Learning about persons: the effects of text structure and executive capacity on conceptual change

Baadte, Christiane; Dutke, Stephan

doi:10.1007/s10212-012-0153-2

Cited by 9 publications

(4 citation statements)

References 43 publications

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“…In addition, there is empirical evidence that under some conditions the performance of HSC individuals can be reduced to the level of their LSC counterparts, for instance, if a secondary task has to be completed that also draws on executive resources (e.g., Baadte & Dutke, 2013). In a similar vein, affective variables also seem to have an impact on the working memory capacity that one has at his or her disposal (for an overview of state and trait limitations in working memory capacity, see Ilkowska & Engle [2010]), and that these affective variables seem to moderate the relation between cognitive skills and performance, particularly with regard to high achievers (see also Baadte & Schnotz, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…Thus, learners have to quickly evaluate and flexibly select goal-relevant information from multiple external sources and link them to their existing prior knowledge in order to construct new longterm knowledge structures (e.g., Schüler, Scheiter, & Van Genuchten, 2011). Accordingly, the learning outcome should, to some extent, depend on the executive functions of working memory that account for the flexibility of the cognitive system (e.g., Baadte & Dutke, 2013). Furthermore, focusing on the working memory capacity of the learners should allow teachers to design learning materials and environments that are more adapted to the individuals' cognitive skills.…”

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confidence: 99%

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Attention Switching and Multimedia Learning: The Impact of Executive Resources on the Integrative Comprehension of Texts and Pictures

Baadte

Rasch

Honstein

2014

Scandinavian Journal of Educational Research

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The ability to flexibly allocate attention to goal-relevant information is pivotal for the completion of high-level cognitive processes. For instance, in comprehending illustrated texts, the reader permanently has to switch the attentional focus between the text and the corresponding picture in order to extract relevant information from both sources. Thus, the hypothesis was tested that individuals with a lower switching capacity exhibit a decreased performance in tasks that require the flexible switch of attention between two external representations. Participants read an illustrated text and answered questions that either required the extraction of information from the text alone or from the text and the corresponding illustration. In addition, a switching task was accomplished. Results indicate that a lower switching capacity resulted in a poorer performance in those tasks that required the extraction of relevant information from two sources.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Attention Switching and Multimedia Learning: The Impact of Executive Resources on the Integrative Comprehension of Texts and Pictures

Baadte

Rasch

Honstein

2014

Scandinavian Journal of Educational Research

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“…We applied a switching task requiring predictable shifts between mental sets in alternating runs. Our task employing nonverbal stimuli (Baadte and Dutke, 2013 ) was a modification of the number-letter task (Rogers and Monsell, 1995 ), which proved to be a good indicator of shifting (Miyake et al, 2000 ). In the switching task, stimuli appear in a predictable clockwise sequence in the four corners of a computer screen.…”

Section: Methodsmentioning

confidence: 99%

Acute physical exercise improves shifting in adolescents at school: evidence for a dopaminergic contribution

Berse

Rolfes

Barenberg

et al. 2015

Front. Behav. Neurosci.

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The executive function of shifting between mental sets demands cognitive flexibility. Based on evidence that physical exercise fostered cognition, we tested whether acute physical exercise can improve shifting in an unselected sample of adolescents. Genetic polymorphisms were analyzed to gain more insight into possibly contributing neurophysiological processes. We examined 297 students aged between 13 and 17 years in their schools. Physical exercise was manipulated by an intense incremental exercise condition using bicycle ergometers and a control condition which involved watching an infotainment cartoon while sitting calm. The order of conditions was counterbalanced between participants. Shifting was assessed by a switching task after both conditions. Acute intense physical exercise significantly improved shifting as indicated by reduced switch costs. Exercise-induced performance gains in switch costs were predicted by a single nucleotide polymorphism (SNP) targeting the Dopamine Transporter (DAT1/SLCA6A3) gene suggesting that the brain dopamine system contributed to the effect. The results demonstrate the potential of acute physical exercise to improve cognitive flexibility in adolescents. The field conditions of the present approach suggest applications in schools.

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“…Most immediately, the test–retest correlation in the present study indicated that only 22% of the variance in observed CIE scores was shared between both time points. Furthermore, several past studies have demonstrated that the CIE is sensitive to external factors, such as plausibility manipulations (e.g., Baadte & Dutke, 2013; Hinze et al, 2014; Lewandowsky et al, 2005; Lombardi et al, 2016; Rapp & Kendeou, 2007; Seifert, 2002) and the factors mentioned in the Introduction, including the presence of misinformation warnings (Clayton et al, 2019; Ecker et al, 2010), and the repetition of corrections (Ecker, Lewandowsky, Swire et al, 2011). However, it has proven difficult to eliminate the CIE even with strong interventions (Ecker & Antonio, 2020; Ecker et al, 2010; Rapp et al, 2014), which may be partly indicative of the stable portion of CIE susceptibility.…”

Section: Discussionmentioning

confidence: 99%

Sensitivity to misinformation retractions in the continued influence paradigm: Evidence for stability

McIlhiney

Gignac

Weinborn

et al. 2021

Quarterly Journal of Experimental Psychology

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Research has consistently shown that misinformation can continue to affect inferential reasoning after a correction. This phenomenon is known as the continued influence effect (CIE). Recent studies have demonstrated that CIE susceptibility can be predicted by individual differences in stable cognitive abilities. Based on this, it was reasoned that CIE susceptibility ought to have some degree of stability itself; however, this has never been tested. The current study aimed to investigate the temporal stability of retraction sensitivity, arguably a major determinant of CIE susceptibility. Participants were given parallel forms of a standard CIE task four weeks apart, and the association between testing points was assessed with an intra-class correlation coefficient and confirmatory factor analysis. Results suggested that retraction sensitivity is relatively stable and can be predicted as an individual-differences variable. These results encourage continued individual-differences research on the CIE and have implications for real-world CIE intervention.

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Learning about persons: the effects of text structure and executive capacity on conceptual change

Cited by 9 publications

References 43 publications

Attention Switching and Multimedia Learning: The Impact of Executive Resources on the Integrative Comprehension of Texts and Pictures

Attention Switching and Multimedia Learning: The Impact of Executive Resources on the Integrative Comprehension of Texts and Pictures

Acute physical exercise improves shifting in adolescents at school: evidence for a dopaminergic contribution

Sensitivity to misinformation retractions in the continued influence paradigm: Evidence for stability

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