Pub Date : 2019-10-01DOI: 10.1177/1529100619880179
F. Schmid
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Pub Date : 2019-07-01DOI: 10.1177/1529100619856055
Mieke Bal, Mieke Bal, Michelle Williams, M. Bleeker, Wiep van Bunge, J. F. V. Dijkhuizen
Summarizes results of a recent inventory of service forester activities in 20 Northeastern States. Each year some 500 local state foresters give one-half million hours of technical assistance and advice about the manage- ment of forest resources to nearly 50,000 woodland owners. Yearly on-the-ground help with activities ranging from timber sales to shade tree protection involves more than 2 million acres of nonindustrial private forest.
{"title":"About the Authors","authors":"Mieke Bal, Mieke Bal, Michelle Williams, M. Bleeker, Wiep van Bunge, J. F. V. Dijkhuizen","doi":"10.1177/1529100619856055","DOIUrl":"https://doi.org/10.1177/1529100619856055","url":null,"abstract":"Summarizes results of a recent inventory of service forester activities in 20 Northeastern States. Each year some 500 local state foresters give one-half million hours of technical assistance and advice about the manage- ment of forest resources to nearly 50,000 woodland owners. Yearly on-the-ground help with activities ranging from timber sales to shade tree protection involves more than 2 million acres of nonindustrial private forest.","PeriodicalId":20879,"journal":{"name":"Psychological Science in the Public Interest","volume":" ","pages":"iii - iv"},"PeriodicalIF":25.4,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1529100619856055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48041107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-18DOI: 10.1177/1529100620962097
C. S. Green, Lydia Bradford
C. Shawn Green is an Associate Professor of Psychology at the University of Wisconsin-Madison. His research program utilizes both traditional methods (e.g., psychophysics, brain imaging) as well as certain modern forms of media (e.g., video games, virtual reality) to examine factors that influence the rate and generalization of perceptual and cognitive learning. His research has been supported by grants from the National Science Foundation, the National Institutes of Health, and the Department of Defense and has been disseminated in such journals as Nature, the Proceedings of the National Academy of Sciences, Neuron, Psychological Bulletin, Psychological Science, and Current Biology. Green’s service to psychological science includes serving as an associate editor for both the Journal of Cognitive Enhancement and Technology, Mind, and Behavior. Finally, Green has had a strong focus on sharing science more directly with the general public, including writing a cover article for the pop-science magazine Scientific American and appearing on the Netflix show Bill Nye Saves the World.
{"title":"About the Authors","authors":"C. S. Green, Lydia Bradford","doi":"10.1177/1529100620962097","DOIUrl":"https://doi.org/10.1177/1529100620962097","url":null,"abstract":"C. Shawn Green is an Associate Professor of Psychology at the University of Wisconsin-Madison. His research program utilizes both traditional methods (e.g., psychophysics, brain imaging) as well as certain modern forms of media (e.g., video games, virtual reality) to examine factors that influence the rate and generalization of perceptual and cognitive learning. His research has been supported by grants from the National Science Foundation, the National Institutes of Health, and the Department of Defense and has been disseminated in such journals as Nature, the Proceedings of the National Academy of Sciences, Neuron, Psychological Bulletin, Psychological Science, and Current Biology. Green’s service to psychological science includes serving as an associate editor for both the Journal of Cognitive Enhancement and Technology, Mind, and Behavior. Finally, Green has had a strong focus on sharing science more directly with the general public, including writing a cover article for the pop-science magazine Scientific American and appearing on the Netflix show Bill Nye Saves the World.","PeriodicalId":20879,"journal":{"name":"Psychological Science in the Public Interest","volume":"21 1","pages":"iii - iv"},"PeriodicalIF":25.4,"publicationDate":"2019-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1529100620962097","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43138826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-04-15DOI: 10.1177/1529100617706076
Alberto Boschetti, L. Massaron
Hamish Coates is a Tenured Professor at Tsinghua University Institute of Education, China, and Deputy Director of Tsinghua University Global Research Centre for the Assessment of College and Student Development. He was Professor of Higher Education at the University of Melbourne, Founding Director of Higher Education Research at the Australian Council for Educational Research, and Program Director at the LH Martin Institute for Tertiary Leadership and Management. He concentrates on improving the quality and productivity of higher education.
{"title":"About the Authors.","authors":"Alberto Boschetti, L. Massaron","doi":"10.1177/1529100617706076","DOIUrl":"https://doi.org/10.1177/1529100617706076","url":null,"abstract":"Hamish Coates is a Tenured Professor at Tsinghua University Institute of Education, China, and Deputy Director of Tsinghua University Global Research Centre for the Assessment of College and Student Development. He was Professor of Higher Education at the University of Melbourne, Founding Director of Higher Education Research at the Australian Council for Educational Research, and Program Director at the LH Martin Institute for Tertiary Leadership and Management. He concentrates on improving the quality and productivity of higher education.","PeriodicalId":20879,"journal":{"name":"Psychological Science in the Public Interest","volume":"18 1 1","pages":"iii-iv"},"PeriodicalIF":25.4,"publicationDate":"2019-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1529100617706076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65439659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.1177/1529100619831747
M. Bergman, Niels Brügger, A. Kantola, Kristin Skare, J. Straubhaar
Jonathan Corbet got his first look at the BSD Unix source back in 1981, when an instructor at the University of Colorado let him “fix” the paging algorithm. He has been digging around inside every system he could get his hands on ever since, working on drivers for VAX, Sun, Ardent, and x86 systems. He got his first Linux system in 1993 and has never looked back. Jonathan is currently the cofounder and executive editor of Linux Weekly News (http://www.LWN.net). He lives in Boulder, Colorado with his wife and two children.
Jonathan Corbet第一次看到BSD Unix源代码是在1981年，当时科罗拉多大学的一位讲师让他“修复”了分页算法。从那以后，他一直在挖掘他能接触到的每一个系统，为VAX、Sun、Ardent和x86系统开发驱动程序。1993年，他获得了第一个Linux系统，从此再也没有回头。Jonathan目前是《Linux周报》的联合创始人和执行主编(http://www.LWN.net)。他与妻子和两个孩子住在科罗拉多州的博尔德市。
{"title":"About the Authors","authors":"M. Bergman, Niels Brügger, A. Kantola, Kristin Skare, J. Straubhaar","doi":"10.1177/1529100619831747","DOIUrl":"https://doi.org/10.1177/1529100619831747","url":null,"abstract":"Jonathan Corbet got his first look at the BSD Unix source back in 1981, when an instructor at the University of Colorado let him “fix” the paging algorithm. He has been digging around inside every system he could get his hands on ever since, working on drivers for VAX, Sun, Ardent, and x86 systems. He got his first Linux system in 1993 and has never looked back. Jonathan is currently the cofounder and executive editor of Linux Weekly News (http://www.LWN.net). He lives in Boulder, Colorado with his wife and two children.","PeriodicalId":20879,"journal":{"name":"Psychological Science in the Public Interest","volume":"19 1","pages":"iv - iv"},"PeriodicalIF":25.4,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1529100619831747","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47264659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-01DOI: 10.1177/1529100619828777
{"title":"Dedication to Walter Mischel","authors":"","doi":"10.1177/1529100619828777","DOIUrl":"https://doi.org/10.1177/1529100619828777","url":null,"abstract":"","PeriodicalId":20879,"journal":{"name":"Psychological Science in the Public Interest","volume":"19 1","pages":"iii - iii"},"PeriodicalIF":25.4,"publicationDate":"2018-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1529100619828777","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42221066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.1177/1529100618815879
Reginald Wilson
Art Graesser is a Professor in the Department of Psychology and the Institute of Intelligent Systems at the University of Memphis as well as an Honorary Research Fellow at the University of Oxford. His primary research interests are in cognitive science, discourse processing, and the learning sciences. More specific interests include knowledge representation, question asking and answering, tutoring, text comprehension, conversation, emotions, artificial intelligence, and computational linguistics. He served as editor of the journals Discourse Processes (1996–2005) and Journal of Educational Psychology (2009–2014). His service in professional societies includes having been president of the Empirical Studies of Literature, Art, and Media (1989–1992), the Society for Text and Discourse (2007–2010), the International Society for Artificial Intelligence in Education (2007–2009), and the Federation of Associations in the Behavioral and Brain Sciences Foundation (2012–2013). He and his colleagues have developed and tested software in learning, language, and discourse technologies, including those that hold a conversation in natural language and interact with multimedia (such as AutoTutor) and those that analyze text on multiple levels of language and discourse (Coh-Metrix and QUAID). He has served on four Organisation for Economic Co-operation and Development (OECD) expert panels on problem solving, including acting as chair of the Programme for International Student Assessment (PISA) 2015 Collaborative Problem Solving.
Art Graesser是孟菲斯大学心理学系和智能系统研究所的教授，也是牛津大学的荣誉研究员。主要研究方向为认知科学、语篇处理和学习科学。更具体的兴趣包括知识表示、提问和回答、辅导、文本理解、对话、情感、人工智能和计算语言学。曾任《话语过程》(1996-2005)和《教育心理学杂志》(2009-2014)主编。他曾担任文学、艺术和媒体实证研究协会主席(1989-1992)，文本与话语协会主席(2007-2010)，国际人工智能教育协会主席(2007-2009)，行为与脑科学基金会协会联合会主席(2012-2013)。他和他的同事已经开发并测试了学习、语言和话语技术方面的软件，包括那些用自然语言进行对话并与多媒体交互的软件(如AutoTutor)，以及那些在多个语言和话语层面上分析文本的软件(oh- metrix和QUAID)。他曾在经济合作与发展组织(OECD)的四个问题解决专家小组任职，包括担任2015年国际学生评估(PISA)合作问题解决计划的主席。
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Pub Date : 2018-06-01DOI: 10.1177/1529100618777756
{"title":"About the Authors","authors":"","doi":"10.1177/1529100618777756","DOIUrl":"https://doi.org/10.1177/1529100618777756","url":null,"abstract":"","PeriodicalId":20879,"journal":{"name":"Psychological Science in the Public Interest","volume":"19 1","pages":"ii - ii"},"PeriodicalIF":25.4,"publicationDate":"2018-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1529100618777756","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43557871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-12-01DOI: 10.1177/1529100618766877
S. Harrell
In January 2014, NBR published a two-part interview with Daniel K. Gardner (Smith College) titled “China’s Off-the-Chart Air Pollution and Why It Matters (And Not Only to the Chinese).” The interview touched on a number of issues related not just to pollution and environmental quality in general but also to trade, technology, and quality of life in China, other parts of East Asia, and even the United States. For this roundtable, NBR asked several scholars who work on China and its environmental problems to comment further on the issues raised by Professor Gardner.
{"title":"About the Authors","authors":"S. Harrell","doi":"10.1177/1529100618766877","DOIUrl":"https://doi.org/10.1177/1529100618766877","url":null,"abstract":"In January 2014, NBR published a two-part interview with Daniel K. Gardner (Smith College) titled “China’s Off-the-Chart Air Pollution and Why It Matters (And Not Only to the Chinese).” The interview touched on a number of issues related not just to pollution and environmental quality in general but also to trade, technology, and quality of life in China, other parts of East Asia, and even the United States. For this roundtable, NBR asked several scholars who work on China and its environmental problems to comment further on the issues raised by Professor Gardner.","PeriodicalId":20879,"journal":{"name":"Psychological Science in the Public Interest","volume":"18 1","pages":"iii - iv"},"PeriodicalIF":25.4,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1529100618766877","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48830520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-10-01DOI: 10.1177/1529100616661983
Daniel J Simons, Walter R Boot, Neil Charness, Susan E Gathercole, Christopher F Chabris, David Z Hambrick, Elizabeth A L Stine-Morrow
In 2014, two groups of scientists published open letters on the efficacy of brain-training interventions, or "brain games," for improving cognition. The first letter, a consensus statement from an international group of more than 70 scientists, claimed that brain games do not provide a scientifically grounded way to improve cognitive functioning or to stave off cognitive decline. Several months later, an international group of 133 scientists and practitioners countered that the literature is replete with demonstrations of the benefits of brain training for a wide variety of cognitive and everyday activities. How could two teams of scientists examine the same literature and come to conflicting "consensus" views about the effectiveness of brain training?In part, the disagreement might result from different standards used when evaluating the evidence. To date, the field has lacked a comprehensive review of the brain-training literature, one that examines both the quantity and the quality of the evidence according to a well-defined set of best practices. This article provides such a review, focusing exclusively on the use of cognitive tasks or games as a means to enhance performance on other tasks. We specify and justify a set of best practices for such brain-training interventions and then use those standards to evaluate all of the published peer-reviewed intervention studies cited on the websites of leading brain-training companies listed on Cognitive Training Data (www.cognitivetrainingdata.org), the site hosting the open letter from brain-training proponents. These citations presumably represent the evidence that best supports the claims of effectiveness.Based on this examination, we find extensive evidence that brain-training interventions improve performance on the trained tasks, less evidence that such interventions improve performance on closely related tasks, and little evidence that training enhances performance on distantly related tasks or that training improves everyday cognitive performance. We also find that many of the published intervention studies had major shortcomings in design or analysis that preclude definitive conclusions about the efficacy of training, and that none of the cited studies conformed to all of the best practices we identify as essential to drawing clear conclusions about the benefits of brain training for everyday activities. We conclude with detailed recommendations for scientists, funding agencies, and policymakers that, if adopted, would lead to better evidence regarding the efficacy of brain-training interventions.
{"title":"Do \"Brain-Training\" Programs Work?","authors":"Daniel J Simons, Walter R Boot, Neil Charness, Susan E Gathercole, Christopher F Chabris, David Z Hambrick, Elizabeth A L Stine-Morrow","doi":"10.1177/1529100616661983","DOIUrl":"10.1177/1529100616661983","url":null,"abstract":"<p><p>In 2014, two groups of scientists published open letters on the efficacy of brain-training interventions, or \"brain games,\" for improving cognition. The first letter, a consensus statement from an international group of more than 70 scientists, claimed that brain games do not provide a scientifically grounded way to improve cognitive functioning or to stave off cognitive decline. Several months later, an international group of 133 scientists and practitioners countered that the literature is replete with demonstrations of the benefits of brain training for a wide variety of cognitive and everyday activities. How could two teams of scientists examine the same literature and come to conflicting \"consensus\" views about the effectiveness of brain training?In part, the disagreement might result from different standards used when evaluating the evidence. To date, the field has lacked a comprehensive review of the brain-training literature, one that examines both the quantity and the quality of the evidence according to a well-defined set of best practices. This article provides such a review, focusing exclusively on the use of cognitive tasks or games as a means to enhance performance on other tasks. We specify and justify a set of best practices for such brain-training interventions and then use those standards to evaluate all of the published peer-reviewed intervention studies cited on the websites of leading brain-training companies listed on Cognitive Training Data (www.cognitivetrainingdata.org), the site hosting the open letter from brain-training proponents. These citations presumably represent the evidence that best supports the claims of effectiveness.Based on this examination, we find extensive evidence that brain-training interventions improve performance on the trained tasks, less evidence that such interventions improve performance on closely related tasks, and little evidence that training enhances performance on distantly related tasks or that training improves everyday cognitive performance. We also find that many of the published intervention studies had major shortcomings in design or analysis that preclude definitive conclusions about the efficacy of training, and that none of the cited studies conformed to all of the best practices we identify as essential to drawing clear conclusions about the benefits of brain training for everyday activities. We conclude with detailed recommendations for scientists, funding agencies, and policymakers that, if adopted, would lead to better evidence regarding the efficacy of brain-training interventions.</p>","PeriodicalId":20879,"journal":{"name":"Psychological Science in the Public Interest","volume":"17 1","pages":"103-186"},"PeriodicalIF":18.2,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65439575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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