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Full-Text Articles in Education

Multi-Tasking = Epic Fail: Students Who Text Message During Class Show Impaired Comprehension Of Lecture Material, Amanda C. Gingerich Mar 2011

Multi-Tasking = Epic Fail: Students Who Text Message During Class Show Impaired Comprehension Of Lecture Material, Amanda C. Gingerich

Amanda C. Gingerich

For the unit on divided attention in my Cognitive Processes course, I created a demonstration in which half of the class is randomly assigned to text message each other while I lecture on time management strategies. The other half of the class does not text message during the lecture. Following the 10-minute lecture, all students complete a multiple-choice quiz. Results from 67 students over the past three semesters show that, in their proportion of answers correct, the Text condition performed statistically significantly worse on the quiz (M = .602, SD = .238) than did those in the No Text condition (M = .793 ...


When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich Feb 2011

When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich

Amanda C. Gingerich

Inadvertent plagiarism was investigated in participants who had been induced into a happy or sad mood either before encoding or before retrieval of items generated in a puzzle task. Results indicate that participants in a sad mood made fewer memory errors in which they claimed as their own an idea generated by another source than did those in a happy mood. However, this effect occurred only when mood was induced before encoding.


How Sweet It Is: Candy-Based Demonstrations In Introductory Psychology, Amanda C. Gingerich Feb 2011

How Sweet It Is: Candy-Based Demonstrations In Introductory Psychology, Amanda C. Gingerich

Amanda C. Gingerich

especially those involving candy (e.g., Cherny, 2008), I created a collection of demonstrations in introductory psychology that involve the use of candy. To test their effectiveness in helping students learn concepts introductory psychology, I asked students to provide feedback about the how enjoyable some of the activities were, how useful they were in illustrating their intended topic, and whether they made the concepts more memorable. Results suggest that the “Twizzlers” exercise was the most memorable (as measured by accuracy to question #1) and that the “Jelly Bellies” exercise was the most enjoyable (as measured by responses to question #6).


Idk Lol: Text Messaging During Class Impairs Comprehension Of Lecture Material, Amanda C. Gingerich Feb 2011

Idk Lol: Text Messaging During Class Impairs Comprehension Of Lecture Material, Amanda C. Gingerich

Amanda C. Gingerich

After leading a PIE at NITOP 2010 on text messaging during class, I incorporated a new demonstration into my Cognitive Processes course. In this exercise, students either text message each other during lecture or they listen to the lecture without the distraction of text messaging. Everyone then takes a quiz on the material. Results suggest that text message during lecture leads to impaired comprehension of material.


The Digital Teaching Portfolio Handbook: A How‐To Guide For Educators, Amanda C. Gingerich Feb 2011

The Digital Teaching Portfolio Handbook: A How‐To Guide For Educators, Amanda C. Gingerich

Amanda C. Gingerich

Book review.


Study Smarter, Not Harder, Tara T. Lineweaver, Amanda C. Gingerich Feb 2011

Study Smarter, Not Harder, Tara T. Lineweaver, Amanda C. Gingerich

Amanda C. Gingerich

Provides tips for studying.