Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students’ (N = 80) acquisition of self-assessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students’ (N = 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in self-regulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.     

Breaking the filter bubble: democracy and design

It has been argued that the Internet and social media increase the number of available viewpoints, perspectives, ideas and opinions available, leading to a very diverse pool of information. However, critics have argued that algorithms used by search engines, social networking platforms and other large online intermediaries actually decrease information diversity by forming so-called “filter bubbles”. This may form a serious threat to our democracies. In response to this threat others have developed algorithms and digital tools to combat filter bubbles. This paper first provides examples of different software designs that try to break filter bubbles. Secondly, we show how norms required by two democracy models dominate the tools that are developed to fight the filter bubbles, while norms of other models are completely missing in the tools. The paper in conclusion argues that democracy itself is a contested concept and points to a variety of norms. Designers of diversity enhancing tools must thus be exposed to diverse conceptions of democracy.     

How much exercise are older adults living in nursing homes doing in daily life? A cross-sectional study

Information on the amount of exercise practised by nursing home (NH) residents is scarce. This study aimed at describing NH residents’ participation in exercise classes, as well as to examine whether the presence of a professional exercise instructor in the facilities is associated with residents’ exercise habits. The cross-sectional data of 5402 residents (median age = 88 years; mostly women (75.2%)) from 163 NHs in France were analysed. Adjusted logistic and linear regressions were performed to examine whether the presence of a professional exercise instructor in the NH was associated with exercise habits: exercise participation, frequency, duration, and levels. From the 5402 participants, 1914 were participating in exercise classes provided in the NH. Most of them had an exercise frequency of 1x/week or less. Median duration of exercise sessions was 45 min. Exercise levels were rated as: highly active (n = 487), intermediately active (n = 1096), and poorly active (n = 331). The presence of a professional exercise instructor working in the facility was significantly associated with exercise participation and with higher exercise frequencies and levels, and session duration. In conclusion, the presence of professional exercise instructors is associated with better exercise habits in NH residents. Improved exercise habits may potentially be translated into better health in this population.     

Differential Susceptibility in Early Literacy Instruction Through Computer Games: The Role of the Dopamine D4 Receptor Gene (DRD4)

Not every child seems equally susceptible to the same parental, educational, or environmental influences even if cognitive level is similar. This study is the first randomized controlled trial to apply the differential susceptibility paradigm to education in relation to children's genotype and early literacy skills. A randomized pretest–posttest control group design was used to examine the effects of the Intelligent Tutoring System Living Letters. Two intervention groups were created, 1 receiving feedback and 1 completing the program without feedback, and 1 control group. Carriers of the long variant of the dopamine D4 receptor gene (DRD4 7‐repeat) profited most from the computer program with positive feedback, whereas they performed at the lowest level of early literacy skills in the absence of such feedback. Our findings suggest that behind modest overall educational intervention effects a strong effect on a subgroup of susceptible children may be hidden.