1,720,976 research outputs found
Components of decision-making strategies for college students
No full textPrevious research on college students' decision-making has shown they sometimes make impulsive, emotionally influenced, risk-taking and sensation-seeking decisions without fully understanding their decisions or the consequences. Utilizing decision-making components, this study addresses questions of group differences in response to training for decision description, decision mapping, multiple social perspective-taking (SPT), and incubation. The study was conducted in the fall of 2007 with a sample of Texas Christian University undergraduates (n = 283; males = 77, females = 206) enrolled in Psychology coursework. Findings for participants whose intervention included SPT were significantly better able to develop and evaluate decision options, and develop coherent plans for effective decision-making advice than students who did not receive SPT training. Theoretically, it seems likely that SPT participants viewed the strategy as a priming device, bringing out what was already known, rather than providing a new learning experience. Participants receiving decision mapping reported they learned from the intervention and found it useful, but that learning did not translate into being able to enhance their ability to give decision-making advice. Additionally, neither SPT nor mapping contributed to the students' decision-making confidence levels. The study addresses a major gap in the college student decision-making literature and provides some preliminary evidence to suggest that the effectiveness of college students' decision-making ability will likely increase when provided with simple, yet powerful strategies. Implications and future research needs are also discussed
Entrainment engagement
No full textAccording to the dynamic attending model of rhythm perception (e.g., Jones, 2001), isochronously spaced time marker onsets automatically capture and focus attention (i.e., entrain attention), and the periodic focusing of attention continues after the time markers discontinue. The purpose of the experiments presented in this dissertation was to examine the automaticity component of the dynamic attending model. Experiments 1 and 2 were designed to examine whether receiving explicit instructions to engage in attending to isochronously spaced time markers (i.e., receiving instructions to count the time markers aloud or silently versus receiving instructions to ignore the time markers) would affect the dynamics of attending following termination of the isochronously spaced time markers. In Experiment 1, reaction time (RT) to an auditory response stimulus (RS) that followed the isochronously spaced time markers served an indirect measure of attention, and in Experiment 2, memory for a temporal interval that followed the isochronously spaced time markers served as an indirect measure of attention. Experiments 3 and 4 were designed to examine whether engaging in a distractor task while isochronously spaced time markers played (i.e., reading either numbers or letters presented while the time markers played) would affect the dynamics of attending following termination of the isochronously spaced time markers. As in Experiment 1, simple RT to a RS that followed the isochronously spaced time markers served as an indirect measure of attention in Experiment 3, and as in Experiment 2, memory for a temporal interval that followed the isochronously spaced time markers served as an indirect measure of attention in Experiment 4. The data from the four experiments, however, did not reveal any clear effects of attending instructions. The results from the experiments are discussed as possible evidence for the automaticity component of the dynamic attending model, but some philosophical, theoretical, and methodological caveats are also discussed
Stimulus continuity as it relates to illusory events: relationships of stimulus structure
No full textThe roles of pitch and emotion in immediate recall
No full textMusic-dependent memory occurs when a person learns material while listening to music and subsequently recalls more of that material when listening to that same music than when not listening to that same music. Several studies (Smith, 1985; Balch et al., 1992; Balch & Lewis, 1996) have demonstrated the existence of music-dependent memory, but which aspect of music was primarily responsible for the memory facilitation was not clear. Balch and Lewis (1996) demonstrated that tempo influences music- dependent memory. This dissertation further examined the music-dependent memory phenomenon. Experiment I demonstrated a frequency dependent memory effect where individuals listening to relatively low frequency tones during the presentation of words remembered more of those words at recall when they listened to the same relatively low frequency tones, as opposed to high frequency tones. Experiment 2 failed to find a frequency dependent memory effect; however, there were methodological differences between Experiments I and 2. Participants in Experiment 2 were given the additional task of filling of the Session Evaluation Questionnaire (SEQ) (Stiles & Snow, 1984) at three different occasions during the experiment, and it may be that use of the SEQ disrupted frequency dependent memory by drawing participants' attention toward their own differing emotional states. In conclusion, the frequency dependent memory effect for relatively lower frequency auditory tones seems to be fragile and may be related to the emotional state of the listener
Music, figures and words, Oh my!: the influences of music on stick figures and word perception: an audiovisual Gestalt investigation
No full textEveryday we encounter sights and sounds paired together. This experiment investigates one type of audiovisual integration: that of biological motion and musical phrases. The current proposal hypothesizes that brief musical phrases can influence the implied action motion of a static human form stick figure and body action terms through different melodies and rhythms. The results are discussed in terms of Lipscomb and Kendall's (1994) model of audiovisual perception, Mayer and Sims' (1994) dual coding of multimedia learning, as well as understanding the mechanisms for when and how we process and interpret the integration of music and simple pictorial representations. A proposal of audiovisual Gestalt principles is discussed
Influences of concurrent auditory frequency on the perception of an ambiguous visual stimulus
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