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This study utilized a longitudinal data collection to examine online factors of digital multimodal composing (DMC) preference and measure learner course satisfaction with digital composing modes in an online EFL communication course. The purpose of this research was to involve learners in a process of online, interactive, and multimodal curricular design during emergency remote learning due to the coronavirus pandemic. Innovative online technologies such as a new learning management system and digital educational components were implemented and used to quantitatively examine learners' acceptance of technology. Korean learner preferences for textual and audio modes of DMC were indicated by Relative Advantage, Perceived Usefulness, and User Satisfaction factors. These factors also indicated an aversion to video-based DMC including video recordings and video responses as well as moderate concern for video conferencing. Qualitative findings revealed student concern for the constructs of Ease of Use and Using Video Modalities when transitioning to new online learning technologies.

Objectives In Africa and Asia, 190 million preschoolers are vitamin A deficient. This study examined the social determinants of intake of vitamin A supplementation (VAS) among children aged 6-59 months during three different time periods in Kenya to identify those most vulnerable to vitamin A deficiency and highlight the varied targeting and outreach efforts; before the onset of a national restructuring and targeted distribution of VAS in children below 5 years through a twice-yearly door-to-door campaign called Child Health Weeks, during the implementation period, and several years later. Methods The cross-sectional, national Demographic and Health Surveys were administered in Kenya in 2003, 2008-09, and 2014. Bivariate and multivariable logistic regression analyses were used to assess variables associated with VAS among children (n = 28,239). Results An overall two-fold increase in VAS was recorded between 2003 (31.8%) and 2014 (67.5%). In 2008-09, children aged 6-11 months were the most likely to receive VAS. In 2003 and 2014, geographical regions and settings, birth order of the child, educational level of the mother, religion, wealth index, number of antenatal visits, and access to a radio were identified as being significantly associated with VAS, in at least one of the years. These determinants were not significant in 2008-09 during the initial Child Health Weeks promotion campaign. The determinants of VAS varied during the three study periods, particularly in 2008-09 when the Child Health Weeks was first implemented. Conclusion As efforts to increase VAS continue, addressing child-specific determinants will be essential to reduce health disparities., Author(s): Petronella Ahenda [sup.1] , David J. Washburn [sup.2] , Brian Colwell [sup.1] , Shinduk Lee [sup.3] , Ibrahim Gwarzo [sup.4] , Debra K. Kellstedt [sup.5] , Jay E. Maddock [...]

The history of psychology is fascinating, and replete with important content for students to learn. The scholars and events that highlight the history of comparative psychology is no less compelling. However, there are many challenges in teaching the field’s history in a way that is engaging, inclusive, and comprehensive. One strategy for addressing these issues is to develop and employ a library of student-generated electronic tutorials that allow the introduction of under-represented groups and under-discussed contributors. In the present paper, we report the effectiveness of this strategy compared to several other class activities. Learning-outcome and student-evaluation data indicate that information introduced exclusively in these “Ten Minute of History” e-tutorials and academic ancestry presentations is learned to degrees at least comparable to those topics and contributors discussed in traditional lectures and readings. Without contending that these instructional activities are either particularly novel or uniquely suited to this particular course, the data reported here are encouraging for instructors who are facing obstacles to active learning and student engagement in a stand-alone course on psychology’s history broadly, or comparative psychology more specifically.

Students of comparative cognition must learn to read and evaluate scholarly writings such as journal articles and textbooks, and to think critically about information they hear from talks and lectures from experts in the field. They also must develop a healthy skepticism for popular-media portrayals of the mental and behavioral competencies of animals, whether those appear in serious formats such as documentaries and non-refereed popular science magazines or blogs, or even in media portrayals of animals that are intended purely for entertainment. Across a ten-year period, students in either a senior psychology course or a freshman honors seminar completed multiple assignments each semester called “Animal Minds in the Media” requiring identification and evaluation of popular media portrayals of the cognitive capabilities of animals, viewed through the lens of the comparative-psychology literature. The assignment was designed to motivate students to cultivate scientific skepticism and develop a “comparative psychologist’s way of seeing the world” by identifying implications or assumptions of popular-media treatment of animals and by bringing scientific literature to bear on the question of whether animals can actually think in the way implied by the commercial, comic, film, meme, or other media example.

This present study was designed to investigate whether face-type (stereotypical or nonstereotypical) facilitates stereotype-consistent categorization and decision-making. Previous literature suggests an associative link between adults' stereotypically Black facial features and assumed criminality. The question addressed here is whether the cognitive processes that underpin biased decisions for an adult's racially stereotypical facial features (e.g., broad nose, full lips) apply to children's faces. In two studies, testing face-type categorization and disciplinary judgments, people were more likely to miscategorize children with stereotypical faces into negative roles more than positive roles. People were also more likely to increase their disciplinary judgments from one infraction to another for children with stereotypical faces compared to nonstereotypical faces. These results suggest that face-type cues do extend to children and also engender negative associations.

This special issue is dedicated to Dr. Duane Rumbaugh.  Leaving a lasting legacy in the field of comparative psychology, Dr. Rumbaugh helped to pave the way for cognitive and behavioral research with primates.  This special issue is comprised of a set of papers that both commerate and illuminate his contributions. Written by former students and colleagues, this collection of papers highlights his substantial influence on the development of primatology.

Thirteen naïve capuchin monkeys (Cebus [Sapajus] apella) were manually tested with the Transfer Index procedure, a species-fair paradigm for assessing the capacity to learn and to transfer learning. The animals were then trained to manipulate a joystick to control a cursor and to respond to stimuli on a computer screen. After the animals had mastered the remote cause-effect relations required by the computerized test system, they were returned to manual Transfer Index testing to determine whether the joystick-training intervention had affected the monkeys’ capacity for efficient and relational learning.  Transfer Index scores and overall accuracy was higher following the joystick intervention, but these differences were not statistically significant. Two-choice discrimination learning and reversal appeared to be associative in nature, and there was no evidence that joystick training made the monkeys more rule-like or relational in their learning. Despite the absence of significant differences, the patterns of results encourage further study of the ways that changes in the cognitive competencies of nonhuman animals might be catalyzed by significant learning experiences.

The Monty Hall Dilemma (MHD) is a simple probability puzzle famous for its counterintuitive solution. Participants initially choose among three doors, one of which conceals a prize. A different door is opened and shown not to contain the prize. Participants are then asked whether they would like to stay with their original choice or switch to the other remaining door. Although switching doubles the chances of winning, people overwhelmingly choose to stay with their original choice. To assess how experience and the chance of winning affect decisions in the MHD, we used a comparative approach to test 264 college students, 24 capuchin monkeys, and 7 rhesus macaques on a nonverbal, computerized version of the game. Participants repeatedly experienced the outcome of their choices and we varied the chance of winning by changing the number of doors (three or eight). All species quickly and consistently switched doors, especially in the eight-door condition. After the computer task, we presented humans with the classic text version of the MHD to test whether they would generalize the successful switch strategy from the computer task. Instead, participants showed their characteristic tendency to stick with their pick, regardless of the number of doors. This disconnect between strategies in the classic version and a repeated nonverbal task with the same underlying probabilities may arise because they evoke different decision-making processes, such as explicit reasoning versus implicit learning.