The current study was designed to address the following research question: Can a computer game pr... more The current study was designed to address the following research question: Can a computer game provide an effective mechanism for training adults to identify and mitigate their cognitive biases? Human decision making relies on a variety of simple heuristic decision rules that can be quick and effective mental shortcuts when making judgments. However, these heuristics can also lead to irrational thinking and problem-solving in ways that produce errors or illogicality, known as cognitive biases. Though knowledge of cognitive biases and bias mitigation strategies can help to reduce the potential impact of cognitive biases on human reasoning, such deeply ingrained cognitive strategies are difficult to alter. The current study was designed to leverage the virtual learning environment of a serious game to take on this training challenge. To that end, a training game – Missing: The Pursuit of Terry Hughes (Missing) – was developed. Missing was created for an audience of educated adults, and the described instructional design is based on current research on effective andragogical learning theory. The Missing game design immerses the user into bias-invoking situations which provide direct experience with cognitive bias identification and mitigation strategies. In this paper, details of the game instructional design are presented, including a cognitive framework based on dual-process systems of reasoning which relates multiple biases, their causes, and mitigation techniques. An external test campaign was conducted to determine whether the game had a positive transfer of ingame experiential learning about biases to real world skills and behavior change. Results are presented that suggest this novel serious game both engages and trains players, resulting in measurable reductions in cognitive biases.
The current study was designed to address the following research question: Can a computer game pr... more The current study was designed to address the following research question: Can a computer game provide an effective mechanism for training adults to identify and mitigate their cognitive biases? Human decision making relies on a variety of simple heuristic decision rules that can be quick and effective mental shortcuts when making judgments. However, these heuristics can also lead to irrational thinking and problem-solving in ways that produce errors or illogicality, known as cognitive biases. Though knowledge of cognitive biases and bias mitigation strategies can help to reduce the potential impact of cognitive biases on human reasoning, such deeply ingrained cognitive strategies are difficult to alter. The current study was designed to leverage the virtual learning environment of a serious game to take on this training challenge. To that end, a training game – Missing: The Pursuit of Terry Hughes (Missing) – was developed. Missing was created for an audience of educated adults, and the described instructional design is based on current research on effective andragogical learning theory. The Missing game design immerses the user into bias-invoking situations which provide direct experience with cognitive bias identification and mitigation strategies. In this paper, details of the game instructional design are presented, including a cognitive framework based on dual-process systems of reasoning which relates multiple biases, their causes, and mitigation techniques. An external test campaign was conducted to determine whether the game had a positive transfer of ingame experiential learning about biases to real world skills and behavior change. Results are presented that suggest this novel serious game both engages and trains players, resulting in measurable reductions in cognitive biases.
ABSTRACT One need not look hard to find evidence of concern related to the nature of student beha... more ABSTRACT One need not look hard to find evidence of concern related to the nature of student behavior in our schools. School violence, aggression, bullying, and harassment (e.g., racial or sexual) are often cited as challenging behaviors confronting educators and community leaders. Unfortunately, most schools address these concerns with aversive consequences delivered to individual perpetrators in a hope of reducing the future probability of undesired behavior. A growing body of literature identifies the need to explore the social context of behavior. The community, school, classroom, family, and peer group interact with student characteristics to help prevent, support the development of, and even exacerbate the display of both desired and undesired behavior. This article applies the logic of warning signs and functional behavioral assessment to schools as it explores the social context of the school and the classroom. The school-wide and classroom-based factors that have been associated with or found to support problem behaviors are discussed. Information is provided that will allow educators to assess their own schools and classrooms in an effort to promote a climate that will aid in the prevention of violence and aggression.
EJ643025 - Putting Quality Functional Assessment into Practice in Schools: A Research Agenda on B... more EJ643025 - Putting Quality Functional Assessment into Practice in Schools: A Research Agenda on Behalf of E/BD Students.
David Osher is Managing Research Scientist, American Institutes for Research, 10720 Columbia Pike... more David Osher is Managing Research Scientist, American Institutes for Research, 10720 Columbia Pike, Suite 500, Silver Spring, MD 20901. Richard VanAcker is Associate Professor of Education, University of Illinois at Chicago, 3444 ...
ABSTRACT This monograph introduces a series on youth with cognitive or behavioral disabilities an... more ABSTRACT This monograph introduces a series on youth with cognitive or behavioral disabilities and the juvenile justice system. The first section discusses the importance of prevention and early intervention to divert youth with disabilities from entering the justice system. It offers examples of such efforts and considers early and later intervention efforts, the importance of family involvement, assessment and evaluation, protective factors to enhance prevention, and prevention and sensitivity in the individual. The second section considers the various disabilities that put youth at greater risk for involvement with the juvenile justice system, especially learning disabilities, emotional/behavioral disorders, and attention deficit (hyperactivity) disorder. The third section discusses the path a youth takes on his or her way through the juvenile justice system. The section addresses issues of co-morbidity, barriers in the justice system, custody/detention, initial appearances, prosecution filing decisions/diversion, cognitive and behavioral disabilities and trial issues, adjudication hearing/trial, post adjudication evaluations, dispositions/sentences, revocations/further dispositions, and training of judges, lawyers and others. The last section provides a brief description of the contents of each of the other six monographs in the series. Stressed throughout the monograph is the mission of the juvenile justice system, to protect and rehabilitate youth in trouble, not merely to punish them. (Contains 68 references.) (DB)
Investing in effective prevention and early intervention programs will reduce human costs of vict... more Investing in effective prevention and early intervention programs will reduce human costs of victimization and also save tax dollars in the short and long terms.
ABSTRACT This monograph introduces a series on youth with cognitive or behavioral disabilities an... more ABSTRACT This monograph introduces a series on youth with cognitive or behavioral disabilities and the juvenile justice system. The first section discusses the importance of prevention and early intervention to divert youth with disabilities from entering the justice system. It offers examples of such efforts and considers early and later intervention efforts, the importance of family involvement, assessment and evaluation, protective factors to enhance prevention, and prevention and sensitivity in the individual. The second section considers the various disabilities that put youth at greater risk for involvement with the juvenile justice system, especially learning disabilities, emotional/behavioral disorders, and attention deficit (hyperactivity) disorder. The third section discusses the path a youth takes on his or her way through the juvenile justice system. The section addresses issues of co-morbidity, barriers in the justice system, custody/detention, initial appearances, prosecution filing decisions/diversion, cognitive and behavioral disabilities and trial issues, adjudication hearing/trial, post adjudication evaluations, dispositions/sentences, revocations/further dispositions, and training of judges, lawyers and others. The last section provides a brief description of the contents of each of the other six monographs in the series. Stressed throughout the monograph is the mission of the juvenile justice system, to protect and rehabilitate youth in trouble, not merely to punish them. (Contains 68 references.) (DB)
... Kevin Dwyer is Senior Education Advisor, American Institutes for Research, 10720 Columbia Pik... more ... Kevin Dwyer is Senior Education Advisor, American Institutes for Research, 10720 Columbia Pike, Suite 500, Silver Spring, MD 20901 ... has also been incorporated in other discussions of violence prevention and in policy documents (eg, Elliott, Grady, Shaw, Aultman-Bettridge, & ...
Recent trends show noticeable increases in the involvement of girls in the juvenile justice syste... more Recent trends show noticeable increases in the involvement of girls in the juvenile justice system. A disproportionately high number of these girls have co-occurring mental health di-agnoses that are related in part to their victimization through sexual, physical, and emo-tional ...
The current study was designed to address the following research question: Can a computer game pr... more The current study was designed to address the following research question: Can a computer game provide an effective mechanism for training adults to identify and mitigate their cognitive biases? Human decision making relies on a variety of simple heuristic decision rules that can be quick and effective mental shortcuts when making judgments. However, these heuristics can also lead to irrational thinking and problem-solving in ways that produce errors or illogicality, known as cognitive biases. Though knowledge of cognitive biases and bias mitigation strategies can help to reduce the potential impact of cognitive biases on human reasoning, such deeply ingrained cognitive strategies are difficult to alter. The current study was designed to leverage the virtual learning environment of a serious game to take on this training challenge. To that end, a training game – Missing: The Pursuit of Terry Hughes (Missing) – was developed. Missing was created for an audience of educated adults, and the described instructional design is based on current research on effective andragogical learning theory. The Missing game design immerses the user into bias-invoking situations which provide direct experience with cognitive bias identification and mitigation strategies. In this paper, details of the game instructional design are presented, including a cognitive framework based on dual-process systems of reasoning which relates multiple biases, their causes, and mitigation techniques. An external test campaign was conducted to determine whether the game had a positive transfer of in-game experiential learning about biases to real world skills and behavior change. Results are presented that suggest this novel serious game both engages and trains players, resulting in measurable reductions in cognitive biases.
The current study was designed to address the following research question: Can a computer game pr... more The current study was designed to address the following research question: Can a computer game provide an effective mechanism for training adults to identify and mitigate their cognitive biases? Human decision making relies on a variety of simple heuristic decision rules that can be quick and effective mental shortcuts when making judgments. However, these heuristics can also lead to irrational thinking and problem-solving in ways that produce errors or illogicality, known as cognitive biases. Though knowledge of cognitive biases and bias mitigation strategies can help to reduce the potential impact of cognitive biases on human reasoning, such deeply ingrained cognitive strategies are difficult to alter. The current study was designed to leverage the virtual learning environment of a serious game to take on this training challenge. To that end, a training game – Missing: The Pursuit of Terry Hughes (Missing) – was developed. Missing was created for an audience of educated adults, and the described instructional design is based on current research on effective andragogical learning theory. The Missing game design immerses the user into bias-invoking situations which provide direct experience with cognitive bias identification and mitigation strategies. In this paper, details of the game instructional design are presented, including a cognitive framework based on dual-process systems of reasoning which relates multiple biases, their causes, and mitigation techniques. An external test campaign was conducted to determine whether the game had a positive transfer of ingame experiential learning about biases to real world skills and behavior change. Results are presented that suggest this novel serious game both engages and trains players, resulting in measurable reductions in cognitive biases.
The current study was designed to address the following research question: Can a computer game pr... more The current study was designed to address the following research question: Can a computer game provide an effective mechanism for training adults to identify and mitigate their cognitive biases? Human decision making relies on a variety of simple heuristic decision rules that can be quick and effective mental shortcuts when making judgments. However, these heuristics can also lead to irrational thinking and problem-solving in ways that produce errors or illogicality, known as cognitive biases. Though knowledge of cognitive biases and bias mitigation strategies can help to reduce the potential impact of cognitive biases on human reasoning, such deeply ingrained cognitive strategies are difficult to alter. The current study was designed to leverage the virtual learning environment of a serious game to take on this training challenge. To that end, a training game – Missing: The Pursuit of Terry Hughes (Missing) – was developed. Missing was created for an audience of educated adults, and the described instructional design is based on current research on effective andragogical learning theory. The Missing game design immerses the user into bias-invoking situations which provide direct experience with cognitive bias identification and mitigation strategies. In this paper, details of the game instructional design are presented, including a cognitive framework based on dual-process systems of reasoning which relates multiple biases, their causes, and mitigation techniques. An external test campaign was conducted to determine whether the game had a positive transfer of ingame experiential learning about biases to real world skills and behavior change. Results are presented that suggest this novel serious game both engages and trains players, resulting in measurable reductions in cognitive biases.
ABSTRACT One need not look hard to find evidence of concern related to the nature of student beha... more ABSTRACT One need not look hard to find evidence of concern related to the nature of student behavior in our schools. School violence, aggression, bullying, and harassment (e.g., racial or sexual) are often cited as challenging behaviors confronting educators and community leaders. Unfortunately, most schools address these concerns with aversive consequences delivered to individual perpetrators in a hope of reducing the future probability of undesired behavior. A growing body of literature identifies the need to explore the social context of behavior. The community, school, classroom, family, and peer group interact with student characteristics to help prevent, support the development of, and even exacerbate the display of both desired and undesired behavior. This article applies the logic of warning signs and functional behavioral assessment to schools as it explores the social context of the school and the classroom. The school-wide and classroom-based factors that have been associated with or found to support problem behaviors are discussed. Information is provided that will allow educators to assess their own schools and classrooms in an effort to promote a climate that will aid in the prevention of violence and aggression.
EJ643025 - Putting Quality Functional Assessment into Practice in Schools: A Research Agenda on B... more EJ643025 - Putting Quality Functional Assessment into Practice in Schools: A Research Agenda on Behalf of E/BD Students.
David Osher is Managing Research Scientist, American Institutes for Research, 10720 Columbia Pike... more David Osher is Managing Research Scientist, American Institutes for Research, 10720 Columbia Pike, Suite 500, Silver Spring, MD 20901. Richard VanAcker is Associate Professor of Education, University of Illinois at Chicago, 3444 ...
ABSTRACT This monograph introduces a series on youth with cognitive or behavioral disabilities an... more ABSTRACT This monograph introduces a series on youth with cognitive or behavioral disabilities and the juvenile justice system. The first section discusses the importance of prevention and early intervention to divert youth with disabilities from entering the justice system. It offers examples of such efforts and considers early and later intervention efforts, the importance of family involvement, assessment and evaluation, protective factors to enhance prevention, and prevention and sensitivity in the individual. The second section considers the various disabilities that put youth at greater risk for involvement with the juvenile justice system, especially learning disabilities, emotional/behavioral disorders, and attention deficit (hyperactivity) disorder. The third section discusses the path a youth takes on his or her way through the juvenile justice system. The section addresses issues of co-morbidity, barriers in the justice system, custody/detention, initial appearances, prosecution filing decisions/diversion, cognitive and behavioral disabilities and trial issues, adjudication hearing/trial, post adjudication evaluations, dispositions/sentences, revocations/further dispositions, and training of judges, lawyers and others. The last section provides a brief description of the contents of each of the other six monographs in the series. Stressed throughout the monograph is the mission of the juvenile justice system, to protect and rehabilitate youth in trouble, not merely to punish them. (Contains 68 references.) (DB)
Investing in effective prevention and early intervention programs will reduce human costs of vict... more Investing in effective prevention and early intervention programs will reduce human costs of victimization and also save tax dollars in the short and long terms.
ABSTRACT This monograph introduces a series on youth with cognitive or behavioral disabilities an... more ABSTRACT This monograph introduces a series on youth with cognitive or behavioral disabilities and the juvenile justice system. The first section discusses the importance of prevention and early intervention to divert youth with disabilities from entering the justice system. It offers examples of such efforts and considers early and later intervention efforts, the importance of family involvement, assessment and evaluation, protective factors to enhance prevention, and prevention and sensitivity in the individual. The second section considers the various disabilities that put youth at greater risk for involvement with the juvenile justice system, especially learning disabilities, emotional/behavioral disorders, and attention deficit (hyperactivity) disorder. The third section discusses the path a youth takes on his or her way through the juvenile justice system. The section addresses issues of co-morbidity, barriers in the justice system, custody/detention, initial appearances, prosecution filing decisions/diversion, cognitive and behavioral disabilities and trial issues, adjudication hearing/trial, post adjudication evaluations, dispositions/sentences, revocations/further dispositions, and training of judges, lawyers and others. The last section provides a brief description of the contents of each of the other six monographs in the series. Stressed throughout the monograph is the mission of the juvenile justice system, to protect and rehabilitate youth in trouble, not merely to punish them. (Contains 68 references.) (DB)
... Kevin Dwyer is Senior Education Advisor, American Institutes for Research, 10720 Columbia Pik... more ... Kevin Dwyer is Senior Education Advisor, American Institutes for Research, 10720 Columbia Pike, Suite 500, Silver Spring, MD 20901 ... has also been incorporated in other discussions of violence prevention and in policy documents (eg, Elliott, Grady, Shaw, Aultman-Bettridge, & ...
Recent trends show noticeable increases in the involvement of girls in the juvenile justice syste... more Recent trends show noticeable increases in the involvement of girls in the juvenile justice system. A disproportionately high number of these girls have co-occurring mental health di-agnoses that are related in part to their victimization through sexual, physical, and emo-tional ...
The current study was designed to address the following research question: Can a computer game pr... more The current study was designed to address the following research question: Can a computer game provide an effective mechanism for training adults to identify and mitigate their cognitive biases? Human decision making relies on a variety of simple heuristic decision rules that can be quick and effective mental shortcuts when making judgments. However, these heuristics can also lead to irrational thinking and problem-solving in ways that produce errors or illogicality, known as cognitive biases. Though knowledge of cognitive biases and bias mitigation strategies can help to reduce the potential impact of cognitive biases on human reasoning, such deeply ingrained cognitive strategies are difficult to alter. The current study was designed to leverage the virtual learning environment of a serious game to take on this training challenge. To that end, a training game – Missing: The Pursuit of Terry Hughes (Missing) – was developed. Missing was created for an audience of educated adults, and the described instructional design is based on current research on effective andragogical learning theory. The Missing game design immerses the user into bias-invoking situations which provide direct experience with cognitive bias identification and mitigation strategies. In this paper, details of the game instructional design are presented, including a cognitive framework based on dual-process systems of reasoning which relates multiple biases, their causes, and mitigation techniques. An external test campaign was conducted to determine whether the game had a positive transfer of in-game experiential learning about biases to real world skills and behavior change. Results are presented that suggest this novel serious game both engages and trains players, resulting in measurable reductions in cognitive biases.
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