Mark A Mcdaniel
Datos Biográficos
| ID | 1663417 |
|---|---|
| NOMBRE | Mark A Mcdaniel |
| NOMBRES | Mark A |
| APELLIDO | Mcdaniel |
| FIRMA | MCDANIEL M A |
| AFILIACIONES | Washington University in St. Louis |
| ORCID | 0000-0003-4999-5531 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 102 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1986 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 4 |
Why meta-analyses of growth mindset and other interventions should follow best practices for examining heterogeneity
Meta-analysts often ask a yes-or-no question: Is there an intervention effect or not? This traditional, all-or-nothing thinking stands in contrast with current best practice in meta-analysis, which calls for a heterogeneity-attuned approach (i.e., focused on the extent to which effects vary across procedures, participant groups, or contexts). This heterogeneity-attuned approach allows researchers to understand where effects are weaker or stronger…
Individual Differences in Structure Building
In this article, we highlight an underappreciated individual difference: structure building. Structure building is integral to many everyday activities and involves creating coherent mental representations of conversations, texts, pictorial stories, and other events. People vary in this ability in a way not generally captured by other better known concepts and individual difference measures. Individuals with lower structure-building ability consi…
Training Learning Strategies to Promote Self-Regulation and Transfer
Surveys indicate that at all educational levels students often use relatively ineffective study strategies. One potential remedy is to include learning-strategy training into students’ educational experiences. A major challenge, however, is that it has proven difficult to design training protocols that support students’ self-regulation and transfer of effective learning strategies across a range of content. In this article we propose a practical …
Toward a better understanding of costs in prospective memory
In prospective memory (PM) research, a common finding is that people are slower to perform an ongoing task with concurrent PM demands than to perform the same task alone. This slowing, referred to as costs, has been seen as reflecting the processes underlying successful PM. Historically, costs have been interpreted as evidence that attentional capacity is being devoted toward detecting PM targets and maintaining the intention in working memory; i…
Prospective Memory
Make It Stick
Make It Stick
Drawing on cognitive psychology and other fields, Make It Stick offers techniques for becoming more productive learners, and cautions against study habits and practice routines that turn out to be counterproductive. The book speaks to students, teachers, trainers, athletes, and all those interested in lifelong learning and self-improvement.
Resource depletion does not influence prospective memory in college students
The Role of Gender, Embedded Questions, and Domain Specific Readings with Learners of Spanish
The present study utilizes readings taken from texts in social psychology to examine the effects by gender of embedded “what” questions and elaborative “why” questions on reading comprehension. During regular class time, 97 advanced second language (L2) learners of Spanish read two different vignettes, either with or without the adjuncts, and then completed a written recall, multiple choice items, and a topic familiarity inventory. Results reveal…
Cognitive Exertion and Subsequent Intention Execution in Older Adults
This study extends the negative effects of prior cognitive exertion to prospective memory in older adults. Also, dovetailing with past work, the depletion effects were limited to prospective memory tasks that are thought to require demanding attentional processes. The depletion effects were most pronounced for the old-old, suggesting that increased age may be associated with decline in attentional resources
The age prospective memory paradox
Previous research has identified the age prospective memory paradox of age-related declines in laboratory settings in contrast to age benefits in naturalistic settings. Various factors are assumed to account for this paradox, yet empirical evidence on this issue is scarce. In 2 experiments, the present study examined the effect of task setting in a laboratory task and the effect of motivation in a naturalistic task on prospective memory performan…
Learning Styles
The term "learning styles" refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures …
A Unified Model for Predictive and Bridging Inferences
Text materials such as those introduced by McKoon and Ratcliff (1986) have been repeatedly used to shape a theoretical understanding of inference processes. Recent resultsofKeefeandMcDaniel (1993)with thesematerialswere intriguingwith respect to the generation and persistence of predictive and bridging inferences. To account for these data, the authors developed a formal model within Kintsch’s (1988, 1998) con-struction–integration theory. Comput…
Strategic and automatic processes in prospective memory retrieval
Prospective memory situations involve forming intentions and then realizing those intentions at some appropriate time in the future. An interesting feature of most prospective remembering is that recollection of the intended action occurs without an explicit request to attempt retrieval, and we present two views on how this type of remembering can be accomplished. One could strategically monitor the environment for the presence of the target even…
The Enigma of Organization and Distinctiveness
Cue Competition Effects
A feature-free method for testing adaptive network learning models is presented. The test is based on a property called the mean matching law, a. property shared by many adaptive network models of learning. As an application of this method, we prove that cue competition effects obtained with statistically independent cues cannot be explained by many previous adaptive network learning models, including those based on the delta learning rule. These…
Normal aging and prospective memory.
Long‐term prose retention
In two experiments we examined the effects of schematic and proposition‐specific processing on long‐term (1 week) story memory. Subjects read a passage in which letters were deleted from the words contained in some of the idea units in the story, and subjects were instructed to adopt a particular perspective while reading the story. We assumed that the letter‐deletion task and the instructions to adopt a perspective would induce proposition‐speci…
Testing the generality and automaticity of self-reference encoding with release from proactive interference
The influence of the level of schema abstractness upon the processing of social information
Learning Styles
The term "learning styles" refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures …
A Unified Model for Predictive and Bridging Inferences
Text materials such as those introduced by McKoon and Ratcliff (1986) have been repeatedly used to shape a theoretical understanding of inference processes. Recent resultsofKeefeandMcDaniel (1993)with thesematerialswere intriguingwith respect to the generation and persistence of predictive and bridging inferences. To account for these data, the authors developed a formal model within Kintsch’s (1988, 1998) con-struction–integration theory. Comput…
Why meta-analyses of growth mindset and other interventions should follow best practices for examining heterogeneity
Meta-analysts often ask a yes-or-no question: Is there an intervention effect or not? This traditional, all-or-nothing thinking stands in contrast with current best practice in meta-analysis, which calls for a heterogeneity-attuned approach (i.e., focused on the extent to which effects vary across procedures, participant groups, or contexts). This heterogeneity-attuned approach allows researchers to understand where effects are weaker or stronger…
The influence of the level of schema abstractness upon the processing of social information
The age prospective memory paradox
Previous research has identified the age prospective memory paradox of age-related declines in laboratory settings in contrast to age benefits in naturalistic settings. Various factors are assumed to account for this paradox, yet empirical evidence on this issue is scarce. In 2 experiments, the present study examined the effect of task setting in a laboratory task and the effect of motivation in a naturalistic task on prospective memory performan…
Long‐term prose retention
In two experiments we examined the effects of schematic and proposition‐specific processing on long‐term (1 week) story memory. Subjects read a passage in which letters were deleted from the words contained in some of the idea units in the story, and subjects were instructed to adopt a particular perspective while reading the story. We assumed that the letter‐deletion task and the instructions to adopt a perspective would induce proposition‐speci…
Testing the generality and automaticity of self-reference encoding with release from proactive interference
The Role of Gender, Embedded Questions, and Domain Specific Readings with Learners of Spanish
The present study utilizes readings taken from texts in social psychology to examine the effects by gender of embedded “what” questions and elaborative “why” questions on reading comprehension. During regular class time, 97 advanced second language (L2) learners of Spanish read two different vignettes, either with or without the adjuncts, and then completed a written recall, multiple choice items, and a topic familiarity inventory. Results reveal…
The influence of the level of schema abstractness upon the processing of social information
Long‐term prose retention
In two experiments we examined the effects of schematic and proposition‐specific processing on long‐term (1 week) story memory. Subjects read a passage in which letters were deleted from the words contained in some of the idea units in the story, and subjects were instructed to adopt a particular perspective while reading the story. We assumed that the letter‐deletion task and the instructions to adopt a perspective would induce proposition‐speci…
Testing the generality and automaticity of self-reference encoding with release from proactive interference
Normal aging and prospective memory.
The Enigma of Organization and Distinctiveness
Cue Competition Effects
A feature-free method for testing adaptive network learning models is presented. The test is based on a property called the mean matching law, a. property shared by many adaptive network models of learning. As an application of this method, we prove that cue competition effects obtained with statistically independent cues cannot be explained by many previous adaptive network learning models, including those based on the delta learning rule. These…
Strategic and automatic processes in prospective memory retrieval
Prospective memory situations involve forming intentions and then realizing those intentions at some appropriate time in the future. An interesting feature of most prospective remembering is that recollection of the intended action occurs without an explicit request to attempt retrieval, and we present two views on how this type of remembering can be accomplished. One could strategically monitor the environment for the presence of the target even…
A Unified Model for Predictive and Bridging Inferences
Text materials such as those introduced by McKoon and Ratcliff (1986) have been repeatedly used to shape a theoretical understanding of inference processes. Recent resultsofKeefeandMcDaniel (1993)with thesematerialswere intriguingwith respect to the generation and persistence of predictive and bridging inferences. To account for these data, the authors developed a formal model within Kintsch’s (1988, 1998) con-struction–integration theory. Comput…
Learning Styles
The term "learning styles" refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures …
Cognitive Exertion and Subsequent Intention Execution in Older Adults
This study extends the negative effects of prior cognitive exertion to prospective memory in older adults. Also, dovetailing with past work, the depletion effects were limited to prospective memory tasks that are thought to require demanding attentional processes. The depletion effects were most pronounced for the old-old, suggesting that increased age may be associated with decline in attentional resources
The age prospective memory paradox
Previous research has identified the age prospective memory paradox of age-related declines in laboratory settings in contrast to age benefits in naturalistic settings. Various factors are assumed to account for this paradox, yet empirical evidence on this issue is scarce. In 2 experiments, the present study examined the effect of task setting in a laboratory task and the effect of motivation in a naturalistic task on prospective memory performan…
Resource depletion does not influence prospective memory in college students
The Role of Gender, Embedded Questions, and Domain Specific Readings with Learners of Spanish
The present study utilizes readings taken from texts in social psychology to examine the effects by gender of embedded “what” questions and elaborative “why” questions on reading comprehension. During regular class time, 97 advanced second language (L2) learners of Spanish read two different vignettes, either with or without the adjuncts, and then completed a written recall, multiple choice items, and a topic familiarity inventory. Results reveal…
Make It Stick
Make It Stick
Drawing on cognitive psychology and other fields, Make It Stick offers techniques for becoming more productive learners, and cautions against study habits and practice routines that turn out to be counterproductive. The book speaks to students, teachers, trainers, athletes, and all those interested in lifelong learning and self-improvement.
Prospective Memory
Toward a better understanding of costs in prospective memory
In prospective memory (PM) research, a common finding is that people are slower to perform an ongoing task with concurrent PM demands than to perform the same task alone. This slowing, referred to as costs, has been seen as reflecting the processes underlying successful PM. Historically, costs have been interpreted as evidence that attentional capacity is being devoted toward detecting PM targets and maintaining the intention in working memory; i…
Training Learning Strategies to Promote Self-Regulation and Transfer
Surveys indicate that at all educational levels students often use relatively ineffective study strategies. One potential remedy is to include learning-strategy training into students’ educational experiences. A major challenge, however, is that it has proven difficult to design training protocols that support students’ self-regulation and transfer of effective learning strategies across a range of content. In this article we propose a practical …
Individual Differences in Structure Building
In this article, we highlight an underappreciated individual difference: structure building. Structure building is integral to many everyday activities and involves creating coherent mental representations of conversations, texts, pictorial stories, and other events. People vary in this ability in a way not generally captured by other better known concepts and individual difference measures. Individuals with lower structure-building ability consi…
Why meta-analyses of growth mindset and other interventions should follow best practices for examining heterogeneity
Meta-analysts often ask a yes-or-no question: Is there an intervention effect or not? This traditional, all-or-nothing thinking stands in contrast with current best practice in meta-analysis, which calls for a heterogeneity-attuned approach (i.e., focused on the extent to which effects vary across procedures, participant groups, or contexts). This heterogeneity-attuned approach allows researchers to understand where effects are weaker or stronger…
Psychology (17 obras) · Computer Science (13 obras) · Cognition (12 obras) · Cognitive psychology (12 obras) · Social Psychology (8 obras) · Cognitive Functions and Memory (7 obras) · Neuroscience (6 obras) · Prospective memory (6 obras) · Artificial Intelligence (5 obras) · Recall (5 obras)