Response style and cross-cultural comparisons of rating scales among East Asian and North American students

Article Abstract:

Cross-cultural differences are examined among Chinese, Japanese, Canadian and US high school students as specific groups and East Asian and North American students as two major groups in the use of rating scales. Response bias, individual and collective responses and styles and cultural differences were evaluated. North Americans exhibited greater likelihood in responding based on group standards, while East Asians showed responses based on individual choices.

Testing, High school students, Psychological tests, Test results, Response set, Response bias

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Judgments of learning at delays: shifts in response patterns or increased metamemory accuracy?

Article Abstract:

Research shows that true metamemory improvement is reflected in the delayed-judgment-of-learning (JOL) effect. JOL accuracy is enhanced by moving the JOLs to the ends of the continuum, but increases in true calibration give greater effects. The middle of the scale may be avoided because subjects are not as uncertain at delay, and the improved calibration may produce the shift in JOLs distribution rather than be an artifactual cause of it.

Models, Learning, Metacognition, Teaching models, Judgment (Logic)

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Facilitated communication as an ideomotor response

Article Abstract:

An experiment to investigate facilitated communication as an automatism was conducted on 40 male and female undergraduate students. The aim of the experiment was to ascertain the frequency with which facilitated communication could be taught, the effect of its credibility on its output and its correlation to more simple automatisms such as dowsing, Ouija board spelling and automatic writing. Results of the study are discussed.

Subconsciousness, Unconscious (Psychology), Consciousness, Psychomotor disorders, Automatism, Altered states of consciousness

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