Psychology Commons^™

Omg! Texting In Class = U Fail :( Empirical Evidence That Text Messaging During Class Disrupts Comprehension, Amanda Gingerich, Tara Lineweaver

Tara T. Lineweaver

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 …

Effect Of Knowledge Of Apoe Genotype On Subjective And Objective Memory Performance In Healthy Older Adults, Tara Lineweaver, Mark Bondi, Douglas Galasko, David Salmon

Tara T. Lineweaver

Objective—The knowledge that one carries the apolipoprotein E (APOE) ε4 allele risk factor for Alzheimer’s disease was recently found to have little short-term psychological risk. The authors investigated the impact of knowledge of carrying the risk allele on subjective ratings of memory and objective memory test performance of older adults. Method—Using a nested case-control design, the authors administered objective verbal and visual memory tests and self-rating scales of memory function to 144 cognitively normal older adults (ages 52–89) with known APOE genotype who knew (ε4+, N=25; ε4−, N=49) or did not know (ε4+, N=25; ε4−, N=45) their genotype and genetic …

Wada Test Reliability (Response To Haber Et Al.), T. Loddenkemper, H. Morris, Tara Lineweaver, C. Kellinghaus

Tara T. Lineweaver

Response piece.

The Effect Of Comprehension Feedback And Listener Age On Speech Complexity, Tara Lineweaver, Paul Hutman, Christopher Ketcham, John Bohannon

Tara T. Lineweaver

Forty college-aged participants told a story and gave verbal walking directions to either a same-age peer or a 75-year-old adult. The listeners gave some participants comprehension feedback and gave other participants mixed comprehension and noncomprehension feedback. Analyses examined length of utterance immediately preceding or following feedback cues. Participants did not globally simplify their speech when talking to the older compared with the young adult. However, speech was sensitive to comprehension feedback from both listeners, and listener age affected speech complexity by influencing the magnitude of this fine tuning effect. Participants simplified their speech more in response to feedback cues from …

Effect Of Apolipoprotein Ε4 On Hippocampal And Brain Volume In Intractable Temporal Lobe Epilepsy, Robyn Busch, Darlene Floden, Tara Lineweaver, Jessica Chapin, Kanjana Ungwongse, Tim Wehner, Ramon Diaz-Arrastia, Imad Najm

Tara T. Lineweaver

This study investigated the relationship between the apolipoprotein (APOE) ε4 allele and brain volumes in patients with medically intractable temporal lobe epilepsy (TLE). MRI-based volumetric analyses of the hippocampi, cerebral hemispheres, and whole brain were conducted in 59 patients with TLE (31 with left TLE, 28 with right TLE) with hippocampal sclerosis (HS). There were no differences in hippocampal, hemispheric, or whole brain volumes as a function of ε4 status even after correcting for hemispheric and total brain volumes. However, APOE ε4 carriers showed a trend toward having a smaller discrepancy between ipsilateral and contralateral hippocampal volumes than patients without …

Online Discussion Assignments Improve Students’ Class Preparation, Tara Lineweaver

Tara T. Lineweaver

To increase the number of students who read the text before class and to promote student interaction centering on text material, I developed an online discussion assignment as a required component of a cognitive psychology course. Across 2 studies, this assignment had a limited effect on examination performance, but students completing online discussions were more likely to read the textbook in advance of class and reported reading it more carefully, particularly late in the semester. Students completing online discussions also reported understanding lectures better and feeling more prepared for exams immediately after lecture than classmates. Together, results support previous studies …

Memory Performance Is Related To Language Dominance As Determined By The Intracarotid Amobarbital Procedure, S. Kovac, G. Möddel, J. Reinholz, A. Alexopoulosa, T. Syed, S. Schuele, Tara Lineweaver, T. Loddenkemper

Tara T. Lineweaver

Objective

The goal of this study was to explore the relationship between language and memory lateralization in patients with epilepsy undergoing the intracarotid amobarbital procedure.

Methods

In 386 patients, language lateralization and memory lateralization as determined by laterality index (LI) were correlated with each other.

Results

Language lateralization and memory lateralization were positively correlated (r = 0.34, P < 0.01). Correlations differed depending on the presence and type of lesion (χ² = 7.98, P < 0.05). LIs correlated significantly higher (z = 2.82, P < 0.05) in patients with cortical dysplasia (n = 41, r = 0.61, P < 0.01) compared with the group without lesions (n = 90, r = 0.16, P > 0.05), with patients with hippocampal sclerosis falling between these two groups. Both memory (P < 0.01) and language (P …