Prior experience modifies acquisition trajectories via response-strategy sampling.

Few studies have considered how signal detection parameters evolve during acquisition periods. We addressed this gap by training mice with differential prior experience in a conditional discrimination, auditory signal detection task. Naïve mice, mice given separate experience with each of the later correct choice options (Correct Choice Response Transfer, CCRT), and mice experienced in conditional discriminations (Conditional Discrimination Transfer, CDT) were trained to detect the presence or absence of a tone in white noise. We analyzed data assuming a two-period model of acquisition: a pre-solution and solution period (Heinemann EG (1983) in The Presolution period and the detection of statistical associations. In: Quantitative analyses of behavior: discrimination processes, vol. 4, pp. 21-36). Ballinger. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.536.1978andrep=rep1andtype=pdf ). The pre-solution period was characterized by a selective sampling of biased response strategies until adoption of a conditional responding strategy in the solution period. Correspondingly, discriminability remained low until the solution period; criterion took excursions reflecting response-strategy sampling. Prior experience affected the length and composition of the pre-solution period. Whereas CCRT and CDT mice had shorter pre-solution periods than naïve mice, CDT and Naïve mice developed substantial criterion biases and acquired asymptotic discriminability faster than CCRT mice. To explain these data, we propose a learning model in which mice selectively sample and test different response-strategies and corresponding task structures until they exit the pre-solution period. Upon exit, mice adopt the conditional responding strategy and task structure, with action values updated via inference and generalization from the other task structures. Simulations of representative mouse data illustrate the viability of this model.

Nursing workforce competencies and job satisfaction: the role of technology integration, self-efficacy, social support, and prior experience.

BACKGROUND: The nursing profession has significant importance in delivering high-quality healthcare services. Nursing practitioners who have essential competencies and who are satisfied with their job are vital in achieving optimum patient outcomes. Understanding the effects of technology integration on nurse workforce competencies and job satisfaction is crucial due to the fast progress of technology in healthcare settings. Furthermore, many elements, including self-efficacy, social support, and prior experience have been recognized as possible mediators or moderators within this association. The primary objective of this quantitative research was to examine the influence of nursing education and the integration of technology on the competencies and job satisfaction of nursing professionals. Additionally, this study aimed to explore the potential mediating and moderating effects of self-efficacy and social support in this relationship. METHODS: This cross-sectional, quantitative study employed an online survey questionnaire with standardized scales to measure nursing workforce competencies, job satisfaction, self-efficacy, social support, and prior experience. It was completed by 210 registered nurses from various healthcare settings in the Kingdom of Saudi Arabia. Data were analyzed by descriptive statistics, Pearson correlation analysis, multiple regression analysis, and structural equation modeling performed with SPSS 23 and SmartPLS 3.0 software. RESULTS: The study's findings revealed that nursing workforce competencies and job satisfaction were significantly predicted by nursing training and technology integration. The relationship between nursing training and technology integration, as well as nursing workforce competencies and job satisfaction, was partially mediated by self-efficacy and social support. Furthermore, prior experience moderated the relationship between nursing education and technological integration, nursing workforce competencies, and job satisfaction. CONCLUSIONS: The study's findings suggest that nursing training and technology integration can improve nursing workforce competencies and job satisfaction and that self-efficacy and social support play an important role in mediating this relationship. Furthermore, prior experience can have an impact on the efficacy of nursing training and technology integration programs for developing nursing workforce competencies. The study has several practical implications for nursing education, training, and professional development programs, as well as strategies used by healthcare organizations to improve nursing workforce competencies and job satisfaction. To maximize their impact on nursing workforce competencies and job satisfaction, this study recommends that nursing training and technology integration programs focus on enhancing self-efficacy and social support. Furthermore, the study emphasizes the significance of prior experience when designing and implementing nursing training and technology integration programs.

Object recognition is enabled by an experience-dependent appraisal of visual features in the brain's value system.

This paper addresses perceptual synthesis by comparing responses evoked by visual stimuli before and after they are recognized, depending on prior exposure. Using magnetoencephalography, we analyzed distributed patterns of neuronal activity - evoked by Mooney figures - before and after they were recognized as meaningful objects. Recognition induced changes were first seen at 100-120 â€‹ms, for both faces and tools. These early effects - in right inferior and middle occipital regions - were characterized by an increase in power in the absence of any changes in spatial patterns of activity. Within a later 210-230 â€‹ms window, a quite different type of recognition effect appeared. Regions of the brain's value system (insula, entorhinal cortex and cingulate of the right hemisphere for faces and right orbitofrontal cortex for tools) evinced a reorganization of their neuronal activity without an overall power increase in the region. Finally, we found that during the perception of disambiguated face stimuli, a face-specific response in the right fusiform gyrus emerged at 240-290 â€‹ms, with a much greater latency than the well-known N170m component, and, crucially, followed the recognition effect in the value system regions. These results can clarify one of the most intriguing issues of perceptual synthesis, namely, how a limited set of high-level predictions, which is required to reduce the uncertainty when resolving the ill-posed inverse problem of perception, can be available before category-specific processing in visual cortex. We suggest that a subset of local spatial features serves as partial cues for a fast re-activation of object-specific appraisal by the value system. The ensuing top-down feedback from value system to visual cortex, in particular, the fusiform gyrus enables high levels of processing to form category-specific predictions. This descending influence of the value system was more prominent for faces than for tools, the fact that reflects different dependence of these categories on value-related information.

Familiarity acts as a reduction in objective complexity.

High-complexity stimuli are thought to place extra demands on working memory when processing and manipulating such stimuli; however, operational definitions of complexity are not well established, nor are the measures that would demonstrate such effects. Here, we argue that complexity is a relative quantity that is affected by preexisting experience. Experiment 1 compared cued-recall performance for Chinese and English speakers when the stimuli involved Chinese features that varied in the number of strokes or involved Ethiopic features unfamiliar to both groups. Chinese pseudocharacters (two radicals) had half the strokes of Chinese pseudowords (two characters). The response terms were English words familiar to both groups. English speakers performed equivalently with the Ethiopic and pseudocharacters, but much worse on the pseudowords. In contrast, Chinese speakers performed equivalently with pseudowords or pseudocharacters, but worse with Ethiopic cues. Experiment 2 showed that the lack of a complexity effect for Chinese speakers was not due to greater ease of rehearsal of pseudowords compared with pseudocharacters. Experiment 3 ruled out that Chinese speakers are just better at learning paired associates involving Mandarin by demonstrating that while complexity did not affect them, other features of the stimuli did. Taken together, it appears that complexity is not an absolute property based on the number of visual elements, but rather a relative property affected by one's prior knowledge.

How prior experience and task presentation modulate innovation in 6-year-old-children.

Low innovation rates have been found with children until 6-8 years of age in tasks that required them to make a tool. Little is known about how prior experience and task presentation influence innovation rates. In the current study, we investigated these aspects in the floating peanut task (FPT), which required children to pour water into a vertical tube to retrieve a peanut. In three experiments, we varied the amount of plants that 6-year-olds (N = 256) watered prior to the task (zero, one, or five plants), who watered the plants (child or experimenter), and the distance and salience of the water source. We expected that prior experience with the water would modulate task performance by either boosting innovation rates (facilitation effect) or reducing them given that children would possibly learn that the water was for watering plants (functional fixedness effect). Our results indicate robustly low innovation rates in 6-year-olds. However, children's performance improved to some extent with increased salience of the water source as well as with an experimenter-given hint. Due to the low innovation rates in this age group, we investigated whether watering plants prior to the FPT would influence innovation rates in 7- and 8-year-olds (N = 33), for which we did not find evidence. We conclude that 6-year-olds struggle with innovation but that they are more likely to innovate if crucial aspects of the task are made more salient. Thus, although 6-year-olds can innovate, they require more physical and social scaffolding than older children and adults.

Public perception of climatological tornado risk in Tennessee, USA.

The southeastern United States experiences some of the greatest tornado fatality rates in the world, with a peak in the western portion of the state of Tennessee. Understanding the physical and social characteristics of the area that may lead to increased fatalities is a critical research need. Residents of 12 Tennessee counties from three regions of the state (N = 1804) were asked questions about their perception of climatological tornado risk in their county. Approximately half of participants underestimated their local tornado risk calculated from 50 years of historical tornado data. The percentage of participants underestimating their climatological risk increased to 81% when using model estimates of tornado frequencies that account for likely missed tornadoes. A mixed effects, ordinal logistic regression model suggested that participants with prior experience with tornadoes are more likely to correctly estimate or overestimate (rather than underestimate) their risk compared to those lacking experience (ß = 0.52, p < 0.01). Demographic characteristics did not have a large influence on the accuracy of climatological tornado risk perception. Areas where more tornadoes go unreported may be at a disadvantage for understanding risk because residents' prior experience is based on limited observations. This work adds to the literature highlighting the importance of personal experiences in determining hazard risk perception and emphasizes the uniqueness of tornadoes, as they may occur in rural areas without knowledge, potentially prohibiting an accumulation of experiences.

Children teach methods they could not discover for themselves.

Across three studies (N=100), we explored whether and, if so, under what circumstances children's self-discovered knowledge impacts their transmission of taught information. All participants were taught one of several methods for extracting rewards from a box. Half of the participants were also given an opportunity to discover their own method prior to receiving such instruction. Across studies, we varied the transparency of the taught method relative to the method children could discover on their own. When asked to teach a naive pupil about the box, children who did not explore the box always transmitted what they were taught. Children in the Exploration+Instruction condition were also likely to transmit what they had been taught, but they were especially likely to do so when the taught method was more opaque than the method they had discovered for themselves. Thus, children faithfully transmit what they have been taught, but only when that information is difficult to discover.

Within-season increase in parental investment in a long-lived bird species: investment shifts to maximize successful reproduction?

In nest-building species predation of nest contents is a main cause of reproductive failure and parents have to trade off reproductive investment against antipredatory behaviours. While this trade-off is modified by lifespan (short-lived species prioritize current reproduction; long-lived species prioritize future reproduction), it may vary within a breeding season, but this idea has only been tested in short-lived species. Yet, life history theory does not make any prediction how long-lived species should trade off current against future reproductive investment within a season. Here, we investigated this trade-off through predator-exposure experiments in a long-lived bird species, the brown thornbill. We exposed breeding pairs that had no prior within-season reproductive success to the models of a nest predator and a predator of adults during their first or second breeding attempt. Overall, parents reduced their feeding rate in the presence of a predator, but parents feeding second broods were more risk sensitive and almost ceased feeding when exposed to both types of predators. However, during second breeding attempts, parents had larger clutches and a higher feeding rate in the absence of predators than during first breeding attempts and approached both types of predators closer when mobbing. Our results suggest that the trade-off between reproductive investment and risk-taking can change in a long-lived species within a breeding season depending on both prior nest predation and renesting opportunities. These patterns correspond to those in short-lived species, raising the question of whether a within-season shift in reproductive investment trade-offs is independent of lifespan.

E-Learning using zoom: A study of students' attitude and learning effectiveness in higher education.

This study examines the attitudes and learning effectiveness of undergraduate students at the faculty of management who studied synchronous e-Learning courses using Zoom system. The attitudes were divided into three categories: attitude toward e-Learning, attitude toward the Zoom system and attitude toward the flexibility of this learning. Five variables of learning effectiveness were measured: skills, understanding, benefits, involvement and motivation. Additionally, the prior experience of the students with e-Learning and the degree of open camera use during the lessons and their effect on attitudes and effectiveness were examined. The study consisted of 120 students using a quantitative questionnaire for data collection. The main results of this study provide strong evidence that prior experience in e-Learning has a significant effect on all of the students' attitudes and their overall satisfaction with the learning method. The previous experience of the students was also found to influence the understanding variable as part of learning effectiveness. Additionally, the degree of open camera use in the synchronous e-Learning lessons was found to affect the students' skills, benefits and involvement during the learning process.

Prior experience of variability influences generalisation of unspecified categories.

Category variability or diversity is an important factor influencing generalisation. However, expectations of category variability may not only depend on the variability of encountered category members, but may also be shaped by prior experiences with similar categories. In this study, we investigated whether we could influence category generalisation by inducing different category representations in an A/Non-A categorisation task: Participants either learned about a homogeneous category Non-A or a diverse category Non-A during a priming phase. To better understand the transfer process, we varied the nature of the learning phase from implicit transfer to explicit instructions that actively requested participants to use their prior experiences. We found that while with a homogeneous Non-A representation, generalisation of the A and Non-A categories was equal, the generalisation of category Non-A widened after a priming phase with a diverse representation. In a second experiment, we found that the widening of generalisation of category Non-A occurred when the exemplars in this category were themselves diverse (feature-diverse condition) but not when the category contained distinct exemplars (exemplar-diverse condition). These results suggests that categorisation is influenced by previous categorisation experiences possibly altering the representation of a category. Furthermore, the study gives a hint what kind of heterogeneity is needed to observe the commonly reported broader generalisation of diverse categories. The finding has implications not only to understand the influence of prior experiences on category learning, but any cognitive process that hinges on generalisation.

Prior anatomy experience among medical students: What difference does it make?

Prior research has reported that experience in undergraduate anatomy did not significantly affect students' grades in professional schools, yet students would still recommend anatomy experience prior to medical school. It has been further posited that this prior experience may have benefits that do not appear in grade outcomes, such as decreased stress levels or different study strategies. The present study investigated whether different study strategies in anatomy were reported between students with and without prior experience. The data were collected using surveys administered near the beginning and the end of the medical anatomy course. The surveys included questions about study strategies used for the course, basic demographics, and prior experience in anatomy and/or physiology. Results confirmed very few differences in course outcomes between students with and without prior experience in anatomy and/or physiology; however, differences were noted in the study strategies reported. Students with prior experience in anatomy were more likely to report use of a wider variety of strategies and less changes in strategies between the surveys. However, these differences were only noted with prior courses of a certain number and level. It is posited that students with prior experience may have already created a basic scaffold of information in their mind that they could then plug additional information into rather than creating an entirely new knowledge structure. While this did not largely change course outcomes, it is likely to have positive effects on students' perceptions of stress and feelings of being overwhelmed during the course.

Enhanced preference for dried bonito dashi by prior experience with dashi and various taste substances in mice.

Dried bonito dashi, a complex mixture of sour, bitter, and umami substances as well as over 400 odorants, is the most widely used Japanese fish broth that enhances palatability of various dishes. Recent studies have suggested that prior experience with dried bonito dashi produces strong enhancement of subsequent intake and preference for dried bonito dashi. The present study investigated taste substances in dried bonito dashi that enhance subsequent dashi preference by its prior exposure. Male C57BL/6N mice were initially exposed for 10 days to (1) dried bonito dashi, (2) a chemical mixture of taste substances identified in dried bonito dashi (artificially reconstituted dashi), or (3) individual chemical solutions such as NaCl, monosodium l-glutamate (MSG), inosine 5'-monophosphate (IMP), lactic acid, histidine, and glucose. Intakes of 0.01-100% dried bonito dashi with water were then measured using ascending concentration series of 2-day two-bottle choice tests. Prior exposure to 1-100% dashi enhanced subsequent dashi preference in a concentration-dependent manner and the greatest effects were attained with 10-100% dashi exposure. Exposure to the reconstituted dashi also enhanced subsequent dashi preference. Among individual chemical solutions, 0.1% IMP produced modest enhancement of subsequent dashi preference, but neither NaCl, MSG, histidine, lactic acid, nor glucose did. These results suggest that IMP is at least a key substance that produces experience-based enhancement of dried bonito dashi preference.

The effect of stress and reward on encoding future fear memories.

Prior experience changes the way we learn about our environment. Stress predisposes individuals to developing psychological disorders, just as positive experiences protect from this eventuality (Kirkpatrick & Heller, 2014; Koenigs & Grafman, 2009; Pechtel & Pizzagalli, 2011). Yet current models of how the brain processes information often do not consider a role for prior experience. The considerable literature that examines how stress impacts the brain is an exception to this. This research demonstrates that stress can bias the interpretation of ambiguous events towards being aversive in nature, owed to changes in amygdala physiology (Holmes et al., 2013; Perusini et al., 2016; Rau et al., 2005; Shors et al., 1992). This is thought to be an important model for how people develop anxiety disorders, like post-traumatic stress disorder (PTSD; Rau et al., 2005). However, more recent evidence suggests that experience with reward learning can also change the neural circuits that are involved in learning about fear (Sharpe et al., 2021). Specifically, the lateral hypothalamus, a region typically restricted to modulating feeding and reward behavior, can be recruited to encode fear memories after experience with reward learning. This review discusses the literature on how stress and reward change the way we acquire and encode memories for aversive events, offering a testable model of how these regions may interact to promote either adaptive or maladaptive fear memories.

The Psychological Motivations to Social Innovation and Transmitting Role of Social Worth.

Social innovation has a great chance to overcome problems in complex environments. Individuals' concern for environmental, social, and ethical issues has gradually grown, prompting the rise of new types of consumers, who shift their environmental concerns into action. Social entrepreneurship participants mostly act as beneficiaries and initiators in the process of social innovation. Social exchange theory explains the linkage between individual psychological factors and personal social cognitive perceptions that inspire social innovation intention. The current research framework is constructed to inspect the individual mental process of psychological motivation associated with social innovation intention. The purpose is to understand the relationships between the psychological level of moral idealism, ecological concern, and prior experience on cognitive perceptions of social worth; subsequently, social worth, prosocial motivation, perspective-taking, and positive feelings are examined to discover their influence on social innovation behavioral intention. The transmitting role of social worth exercises a transformative function between participants' psychological motivation, social cognition, and social innovation intention. The research is conducted using partial least squares (PLS) analysis software. The research results reinforce our understanding of theories of individual psychological motivations on social innovation. The findings also offer some suggestions for sustainability education to social enterprise practitioners with respect to recruiting young people and continuing to generate new ideas.

The Development of Overtrust: An Empirical Simulation and Psychological Analysis in the Context of Human-Robot Interaction.

With impressive developments in human-robot interaction it may seem that technology can do anything. Especially in the domain of social robots which suggest to be much more than programmed machines because of their anthropomorphic shape, people may overtrust the robot's actual capabilities and its reliability. This presents a serious problem, especially when personal well-being might be at stake. Hence, insights about the development and influencing factors of overtrust in robots may form an important basis for countermeasures and sensible design decisions. An empirical study [N = 110] explored the development of overtrust using the example of a pet feeding robot. A 2 × 2 experimental design and repeated measurements contrasted the effect of one's own experience, skill demonstration, and reputation through experience reports of others. The experiment was realized in a video environment where the participants had to imagine they were going on a four-week safari trip and leaving their beloved cat at home, making use of a pet feeding robot. Every day, the participants had to make a choice: go to a day safari without calling options (risk and reward) or make a boring car trip to another village to check if the feeding was successful and activate an emergency call if not (safe and no reward). In parallel to cases of overtrust in other domains (e.g., autopilot), the feeding robot performed flawlessly most of the time until in the fourth week; it performed faultily on three consecutive days, resulting in the cat's death if the participants had decided to go for the day safari on these days. As expected, with repeated positive experience about the robot's reliability on feeding the cat, trust levels rapidly increased and the number of control calls decreased. Compared to one's own experience, skill demonstration and reputation were largely neglected or only had a temporary effect. We integrate these findings in a conceptual model of (over)trust over time and connect these to related psychological concepts such as positivism, instant rewards, inappropriate generalization, wishful thinking, dissonance theory, and social concepts from human-human interaction. Limitations of the present study as well as implications for robot design and future research are discussed.

Industry Collaborations of Research Teams: Are They Penalized or Rewarded in the Grant Evaluation Process?

This paper explores the relationship between the industry collaborations of grant applicant teams and the outcomes of a multistage grant evaluation process. We studied this relationship by focusing on two possible channels of impact of industry engagement-team diversity (or the diversity effect) and prior collaboration experience (or the experience effect)-and examined their influence on the evaluators' decision by using the proxies of direct industry engagement (i.e., the involvement of a company-affiliated researcher in the grant applicant team) and indirect industry engagement (i.e., joint publications with a company-affiliated researcher prior to the grant application), respectively. We analyzed data extracted from the application and reviewed materials of a multidisciplinary, pan-European research funding scheme-European Collaborative Research (EUROCORES)-for the period 2002-2010 and conducted an empirical investigation of its three consecutive grant evaluation stages at the team level. We found that teams presenting an indirect engagement were more likely to pass the first stage of selection, whereas no significant relationships were found at any of the three evaluation stages for teams presenting a direct engagement. Our findings point to the heterogeneity of the decision-making process within a multistage grant evaluation scheme and suggest that the policy objective of fostering university-industry collaboration does not significantly impact the funding process.

Evidence of associative blocking during foraging in the social wasp Vespula germanica.

While foraging, Vespula germanica usually return to abundant food sites. During this relocation behavior, these wasps learn to identify contextual cues associated with food position. We analyzed associative blocking in this species, that is, how an association with a conditioned stimulus (CS1) blocks subsequent learning when a novel stimulus (CS2) is added on a second foraging visit. Three groups of wasps (A, B, and C; total 74 individual wasps) were observed while collecting meat during one or two consecutive visits. In group A, an environmental cue (CS1) was paired with food placed at a specific site, and on the second visit, a second cue (CS2) was added while food remained in the same position. In a subsequent testing phase, CS1 was removed and the food source displaced nearby. We then recorded the number of hovers performed over the empty dish (previously baited). Group A wasps appeared to ignore the addition of CS2 on their second visit because they performed fewer hovers over the learned site. For group A, the duration of the decision-making process to finally fly toward the baited dish was shorter than when CS1 and CS2 were presented together on their first visit (group B). This is the first study to demonstrate the occurrence of associative blocking in vespids, confirming that a prior foraging experience influences subsequent food relocation in V. germanica. Our findings reveal that first learning episodes block further associations with novel contextual cues, contributing to understanding of complex cognitive processes involved in V. germanica´s foraging behavior.

Using a smartphone while walking: The cost of smartphone-addiction proneness.

Distracted walking is an ever-increasing problem. Studies have already shown that using a smartphone while walking impairs attention and increases the risk of accidents. This study seeks to determine if smartphone-addiction proneness magnifies the risks of using a smartphone while walking. In an experimental design, participants, while walking on a treadmill and engaged in a smartphone task, were required to switch tasks by responding to an external stimulus, i.e., determining the direction of movement of a point-light walker. Participants were chosen to cover a range of smartphone-addiction proneness. Four smartphone-use conditions were simulated: a control condition with no smartphone-use, an individual conversation condition, a gaming condition, and a group conversation condition. Our results show that using a smartphone while walking decreases accuracy and increases the number of missed stimuli. Moreover, participants with higher smartphone-addiction proneness scores were also prone to missing more stimuli, and this effect was found regardless of experimental condition. The effect of the smartphone task on accuracy and the number of missed stimuli was mediated by the emotional arousal caused by the smartphone task. Smartphone-addiction proneness was positively correlated with a declared frequency of smartphone use while walking. Furthermore, of all the smartphone tasks, the gaming condition was found to be the most distracting.

Prior Experience with Food Reward Influences the Behavioral Responses of the Honeybee Apis mellifera and the Bumblebee Bombus lantschouensis to Tomato Floral Scent.

Bee responses to floral scent are usually influenced by both innate biases and prior experience. Honeybees are less attracted than bumblebees to tomato flowers. However, little is known about how tomato floral scent regulates the foraging behaviors of honeybees and bumblebees. In this study, the foraging behaviors of the honeybee Apis mellifera and the bumblebee Bombus lantschouensis on tomato flowers in greenhouses were investigated. Whether the two bee species exhibit different responses to tomato floral scent and how innate biases and prior experience influence bee choice behavior were examined. In the greenhouses, honeybees failed to collect pollen from tomato flowers, and their foraging activities decreased significantly over days. Additionally, neither naïve honeybees nor naïve bumblebees showed a preference for tomato floral scent in a Y-tube olfactometer. However, foraging experience in the tomato greenhouses helped bumblebees develop a strong preference for the scent, whereas honeybees with foraging experience continued to show aversion to tomato floral scent. After learning to associate tomato floral scent with a sugar reward in proboscis extension response (PER) assays, both bee species exhibited a preference for tomato floral scent in Y-tube olfactometers. The findings indicated that prior experience with a food reward strongly influenced bee preference for tomato floral scent.

A longitudinal study using parental cognitions based on the theory of planned behavior to predict childhood influenza vaccination.

BACKGROUND: The World Health Organization recommends young children aged 6-59 months receive influenza vaccination (IV) annually. This study investigated the IV incidence in a 12-month follow-up period among 24-59 month-old children and identified its predictors based on the theory of planned behavior (TPB). METHODS: A population-based random telephone survey was conducted at baseline (March-June 2011) among Chinese parents of 24-59 month-old children in Hong Kong, China, and a follow-up survey was conducted 12 months afterwards (N=440). RESULTS: The IV prevalence was 63.2% at follow-up (3% increased from baseline). The IV incidence during the follow-up period for all sampled, ever-vaccinated, and never-vaccinated children was 35.6, 58.5, and 7.7 per 100 person-years, respectively. Stratified analyses of logistic regression were performed for the ever-vaccinated and never-vaccinated children. After adjusting for significant socio-demographic variable(s), parental positive attitude, norm, and behavioral intention were significant predictors of IV at follow-up among ever-vaccinated children, while intention was the only significant predictor among never-vaccinated children. CONCLUSIONS: Most of the IVs received during the follow-up period were re-vaccinations rather than first-time vaccinations. Efforts should target never-vaccinated children's parents, who reported low incidence and intention. TPB also worked less well among never-vaccinated children, and thus research for other predictors of never-vaccinated children's first-time vaccination are warranted. Promotion programs should consider segmentation by children's prior vaccination status.