Gender differences in Scholastic Aptitude Test: Mathematics problem solving among high-ability students.

Examined whether male and female students of high mathematical ability use different solution strategies on math problems that had previously yielded gender differences in correct responding. Structured interviews were conducted with high school students who had scored at least 670 on the math portion of the Scholastic Aptitude Test (SAT-M). Eight types of solution strategies could be further dichotomized as conventional or unconventional in approach. Female students were more likely than male students to use conventional strategies. SAT-M scores were correlated with positive attitudes (confidence and persistence) toward math: use of conventional strategies was correlated with negative attitudes (dislike, nonrelevance) toward math. Findings may help to explain patterns of gender differences on SAT-M problems among high-ability students in which female students outperform male students on conventional problems and male students outperform female students on unconventional problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Eyewitness persuasion: How and how well do fact finders judge the accuracy of adults' and children's memory reports?

Children (aged 5–6 and 9–10 yrs) and adults participated in an eventful laboratory session and provided memory reports of the session. In 3 experiments, college students and parents viewed videotapes of highly accurate and highly inaccurate reports. In 2 experiments, these "fact finders" rated adult witnesses more believable and accurate than younger child witnesses, even when both groups were equally accurate. Perceptions of confidence and consistency mediated credibility judgments. Accurate witnesses were judged more believable and accurate than inaccurate witnesses. Higher perceived confidence, longer free recall, and fewer memory failure admissions were associated with more accurate adult memory reports. Fact finders overused confidence and underused the other cues in achieving modest accuracy discernment. The results suggest how strong and weak memory reports differ and how fact finders may learn to differentiate them. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Another step forward in searching for cubature formulae with a minimal number of knots for the square

The knots and weights of a cubature formula are determined by a system of nonlinear equations. The number of equations and unknowns can be reduced by imposing some structure on the formula. We are concerned with the construction of cubature formulae which are invariant under rotations. Using invariant theory, we obtain a smaller system of algebraically independent equations. This is used to construct cubature formulae for the square. One of the results is a 24-point formula of degree 11.     

智能型激光控制器提高灵活性并节省空间

激光二极管是宽带调幅光纤发射系统的核心器件。光纤系统依赖于激光的稳定性,但未受调节控制的激光二极管特性却常因制造误差、温度和使用日久所造成的参数改变而变得不稳定。因此,光纤通信系统需要专用电路来控制重要的激光二极管参数,以确保它们稳定操作。虽然激光控制电路都     

Linking of serially ordered lists by macaque monkeys (Macaca mulatta): List position influences.

Five monkeys (Macaca mulatta) were trained on 2 sets of 3 5-item serially ordered lists. Then, each set was either linked or not in a counterbalanced, within-subject design. Linking entailed training on the 2 pairs that ordered the 3 5-item fists into a single overall 15-item series. Choices on novel pairings after linking conditions attempted to define the unique contributions of knowledge of within-list ordinal position and between-lists link training. With linkage, the series was immediately treated as a 15-item ordered list. Without linkage, choices reflected list positions from initial learning, but continued testing with directional reward yielded gradual ordering into a 15-itern list. Apparently, monkeys remembered and used initial list-position information, but linkage allowed inference of an integrated serial relationship among items. Results supported primate list memory as an organizational process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Flat affect in schizophrenia does not reflect diminished subjective experience of emotion.

Although accorded historical significance, affective features of schizophrenia have only begun to receive systematic empirical attention. Interestingly, both early psychopathology writers and more recent investigators have reported frequent discrepancies between schizophrenics' feelings and outward expressions of emotion. Using a more comprehensive assessment of emotion, the present study examines the relationship between emotional experience and expression in a sample of medication-free schizophrenics. Compared with their normal counterparts, schizophrenics were indeed much less facially expressive of both positive and negative emotions during emotion-eliciting films, yet they reported experiencing as much positive and negative emotion. Therefore, the blunted affect typical of some schizophrenics misrepresents their underlying emotional experience. Future research into an inhibition hypothesis is recommended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of feedback on performance and retention of skill for a natural language interface

This study investigated the effectiveness of different types of on-line feedback following user errors for informing users of the information and functions available in a system with a natural language interface. Twenty-four individuals performed a task based on an industry cost savings program, in which they were given general goals to pursue with regard to the task. Three feedback levels which differed according to the type and amount of feedback provided, along with two levels of system complexity, were examined. In addition, subjects performed the task again after one week to determine the effects of feedback on retention. Results indicated that the subjects in the second level of feedback generally performed better with respect to accessing system functions and information than those in the first level. Although there was some performance improvement from the second to third level, it was not significant. However, the third level of feedback did significantly improve the efficiency with which subjects used information to complete the task during the return condition. Overall, feedback did not affect the errors made, though at certain more limited stages of the tasks this effect was observed.