline when working in a task-switching condition, when working on subtraction (vs. addition) items and in operations with two-digit (vs. one-digit) operations. These results underline the value of process data in the context of assessing mathematical difficulties. [ABSTRACT FROM AUTHOR]