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Biomedical subjects

W S Maki

Publications and source records attributed to W S Maki.

14 recordsLinked to original sources
PubMed2000

Evaluation of a Web-based introductory psychology course: I. Learning and satisfaction in on-line versus lecture courses.

We offered introductory psychology on the World-Wide Web (WWW) and evaluated the on-line format relative to the traditional lecture-test format, using a pretest-posttest nonequivalent control group design. Multiple sections of the introductory course were offered each semester; on-line and lecture sections were taught by the same instructor, the same textbook was used, and the same in-class examinations were taken. For on-line sections, mastery quizzes, interactive individual exercises, and weekly laboratory meetings replaced lectures. Increased content knowledge was greater for the students in the Web sections, as was in-class examination performance. Use of the WWW and computers for academic purposes increased more in the on-line sections, and the on-line students showed a greater decrease in computer anxiety. The students in the on-line sections expressed appreciation for course components and the convenience of the course, but the lecture sections received higher ratings on course evaluations than did the on-line sections. Learning and course satisfaction were dissociated in the two course formats.

Analysis of Variance↗
PubMed2000

Evaluation of a Web-based introductory psychology course: II. Contingency management to increase use of on-line study aids.

In a Web-based general psychology course, students were observed to postpone use of on-line study aids until 2 days prior to examinations, thus negating any influence of advance organizers (Taraban, Maki, & Rynearson, 1999). We attempted to modify this behavior by providing course credit in the form of short quizzes as rewards for using on-line study aids to preview each chapter. Some students received quizzes after previewing frequently asked questions (FAQ); other students received quizzes after previewing chapter outlines. Students who received quizzes for previewing FAQ pages accessed those pages more frequently than did students who received quizzes for previewing outline pages. Increased access to FAQs was associated with higher scores on FAQ-related midterm examination questions. However, the advantage on examination items was not apparent on a cumulative final examination. Navigational structures and reward values need to be considered when one is managing contingencies in Web courses.

Analysis of Variance↗
PubMed1999

Measuring study time distributions: implications for designing computer-based courses.

In both traditional lecture-test courses and courses delivered over the World-Wide Web (WWW), both beginning and experienced college students reported studying almost exclusively just before exams. Automatic measures (computer records, WWW page hits, and electronic mail archives) confirmed the self-reported distributions of study times. Weekly deadlines produced weekly volleys of taking on-line quizzes, a pattern that was reflected in self-reports of study times. However, on-line study materials were used primarily for review for regularly scheduled in-class exams. Thus, regardless of course format, students engaged in massed practice and did not experience study aids at appropriate times. Computer technology provides new forms of learning for students, as well as opportunities for instructors to observe patterns of student study time. Management of instructional contingencies will be necessary to bring students into contact with the rich cognitive aids enabled by technology.

Behavior↗
PubMed1997

Associative priming by targets and distractors during rapid serial visual presentation: does word meaning survive the attentional blink?

In 5 experiments, 432 college students viewed lists of words containing 2 targets (Target 1 [T1] and Target 2 [T2]) presented by rapid serial visual presentation at 10 words per second. Identification of T1 caused a 500-ms impairment in the identification of T2 (the attentional blink [AB]). Improved recall of T2 was observed throughout the time course of the AB when T2 was a strong associate of either T1 or a priming distractor (PD). When participants ignored T1, the AB was eliminated, but the amount of priming was not affected. Priming of T2 by PD was temporary (100-200 ms after the onset of PD). Although target priming and distractor priming both survived the AB, the 2 forms of priming appeared to have different bases. In contrast to priming by PD, priming by T1 was larger, modulated by backward associative strength, and longer lasting. Priming and the AB are hypothesized to result from on-line attentional processes, but recall from RSVP lists is also influenced by off-line memory processes.

Attention↗
PubMed1997

Sources of the attentional blink during rapid serial visual presentation: perceptual interference and retrieval competition.

Observers watched for 1 or 2 colored words as targets presented in lists of distractor strings (10 items/s). Identification of 1 target (T1) temporarily reduced the accuracy of reporting a 2nd target (T2). This attentional blink (AB) effect was most pronounced when T1 and T2 occurred close together in time. Use of recognition tests (instead of recall) improved performance but did not eliminate the AB effect. The AB effect was found with both word and nonword distractors, a smaller AB effect was found with consonant string distractors, and the AB effect was substantially attenuated with strings of unfamiliar characters (a false font). Analyses of errors indicated that the 2nd target is frequently replaced or corrupted by the following distractor during the blink. The AB effect appears to result from both attentional and mnemonic processes.

Adult↗
PubMed1994

Do nonclinical checkers exhibit deficits in cognitive control? Tests of an inhibitory control hypothesis.

We tested the hypothesis that persons who engage in compulsive checking may do so to compensate for cognitive errors produced by deficient inhibitory control. In two experiments, undergraduates were classified by scores on the MOCI checking subscale as checkers or noncheckers. On self-report measures, checkers were significantly more depressed, more anxious, more prone to cognitive slips, and more likely to engage in obsessive-compulsive behaviors. However, checkers performed similarly to noncheckers on laboratory tests of inhibitory control of cognition. Checkers and noncheckers were equally able to (1) ignore distractors in a selective attention task, (2) suppress inappropriate word meanings in a sentence comprehension task, and (3) inhibit retrieval of to-be-forgotten items in a memory task. These results suggest that compulsive checking does not arise from failures of inhibitory control of cognition.

Adult↗
PubMed1986

Release from proactive interference by experimental amnesia: electroconvulsive shock improves radial-arm maze performance in rats.

Rats were trained in an eight-arm radial maze and tested using a proactive interference (PI) procedure. Each test trial consisted of forced choices of four randomly selected arms followed, after a 2-h delay, by free choices among all eight arms. Normally, rats chose correctly during the free choices by entering and retrieving food from the four arms not yet visited during the test trial. Occasionally, an interference trial preceded the test trial by 1.5 or 3 h; interference trials consisted of forced choices of another four arms and an immediate test. The presence of an interference trial lowered test-trial performance (PI). Electroconvulsive shock (ECS) administered immediately after the interference trial had no effect; i.e., PI was still observed. When ECS was administered at the midpoint of the 3-h intertrial interval, performance increased to control (no ECS, no PI) levels. Such release from PI, however, was not obtained, and test-trial performance remained inaccurate when ECS was delivered immediately after the forced choices of the test trial (either 1.5 or 3 h after the interference trial).

Amnesia↗
PubMed1985

Differential effects of electroconvulsive shock on concurrent spatial memories: "old" memories are impaired while "new" memories are spared.

The effects of electroconvulsive shock (ECS) on spatial memory first reported by Shavalia, Dodge, and Beatty (1981, Behavioral and Neural Biology, 31, 261-273) were systematically replicated in two experiments. Rats acquired concurrent spatial memories in two 8-arm radial mazes. Each rat was allowed four choices in Maze 1 and then, after 2 h, four choices in Maze 2. After 2 h each rat was tested for retention in Maze 1 and, after 2 more h, was tested for retention in Maze 2. A single ECS was administered immediately after the fourth choice in Maze 2. Retention (as measured by accuracy of Choices 5-8) was diminished for Maze 1 but not for Maze 2. In the second experiment, the delay between the retention tests was eliminated (thus holding the ECS-Choice 5 interval constant for the two mazes). Once again retention of Maze 1 was impaired and retention of Maze 2 was spared; that finding suggests that ECS does not proactively affect radial-arm maze performance. The results of a third experiment converge on the same conclusion; ECS failed to reduce levels of spontaneous alternation. Therefore, ECS appears to interfere retroactively with relatively old spatial memories and newly established memories appear to be immune to the amnestic effects of ECS. Implications and various explanations are considered.

Animals↗
PubMed1984

Spatial memory over long retention intervals: nonmemorial factors are not necessary for accurate performance on the radial-arm maze by rats.

A. Markowska, O. Buresová, and J. Bures (1983, Behavioral and Neural Biology, 38, 97-112) argued that the apparent persistence of accurate spatial working memory over delays of several hours arises from the formation of response strategies and the use of olfactory stimuli that develop with extended training at long delays. To test this explanation rats with extensive prior training at long delays were forced to enter the first four arms in a random order. On test days, the maze was rotated 180 degrees during the 2-h retention interval to determine whether the rats were using intramaze or extramaze (i.e., spatial) cues to guide their choices. On both rotation and control days, postdelay choices were spatially guided, averaging over 90% correct. Accurate spatial working memory at long delays is a reproducible phenomenon and does not appear to result from nonmemorial artifacts.

Animals↗
PubMed1983

Characteristics of spatial memory in pigeons.

Pigeons learned a delayed-alteration (DA) task in a T-maze. Very few trials were needed prior to accurate performance. Similarly, after little training the birds performed accurately with delays of 8-16 min. End-of-delay cues, possibly provided by the experimenter, response-based cues, and intramaze cues were all experimentally examined and rejected as bases for the birds' performances; pigeons appear to rely on spatial (extramaze) cues. Long-delay performances were undisturbed by changes in delay-interval stimuli (illumination shifts and transportation around the laboratory). Finally, birds were shown to acquire DA so quickly because of a potent tendency to avoid recently visited locations (i.e., a preexisting "win-shift" tendency). Characteristics of pigeon spatial memory thus include temporal persistence, resistance to retroactive interference, and a win-shift bias. In these respects spatial memory of pigeons parallels spatial memory of rats.

Animals↗
PubMed1979

Discrimination learning without short-term memory: dissociation of memory processes in pigeons.

Pigeons were trained to perform delayed matching to samples of food and no food when each sample concurrently served as the outcome of a discrimination learning trial which immediately preceded each matching trial. Ambient light presented during the delays after the samples of food or no food severely disrupted matching but had no effect on the rate of discrimination learning.

Animals↗
PubMed1973

Shared attention in pigeons.

Two pigeons performed a three-key matching-to-sample task. The comparison (side key) stimuli were either solid colors or white lines. The sample (center key) stimuli were either compounds (white lines on colored grounds) or elements (white lines on black grounds on some trials, and solid colors on other trials). Sample stimuli were presented for nine sample stimulus durations ranging between 0.04 and 5.00 sec. Within each daily session, both compound and element samples were presented at each sample duration in a random sequence. Compound samples controlled matching responses less effectively than did element samples at all sample stimulus durations.

Animals↗