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Full-Text Articles in Psychology
A Behavioral Economic Demand Analysis Of Media Multitasking In The College Classroom: A Cluster Analysis, Masahiro Toyama, Yusuke Hayashi
A Behavioral Economic Demand Analysis Of Media Multitasking In The College Classroom: A Cluster Analysis, Masahiro Toyama, Yusuke Hayashi
Psychology Faculty Research
Media multitasking has brought concerns (e.g., lower productivity and performance) in multiple settings including college classrooms. The present study examined the behavior of texting in the classroom (TIC) by applying the behavioral economic demand theory while taking college students’ different attitudes and behaviors of TIC into consideration. Undergraduate students (109 females and 73 males for valid data, whose average age was 19.4 [SD = 2.5]) completed questionnaires on demographic characteristics, TIC-related attitude and behavior, and a demand task with a hypothetical scenario, which aimed to quantify the value of social rewards from text messaging with demand intensity (i.e., excessiveness) …
Personality And Media Multitasking In The College Classroom: Context-Dependent Implications Of Conscientiousness And Agreeableness, Masahiro Toyama, Yusuke Hayashi
Personality And Media Multitasking In The College Classroom: Context-Dependent Implications Of Conscientiousness And Agreeableness, Masahiro Toyama, Yusuke Hayashi
Psychology Faculty Research
Both personality and contexts may account for media multitasking in the college classroom. As this area of research was lacking, the present study examined which personality traits would be associated with in-class media multitasking in different contexts of text messaging. Undergraduate students (83 males and 65 females; average age: 20.0 [SD = 4.3]) completed a questionnaire on demographic characteristics, general text-messaging behavior, and Big Five personality traits as well as a delay-discounting task. This task had two hypothetical scenarios in which participants received either an urgent text message from their significant other (Significant Other condition) or a non-urgent message …
Remembering Reactions And Facts: The Influence Of Subsequent Information, Paula T. Hertel
Remembering Reactions And Facts: The Influence Of Subsequent Information, Paula T. Hertel
Psychology Faculty Research
Memory for reactions and judgments about a biographical passage was examined following the presentation of subsequent information relevant to the passage. Experiment 1 demonstrated that reaction memory shifted as a function of the type of subsequent information when 3 weeks separated it from the memory test, but not when testing was immediate or when the information was delivered just prior to the delayed test. These results were obtained again in Experiment 2 and contrasted to shifts in memory for· passage facts. Misleading factual information influenced memory for passage facts most when it was delivered just before the delayed recognition test. …
Passage Recall: Schema Change And Cognitive Flexibility, Paula T. Hertel, M. Codsen, P. J. Johnson
Passage Recall: Schema Change And Cognitive Flexibility, Paula T. Hertel, M. Codsen, P. J. Johnson
Psychology Faculty Research
Investigated the effects of subsequent related information and individual differences in cognitive flexibility on prose recall. 70 undergraduates read a passage and then were given either consistent or contradictory incidental information. Errors in cued recall, reflecting the nature of the subsequent information, were more frequently produced after a 3-wk delay than after 2 days. These results were consistent with R. J. Spiro's (1975) findings with free recall. In addition, 3-wk Ss were more confident about correct recall than errors, indicating that errors resulted, in part, from retrieval processes. The negative relationship of spontaneous flexibility and the positive relationship of adaptive …
Cognitive Effort And Memory, S. W. Tyler, Paula T. Hertel, M. C. Mccallum, H. C. Ellis
Cognitive Effort And Memory, S. W. Tyler, Paula T. Hertel, M. C. Mccallum, H. C. Ellis
Psychology Faculty Research
We propose that the concept of cognitive effort in memory is both useful and important. Cognitive effort is defined as the engaged proportion of limited-capacity central processing. It·was hypothesized that this variable might have important memorial consequences and might also be a potential confounding factor in levels-of-processing paradigms. The first experiment tested this possibility using two types of incidental-learning tasks factorially combined with two degrees of effort. It was found that high effort led to better recall than low effort, but that level-of-processing effects were nonsignificant. A second experiment clearly demonstrated the feasibility of using performance on a secondary task …
Constructive Memory For Bizarre And Sensible Sentences, Paula T. Hertel, H. C. Ellis
Constructive Memory For Bizarre And Sensible Sentences, Paula T. Hertel, H. C. Ellis
Psychology Faculty Research
Sensible, interrelated sentences were presented with or without bizarre sentences that could be transformed to fit the context of the sensible sentences. Two experiments examined subjects' ability to recognize or recall both types of sentences, either immediately or after 2 weeks. Bizarre sentences were frequently recognized at immediate testing; they were generally unavailable at delayed recognition and were never recalled verbatim. In addition, results indicated that transformations of bizarre sentences were stored in memory but were not well incorporated within the structure for the sensible material. These findings are consistent with a constructive approach to memory. Finally, the results suggest …