Rural Veteran Personality, Delay Discounting, and the Interference Preservation Hypothesis

农村退伍军人人格、延迟贴现和干扰保护假说

• 批准号: 2321159
• 负责人: Justin McDaniel
• 金额: $ 34.16万
• 依托单位: Southern Illinois University at Carbondale
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2321159&HistoricalAwards=false
• 关键词: Rural; Veteran; Personality; Delay; Discounting

The transition from active-duty military service to civilian life is challenging. Securing a job following retirement from the military is important, not least because it is a major social determinant of health and wellbeing. Only 3% of military veterans in Illinois - compared to 7% nationally - are employed in science, engineering, technology, or mathematics (STEM) occupations. Furthermore, rural-dwelling veterans are nearly 50% less likely than urban-dwelling veterans to work in STEM. Because many veterans live in rural areas and lack representation in STEM fields, there is a considerable need to provide STEM training opportunities to rural-dwelling veterans. This project at Southern Illinois University at Carbondale will seek to recruit more than 180 college student veterans from the 16 southernmost counties in Illinois, a federally designated region of low socioeconomic status, for participation in a 17-week training program focused on computer programming, data science, and calculating machine learning classification models, as well as professional development in education research methods.A novel experiment within the training program will test a heretofore unstated research hypothesis. Delayed performance feedback ( 7 days) facilitates superior training performance at "time 2" over immediate feedback with is consistent with Kulhavy and Anderson's interference preservation hypothesis. While people may exhibit bias for the present, which is a foundational behavioral economics principle typically operationalized by delay discounting measures (i.e., "I prefer what I can get now"), delayed rewards or feedback may render superior outcomes. In the context of learning and training task performance, delayed feedback may provide enough time for learners to forget incorrect processes. However, paralleling the forgoing discussion, personality has been shown to be intricately associated with learning processes and differential training task performance, yet no study has investigated whether personality type moderates the relationship between feedback timing and training task performance. Therefore, efforts at enhancing task performance at "time 2" may require a personalized approach. This project aims to test the hypothesis in a two-group randomized controlled trial. Importantly, delay discounting - a behavioral economic measure of impulsivity - and learning style will be controlled for so as to isolate the unique effect of personality. Results could lead to a watershed modification of the interference preservation hypothesis. The project is supported by NSF's EDU Core Research: Building Capacity for STEM Education Research (BCSER) program, which is designed to build investigators' capacity to carry out high-quality STEM education research.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

从现役军人服役到平民生活的过渡充满挑战。从军队退役后找到工作很重要，尤其是因为它是健康和福祉的主要社会决定因素。伊利诺伊州只有 3% 的退伍军人从事科学、工程、技术或数学 (STEM) 职业，而全国这一比例为 7%。此外，农村退伍军人从事 STEM 工作的可能性比城市退伍军人低近 50%。由于许多退伍军人生活在农村地区，缺乏 STEM 领域的代表性，因此非常需要为农村退伍军人提供 STEM 培训机会。南伊利诺伊大学卡本代尔分校的这个项目将寻求从伊利诺伊州最南端的 16 个县（联邦政府指定的社会经济地位较低的地区）招募 180 多名大学生退伍军人，参加为期 17 周的培训计划，重点关注计算机编程、数据科学、计算机器学习分类模型，以及教育研究方法的专业发展。培训计划中的一项新颖实验将测试迄今为止未阐明的研究假设。延迟表现反馈（7 天）比立即反馈更有利于“时间 2”的训练表现，这与 Kulhavy 和 Anderson 的干扰保留假设一致。虽然人们可能会对当前表现出偏见，这是基本的行为经济学原理，通常通过延迟贴现措施来实施（即“我更喜欢我现在能得到的”），但延迟的奖励或反馈可能会带来更好的结果。在学习和训练任务绩效的背景下，延迟反馈可以为学习者提供足够的时间来忘记不正确的过程。然而，与前述讨论相平行的是，人格已被证明与学习过程和差异训练任务绩效有着复杂的联系，但尚无研究调查人格类型是否调节反馈时间和训练任务绩效之间的关系。因此，在“时间 2”提高任务绩效的努力可能需要个性化的方法。该项目旨在通过两组随机对照试验检验该假设。重要的是，延迟折扣（冲动的行为经济衡量标准）和学习风格将受到控制，以隔离个性的独特影响。结果可能会导致干扰保留假说的分水岭修正。该项目得到 NSF 的 EDU 核心研究：STEM 教育研究能力建设 (BCSER) 计划的支持，该计划旨在培养研究人员开展高质量 STEM 教育研究的能力。该奖项反映了 NSF 的法定使命，并被认为是值得的通过使用基金会的智力优势和更广泛的影响审查标准进行评估来获得支持。