10 research outputs found
A Comparison of Concept Maps and Text Summaries: The Effects of Study Format on Memory
No full textA large body of research has provided evidence that concept maps offer a greater benefit for learning compared to traditional text (e.g., Nesbit & Adesope, 2006). Reder and Anderson (1980) compared text summaries to full-length texts and found text summaries to be more beneficial for learning, suggesting that details and elaborations can hurt retention. The current research compared concept maps and text summaries in two experiments. In Experiment 1, participants studied a science topic from a concept map or text summary. Immediately following study, all participants completed a concept map posttest and text summary posttest where the arrangement of both posttests did not match study condition. In Experiment 2 another topic was added and posttest arrangement was not manipulated. The results from both experiments provide evidence in support of transfer-appropriate processing. Additionally, findings suggest that the benefits of studying a concept map may depend on the subject matter
On the Placement of Retrieval Practice During a Lecture: How Does Lecture Quizzing Affect Memory, Attention, and Test Anxiety?
No full textAlthough lectures are a common method of teaching within higher education, critics argue that this traditional style of teaching encourages a passive approach to learning where students are not actively involved during the learning process. Prior reserach conducted in classroom settings suggests that clicker quizzes may encourage more student involvement and increase exam scores (Roschelle, Penuel, & Abrahamson, 2004). While the use of clicker quizzes during a lecture seems promising to promote more active learning, perhaps the greatest benefit of quizzing during a lecture is that it provides students with the opportunity to practice retrieval of what they learn, which may improve long-term retention (e.g., McDaniel, Roediger, & McDermott, 2007). The current study examined the effects of inserting quizzes during various segments of a lecture. A pre-recorded lecture was divided into three segments of equal lengths. Participants were randomly assigned to one of the following experimental conditions: (1) - quizzing after each segment; (2) quizzing only after the first segment; (3) quizzing only after the last segment; (4) no quizzing during the lecture. After a one-week retention interval, participants completed a final cumulative test. The results indicated that the interspersed condition significantly outperformed the beginning, end, and no quizzing conditions on the final test. This was especially the case among those with high test anxiety. Results also indicated that the interspersed condition reported significantly less episodes of mind wandering relative to the other conditions, and participants in the interspersed condition recorded significantly more notes
PSY-5 The Nose Smells What the Eyes See: The Effect of a Visual on Olfactory Perception
No full textThis experiment maintains the goal to understand if a visual can influence olfactory perception, or, if what someone sees may influence what they think they are smelling. Participants smelled jars that were all embossed with floral decorations but contained different smells (e.g., hot sauce, castor oil, old spice deodorant). After smelling each jar, participants filled out a survey based on a Likert scale that determined if the individual agreed that the jar was floral scented. The results indicated that the florally decorated jars made people think that they were smelling something floral as opposed to what they were truly smelling. These results suggest that visuals do influence olfactory perception through a process of priming. Implications of this work highlight the importance of chemical labeling for the safety of employees or individuals working in a laboratory setting
Do Professor Characteristics Influence College Students\u27 Mental Health Disclosure?
No full textPrevious studies have provided some evidence that college students may hesitate to disclose their mental health status because of social stigma; however, more research is needed to identify and understand the factors that influence students’ willingness to disclose. For example, it is unclear how professor characteristics impact the likelihood of disclosure. In the current study we examined whether the gender of the professor (male vs. female) and the professor’s teaching discipline (STEM vs. humanities) affected students\u27 likelihood to disclose a mental health problem. Participants read a fictitious syllabus where the professor was either male or female and taught a chemistry or English course. Then, they were asked to respond to a questionnaire concerning whether they would disclose any mental health problems to the professor teaching the course. Results indicated that students would not disclose their mental health status to a professor via email or office hours. Instead, they would rather skip the class for a mental health day. This effect was especially present if the class was taught by a female professor in humanities. In addition, students of color were more likely to report skipping the class when compared to their White counterparts. These findings raise important implications for our understanding of the relationships between students and professors concerning mental health
SS-12 Clickbait or not? How headlines and tone shape reading comprehension and social behavior
No full textNews headlines are often the first element readers encounter before engaging with an article. The initial impression created by headlines may be affected by various factors, including the choice of wording. For example, media outlets commonly use “clickbait,” where appealing titles are used to attract reader engagement. However, these headlines can mislead the reader as they may not be relevant to the article’s content. Previous research has indicated that headlines influence reading comprehension by directing readers\u27 attention to specific aspects of the text. However, more research is needed to investigate how headlines and article contents interact to affect cognitive processes (e.g., reading comprehension) and social behaviors. This current study aimed to observe if there was a causal relationship between headline phrasing and article tone on reading comprehension and measures of reader perception of the article. In the experiment, college students were randomly assigned to read a news article written in a positive or negative tone, and the headline was either congruent or incongruent with the article’s tone. After reading the article, participants were presented with reading comprehension questions and behavioral items (e.g., would you share the article you just read?). It was hypothesized that an incongruent headline would negatively affect reading comprehension and reduce readers\u27 likelihood of engaging in social behaviors related to the article. Implications from this research would suggest that misleading readers for engagement may have detrimental effects on people’s ability to understand content information. This is especially a problem when the content is important to society’s well-being
SS-11 Seeing red for the wrong reasons: Color priming and error detection.
No full textIf you are not typing, you will probably write in ink. Academic instructors use pens to grade assignments, students use them to take notes, and business professionals may use them to sign contracts and much more. Interestingly, research indicates that the color of ink significantly influences cognition and behavior. For example, studies have shown that writing in red ink is closely associated with negative feedback or failure. However, with the rise of technology, it is unclear whether these findings apply to today’s digital world, where people rely more on typing than writing in ink. The current study investigated whether exposing participants to a specific ink color would impact their performance on different cognitive tasks. Participants were randomly assigned to one of three conditions: green ink, red ink, or black ink. They were first asked to evaluate fictitious logos printed in green, red, or black ink using a pen of the same color as the logo. Then, participants were instructed to complete word stems, with some associated with failure or negative connotations. Lastly, participants were asked to find mistakes in a short essay and assign a final grade. It was hypothesized that giving participants red pens and exposing them to red logos would result in more negative word stems created, more errors found in the essay, and the lowest grades given. Conversely, giving participants green pens and exposing them to green logos would result in the fewest negative word stems, the fewest errors found in the essay, and the highest grades given. Findings may suggest that ink color can significantly influence cognitive performance and perception, which have important implications for optimizing feedback practices in education and professional settings
PSY-8 “Sticks and stones may break my bones, but words w̶i̶l̶l̶ n̶e̶v̶e̶r̶ hurt me.” Perceptions of Verbal Abuse Text Messages Among College Students
No full textVerbal abuse is prevalent in society, especially in this digital age. Previous research has focused heavily on physical abuse in romantic relationships; however, the current study investigated perceptions of verbal abuse in friendships. Fifty-three college students were asked to read two hypothetical text exchanges. One exchange highlighted abuse through criticism while the other demonstrated abuse through blame and degradation. After each scenario, participants were asked to rate the severity of the abuse and the likelihood of forgiveness. Overall, participants rated the blame and degradation exchange more severe than the criticism exchange. Black, indigenous, persons of color (BIPOC) rated the blame and degradation exchange more severely than their white counterparts. They were also less forgiving in both exchanges. Results suggest that understanding how verbal abuse is perceived and whether that abuse is forgiven may be dependent on the person’s race
SS-3 Words and Wounds: College Students\u27 Perceptions of Verbal and Physical Abuse
No full textIntimate partner violence (IPV) is a prevalent issue that greatly affects college students in the United States. Research shows that young adults are susceptible to IPV due to a lack of commitment and relationship instability between partners. The main goal of the current study was to investigate the factors that contribute to college students’ perceptions of IPV. Specifically, we wanted to determine whether the type of abuse (verbal vs. physical) and gender of both the perpetrator and the victim impacts perception of abuse severity. The second goal was to investigate how college students may respond to situations of IPV. While many students may choose not to intervene due to a diffusion of responsibility, it remains unclear whether this reluctance varies based on the type of abuse and the gender involved. Ninety-six college students participated in the current study. They were asked to read one of four scenarios, concerning physical or verbal abuse, where the victim and perpetrators’ gender was manipulated. Participants were then asked to rate the seriousness of the abused described in the scenario, the victim’s responsibility, whether they would ignore the situation, and if they would encourage the victim to seek help. It was hypothesized that participants would rate the IPV as more serious when the victim was a female, and the perpetrator was a male. It was also hypothesized that physical abuse would be rated as more serious than verbal abuse. Findings may ultimately help researchers in the development of more effective prevention and intervention strategies as it relates to different types of abuse
