scholarly journals Effects of drive level on cue utilization of spatially separated redundant relevant cues

1973 ◽  
Vol 1 (6) ◽  
pp. 455-457 ◽  
Author(s):  
Jerome S. Cohen ◽  
Brian Sullivan
Keyword(s):  
Drive Level ◽  
Cue Utilization

Incidental Cue Utilization as a Function of its Incentive-Produced Validity under Two Levels of Water Deprivation

1980 ◽  
Vol 46 (2) ◽  
pp. 527-534 ◽  
Author(s):  
Jerome S. Cohen ◽  
Brian Burtt ◽  
Robert Gates
Keyword(s):  
Water Deprivation ◽  
Focus Of Attention ◽  
Drive Level ◽  
Cue Utilization ◽  
Attention Model ◽  
Incentive Value ◽  
Better Than

Moderately (18 hr.) water-deprived rats were able to utilize an incidental cue of floor-texture following learning of brightness of a goal door better than highly water-deprived (23.5 hr.) animals only when water and sucrose liquids were paired with attributes of the new cue. These findings along with results from three subsidiary experiments indicate that drive level influences utilization of incidental cues by determining the differential incentive value of rewards predicted by attributes of those cues. This formulation is contrary to the drive level-focus of attention model of Tolman (1948) and Easter-brook (1959).

scholarly journals Drive level and cue utilization in spontaneous alternation

1967 ◽  
Vol 8 (3) ◽  
pp. 89-90 ◽  
Author(s):  
Robert E. Franken ◽  
J. Garry Baker
Keyword(s):  
Spontaneous Alternation ◽  
Drive Level ◽  
Cue Utilization

Cue utilization and drive level in albino rats.

1971 ◽  
Vol 75 (2) ◽  
pp. 248-253 ◽  
Author(s):  
Gabor A. Telegdy ◽  
Jerome S. Cohen
Keyword(s):  
Drive Level ◽  
Albino Rats ◽  
Cue Utilization

Cue utilization in a numerical prediction task

1974 ◽  
Author(s):  
Sarah Lichtenstein ◽  
Timothy C. Earle ◽  
Paul Slovic
Keyword(s):  
Numerical Prediction ◽  
Cue Utilization ◽  
Prediction Task

A Comparative Analysis of Investor and Auditor Materiality Judgments

2018 ◽  
Vol 38 (3) ◽  
pp. 149-166 ◽  
Author(s):  
F. Todd DeZoort ◽  
Travis P. Holt ◽  
Jonathan D. Stanley
Keyword(s):  
Decision Making ◽  
Comparative Analysis ◽  
Empirical Evidence ◽  
Professional Standards ◽  
Policy Capturing ◽  
Cue Utilization ◽  
Critical Domain ◽  
Extant Literature

SUMMARY Materiality remains a challenging concept for auditors to implement in practice. The challenges underlying auditor materiality assessments are compounded by the fact that courts, regulation, and professional standards emphasize that materiality should be based on a “reasonable investor” perspective. Despite the investor orientation and ambiguous nature of the “reasonable investor” criterion, the extant literature lacks empirical evidence about investor materiality judgments and decision-making. To address this problem, we model sophisticated and unsophisticated investors' materiality judgments in a policy-capturing study and compare them to experienced auditors charged with assessing materiality from an investor perspective. The results indicate significant differences in materiality judgments, judgment consensus, and cue utilization among the three participant groups. We conclude the paper with discussion of the study's implications, highlighting that the overall results suggest the need for further consideration of ways to help auditors meet standards and expectations in this critical domain.

scholarly journals Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning

2021 ◽  
Author(s):  
Janneke van de Pol ◽  
Selia N. van den Boom-Muilenburg ◽  
Tamara van Gog
Keyword(s):  
Direct Effect ◽  
Text Learning ◽  
Cue Utilization ◽  
Effective Interventions ◽  
Monitoring Accuracy ◽  
Effect Monitoring ◽  
Within Subjects ◽  
Learning From Texts ◽  
And Performance ◽  
Cue Availability

AbstractThis study investigated teachers’ monitoring and regulation of students’ learning from texts. According to the cue-utilization framework (Koriat, in Journal of Experimental Psychology, 126, 349–370, 1997), monitoring accuracy depends on how predictive the information (or cues) that teachers use to make monitoring judgments actually is for students’ performance. Accurate monitoring of students’ comprehension is considered a precondition for adaptive regulation of students’ learning. However, these assumptions have not yet been directly investigated. We therefore examined teachers’ cue-utilization and how it affects their monitoring and regulation accuracy. In a within-subjects design, 21 secondary education teachers made monitoring judgments and regulation decisions for fifteen students under three cue-availability conditions: 1) only student cues (i.e., student’s name), 2) only performance cues (i.e., diagrams students completed about texts they had read), and 3) both student and performance cues (i.e., student’s name and completed diagram). Teachers’ absolute and relative monitoring accuracy was higher when having student cues available in addition to diagram cues. Teachers’ relative regulation accuracy was higher when having only performance cues available instead of only student cues (as indicated by a direct effect). Monitoring accuracy predicted regulation accuracy and in addition to a direct effect, we also found and indirect effect of cue-availability on regulation accuracy (via monitoring accuracy). These results suggest that accurate regulation can be brought about both indirectly by having accurate monitoring judgments and directly by cue-utilization. The findings of this study can help to refine models of teacher monitoring and regulation and can be useful in designing effective interventions to promote teachers’ monitoring and regulation.

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