Think Fast: Using Web-Based Reaction Time Technology To Promote Teaching About Racial Bias And Diversity, Kathryn Morris, L. Ashburn-Nardo, R. Padgett
Dec 2010
Think Fast: Using Web-Based Reaction Time Technology To Promote Teaching About Racial Bias And Diversity, Kathryn Morris, L. Ashburn-Nardo, R. Padgett
Kathryn A. Morris
No abstract provided.
The Implicit Association Test As A Class Assignment: Student Affective And Attitudinal Reactions, Kathryn Morris, Leslie Ashburn-Nardo
Dec 2009
The Implicit Association Test As A Class Assignment: Student Affective And Attitudinal Reactions, Kathryn Morris, Leslie Ashburn-Nardo
Kathryn A. Morris
The Implicit Association Test (IAT) is a popular means of examining “hidden” biases. However, some express concerns about classroom use of the IAT, citing students' potentially negative affective reactions to taking the IAT and discovering their implicit biases. To investigate the validity of this criticism, 35 social psychology students completed affect measures after taking and discussing the Race IAT. Students reported more positive than negative affect both immediately after taking the IAT and 1 week later. They also reported greater awareness of their own and others' implicit racial biases, knowledge of implicit processes, and perceived value of the IAT demonstration.
The Confronting Prejudiced Responses (Cpr) Model: "Cpr" For Hispanic Professionals, Leslie Ashburn-Nardo, Kathryn Morris, Stephanie Goowin
Dec 2007
The Confronting Prejudiced Responses (Cpr) Model: "Cpr" For Hispanic Professionals, Leslie Ashburn-Nardo, Kathryn Morris, Stephanie Goowin
Kathryn A. Morris
Hispanics are the largest minority group in the United States, comprising over 15% of the total population (Pew Hispanic Center, 2007). Perhaps not surprisingly, along with their growing numbers come frequent experiences with ethnic harassment in the workplace. Specifically, Hispanic employees are often the targets of derogatory comments and jokes about their ethnicity, and the more they experience such verbal harassment, the lower their life satisfaction, even after controlling for dispositional negative affect (Schneider, Hitlan, & Radhakrishnan, 2000). Given today's unstable economy, such intergroup conflict is likely to escalate (see LeVine & Campbell, 1972), underscoring the need for employers to …
Homer As An Acronym For The Scientific Method, Jessica L. Lakin, R. B. Geisler, Kathryn A. Morris, Jordan R. Vosmik, Jessica L. Lakin, R. B. Geisler, Kathryn A. Morris, Jordan R. Vosmik
Dec 2006
Homer As An Acronym For The Scientific Method, Jessica L. Lakin, R. B. Geisler, Kathryn A. Morris, Jordan R. Vosmik, Jessica L. Lakin, R. B. Geisler, Kathryn A. Morris, Jordan R. Vosmik
Kathryn A. Morris
Mnemonic strategies, such as acronyms, effectively increase student retention of course material. We present an acronym based on a popular television character to help students remember the basic steps in the scientific method. Our empirical evaluation of the acronym revealed that students found it to be enjoyable, useful, and worthy of use in future courses.
Keeping It "All In The Family:" Does Nepotism In The Hiring Process Really Benefit The Beneficiary?, M. Padgett, Kathryn Morris
Dec 2005
Keeping It "All In The Family:" Does Nepotism In The Hiring Process Really Benefit The Beneficiary?, M. Padgett, Kathryn Morris
Kathryn A. Morris
The purpose of this research was to examine the consequences of being perceived as having benefited from a family connection during the hiring process. One hundred and ninety-seven upper-level undergraduate students reviewed materials describing three candidates for a managerial position. Selection method (merit vs. nepotism) and gender of the person who received the position were manipulated in the materials. Results revealed that not only was nepotism perceived as being less fair than merit-based hiring, but individuals believed to have benefited from a family connection during the hiring process were viewed less favorably than individuals believed to have been hired based …
Teaching Students About Classic Findings On The Detection Of Deception, Kathryn Morris
Dec 2002
Teaching Students About Classic Findings On The Detection Of Deception, Kathryn Morris
Kathryn A. Morris
I describe a classroom exercise that demonstrates people's inability to detect deception better than chance. In the exercise, students worked in pairs and took turns asking each other a series of questions. Students lied to their partners some of the time, and they in turn attempted to determine when their partners lied to them. Students also reported their degree of confidence in their lie detection abilities. The results consistently replicated classic findings in this area of research. In addition, students who participated in this exercise retained the knowledge gained from their participation for 6 to 30 months. I discuss the …
Understanding And Preventing Hiv Risk Behavior, Kathryn Morris, W. Swann
Dec 1995
Understanding And Preventing Hiv Risk Behavior, Kathryn Morris, W. Swann
Kathryn A. Morris
No abstract provided.
When Comparisons Arise, Daniel Gilbert, R. Geisler, Kathryn Morris
Dec 1994
When Comparisons Arise, Daniel Gilbert, R. Geisler, Kathryn Morris
Kathryn A. Morris
People acquire information about their abilities by comparison, and research suggests that people restrict such comparisons to those whom they consider sources of diagnostic information. We suggest that diagnosticity is often considered only after comparisons are made and that people do not fail to make nondiagnostic comparisons so much as they mentally undo them. In 2 studies, participants made nondiagnostic comparisons even when they knew they should not, and quickly unmade them when they were able. These results suggest that social comparisons may be relatively spontaneous, effortless, and unintentional reactions to the performances of others and that they may occur …
