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Full-Text Articles in Psychology
Sad Mood Reduces Inadvertent Plagiarism: Effects Of Affective State On Source Monitoring In Cryptomnesia, Amanda Gingerich, Chad Dodson
Sad Mood Reduces Inadvertent Plagiarism: Effects Of Affective State On Source Monitoring In Cryptomnesia, Amanda Gingerich, Chad Dodson
Amanda C. Gingerich
In two experiments, we explored the influence of affective state, or mood, on inadvertent plagiarism, a memory failure in which individuals either misattribute the source of an idea to themselves rather than to the true originator or simply do not recall having encountered the idea before and claim it as novel. Using a paradigm in which participants generate word puzzle solutions and later recall these solutions, we created an opportunity for participants to mistakenly claim ownership of items that were, in fact, initially generated by their computer ‘partner.’ Results of both experiments suggest that participants induced into a sad mood …
Claiming Hidden Memories As One’S Own Ideas: A Review Of Inadvertent Plagiarism, Amanda Gingerich, Meaghan Sullivan
Claiming Hidden Memories As One’S Own Ideas: A Review Of Inadvertent Plagiarism, Amanda Gingerich, Meaghan Sullivan
Amanda C. Gingerich
Inadvertent plagiarism, or cryptomnesia, occurs when an individual claims another's idea as his or her own with no recollection of having been exposed to the idea before. Although some variation exists in the explanations of this occurrence, the source monitoring framework has emerged as the most plausible account. The purpose of this paper is to review the core body of research that has been conducted on cryptomnesia over the past two decades, with particular focus on the factors that affect the propensity of this phenomenon and how these influences inform a theoretical explanation of cryptomnesia. This paper also includes some …
Omg! Texting In Class = U Fail :( Empirical Evidence That Text Messaging During Class Disrupts Comprehension, Amanda Gingerich, Tara Lineweaver
Omg! Texting In Class = U Fail :( Empirical Evidence That Text Messaging During Class Disrupts Comprehension, Amanda Gingerich, Tara Lineweaver
Amanda C. Gingerich
In two experiments, we examined the effects of text messaging during lecture on comprehension of lecture material. Students (in Experiment 1) and randomly assigned participants (in Experiment 2) in a text message condition texted a prescribed conversation while listening to a brief lecture. Students and participants in the no-text condition refrained from texting during the same lecture. Postlecture quiz scores confirmed the hypothesis that texting during lecture would disrupt comprehension and retention of lecture material. In both experiments, the no-text group significantly outscored the text group on the quiz and felt more confident about their performance. The classroom demonstration described …
“Have You Seen The Notebook?” “I Don’T Remember.” Using Popular Cinema To Teach Memory And Amnesia, Amanda Gingerich
“Have You Seen The Notebook?” “I Don’T Remember.” Using Popular Cinema To Teach Memory And Amnesia, Amanda Gingerich
Amanda C. Gingerich
The recent influx of films addressing different aspects of memory loss inspired the development of an upper-level undergraduate seminar that focuses on investigating amnesia through the lens of popular cinema. This discussion-based course included several written assignments and, at the end of one semester, a comprehensive take-home exam. Over the course of four semesters, a bank of student-authored discussion questions for each reading was collected and a list of topics and corresponding movies was honed.
Practicing Mentorship: Graduate-Student Supervision Of Undergraduate Research Assistants, O. Lima, Amanda Gingerich, J. Seder
Practicing Mentorship: Graduate-Student Supervision Of Undergraduate Research Assistants, O. Lima, Amanda Gingerich, J. Seder
Amanda C. Gingerich
Many research universities rely on graduate students to supervise undergraduate research assistants (RAs) who collect data and handle research logistics. This experience can be mutually beneficial, as RAs receive hands-on learning, and graduate students practice mentorship in preparation for assuming a faculty role. However, assistantships must be intentionally designed to meet educational (not just practical) goals. What training and support do graduate students receive to take on this mentorship role? In two surveys, RAs reported on their satisfaction, educational benefit, and desired changes; while graduate students reported on their goals, challenges, and the support they receive.
The Effect Of Emotional State On Inadvertent Plagiarism Memory Errors, Amanda Gingerich
The Effect Of Emotional State On Inadvertent Plagiarism Memory Errors, Amanda Gingerich
Amanda C. Gingerich
We investigated inadvertent plagiarism by inducing participants into a happy or sad mood before they generated items in a puzzle task. Compared to happy mood, participants induced into a sad mood made fewer memory errors in which they claimed a previously-generated idea to be new; confidence ratings in these errors, however, was higher.