In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators.

/pdf/the-moderator-mediator-variable-distinction-in-social-2bmijritn2.pdf

The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations.

New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

How people learn: Brain, mind, experience, and school.

http://www.cse.psu.edu/~rtc12/CSE597E/papers/treismanFeatIntegration.pdf

A feature-integration theory of attention

Attention and Effort

because observed behavior is the result of interactions between environmental factors and genes during the extended period of development. Therefore, to better understand expert and exceptional performance, we must require that the account specify the different environmental factors that could selectively promote and facilitate the achievement of such performance. In addition, recent research on expert performance and expertise (Chi, Glaser, & Farr, 1988; Ericsson & Smith, 1991a) has shown that important characteristics of experts' superior performance are acquired through experience and that the effect of practice on performance is larger than earlier believed possible. For this reason, an account of exceptional performance must specify the environmental circumstances, such as the duration and structure of activities, and necessary minimal biological attributes that lead to the acquisition of such characteristics and a corresponding level of performance. An account that explains how a majority of individuals can attain a given level of expert performance might seem inherently unable to explain the exceptional performance of only a small number of individuals. However, if such an empirical account could be empirically supported, then the extreme characteristics of experts could be viewed as having been acquired through learning and adaptation, and studies of expert performance could provide unique insights into the possibilities and limits of change in cognitive capacities and bodily functions. In this article we propose a theoretical framework that explains expert performance in terms of acquired characteristics resulting from extended deliberate practice and that limits the role of innate (inherited) characteristics to general levels of activity and emotionality. We provide empirical support from two new studies and from already published evidence on expert performance in many different domains.

/pdf/the-role-of-deliberate-practice-in-the-acquisition-of-expert-3j9768t5su.pdf

The role of deliberate practice in the acquisition of expert performance.

Principles of Perceptual Learning and Development

The term \"perceptual learning\" means different things to different psychologists. To some it implies that human perception is, in large part, learned—that we learn to see depth, for instance, or form, or meaningful objects. In that case the theoretical issue involved is how much of perception is learned, and the corresponding controversy is that of nativism or empiricism. To others the term implies that human learning is in whole or part a matter of perception—that learning depends on comprehension, expectation, or insight, and that the learning process is to be found in a central process of cognition rather than in a motor process of performance. . In this second case, the theoretical issue involved is whether or not one has to study a man's perceptions before one can understand his behavior, and the controversy is one of long standing which began with oldfashioned behaviorism. These two sets of implications are by no means the same, and the two problems should be separated. The problem of the role of learning in perception has to do with perception and the effect of past experience or practice on it. The problem of the role of perception in learning has to do with behavior and the question of whether we can learn to do something by perceiving, or whether we can only learn by doing it. The questions, then, are these: (a) In

Perceptual learning; differentiation or enrichment?

https://www.annualreviews.org/doi/pdf/10.1146/annurev.ps.39.020188.000245

Exploratory behavior in the development of perceiving, acting, and the acquiring of knowledge.

1. Historical Perspectives and Present-Day Confrontations 2. An Ecological Approach to Perceptual Development 3. Studying Perceptual Development in Preverbal Infants: Tasks, Methods, and Motivation 4. Development and Learning in Infancy 5. What Infants Learn About: Communication 6. What Infants Learn About: Interaction with Objects 7. What Infants Learn About: Locomotion and the Spatial Layout 8. The Learning Process in Infancy: Facts and Theory 9. Hallmarks of Human Behaviour 10. The Role of Perception in Development beyond Infancy References Index

An Ecological Approach to Perceptual Learning and Development

In this book, two psychologists apply principles of cognitive psychology to understanding reading. Unlike most other books on the subject, this one presents a consistent theoretical point of view and applies it to the acquisition of reading and what the skilled reader does.The first part of The Psychology of Reading covers perceptual learning, the development of cognitive strategies, the development of language, the nature of writing systems, and an extensive review of the research on word recognition.In the second part of the book, the authors look closely at abilities that children bring to school before learning to read. They describe the acquisition of initial reading skills and transition to skilled reading, the nature of the reading process in adult readers, and the ways people learn from reading.The book's third part takes up questions people frequently ask about reading -- such as reading by deaf children, dyslexia, the influence of nonstandard dialects on learning to read, comparison of reading achievement across different nations and different languages, and the debatable virtues of "speed reading." The authors conclude that reading cannot be understood simply as associative learning -- that is, the learning of an arbitrary code connecting written symbols and their sounds. Reading involves higher-level mental processes such as the discovery of rules and order, and the extraction of structured, meaningful information.

Eleanor J. Gibson

Papers

Principles of Perceptual Learning and Development

Perceptual learning; differentiation or enrichment?

Exploratory behavior in the development of perceiving, acting, and the acquiring of knowledge.

An Ecological Approach to Perceptual Learning and Development

The Psychology of Reading