Suchergebnisse

Introduction : old practices, new media /Andrew Peck --#LatinxGradCaps, cultural citizenship, and the "American dream" /Sheila Bock --Bridges, sex slaves, Tweets and guns : a multi-domain model of conspiracy theory /Timothy R. Tangherlini, Vwani Roychowdhury, and Peter M. Broadwell --The vernacular vortex : analyzing the endless churn of Donald Trump's Twitter orbit /Whitney Phillips and Ryan M. Milner --The death of Doge : institutional appropriations of the Internet memes /Andrew Peck --"Zero is our quota" : folkloric narratives of the other in online forum comments /Liisi Laineste --Trickster remakes this White House : booby traps and bawdy/body humor in post-election prankster Biden memes /Jeana Jorgensen and Linda J. Lee --Dear David : affect and belief in Twitter horror /Kristiana Willsey --The beauty, the beast, and the Fanon : the vernacularization of the literary canon and an epilogue for modernity /Tok Thompson --Classifying #BlackLivesMatter : genre and form in digital folklore /Lynne S. McNeill --The clown legend cascade of 2016 /John Laudun --The blue whale suicide challenge : hypermodern ostension on a global scale /Elizabeth Tucker --Overt and covert aspects of virtual play /Bill Ellis.

This study assessed the effectiveness of traditional whole-task, pure part-task, and two forward-chaining part-task techniques to train rapidly presented concurrent multistep tasks. When training was equated for the total number of training trials, the forward-chaining technique that included practice with concurrent responses promoted as much transfer to whole-task conditions as whole-task training and more than traditional pure part-task training. When training was equated for the total number of response opportunities, the same concurrent forward-chaining technique also promoted superior whole-task transfer. Actual or potential applications of this research include suggestions that trainers should (a) structure concurrent-task training around critical intratask invariants to promote whole-task transfer, (b) realize that the concurrent-task training techniques that promote the best training performance may not promote the best transfer to whole-task situations, and (c) consider using forward-chaining techniques that provide practice with concurrent responses when training concurrent multistep tasks.