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Articles 1 - 5 of 5
Full-Text Articles in Psychology
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 …
Does An Interactive Webct Site Help Students Learn?, Joelle Elicker, Allison O'Malley, Christine Williams
Does An Interactive Webct Site Help Students Learn?, Joelle Elicker, Allison O'Malley, Christine Williams
Alison L. O'Malley
We examined whether students with access to a supplemental course Web site enhanced with e-mail, discussion boards, and chat room capability reacted to it more positively than students who used a Web site with the same content but no communication features. Students used the Web sites on a voluntary basis. At the end of the semester, students using the enhanced site earned more points in the class than students using the basic Web site. Additionally, students using the enhanced site reported using it more often and reported higher satisfaction with the Web site, course, and instructor. We discuss practical implications …
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
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 …
Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii
Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii
Books and Monographs
This volume collects the ideas and insights discussed at a novel conference, the Integrating Cognitive Science with Innovative Teaching in STEM Disciplines Conference, which was held September 27-28, 2012 at Washington University in St. Louis. With funding from the James S. McDonnell Foundation, the conference was hosted by Washington University’s Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), a center established in 2011. Available for download as a PDF. Titles of individual chapters can be found at http://openscholarship.wustl.edu/circle_book/.
Implicit Theories Of Intelligence And Learning A Novel Mathematics Task, Nathan Oehme Rudig
Implicit Theories Of Intelligence And Learning A Novel Mathematics Task, Nathan Oehme Rudig
UNLV Theses, Dissertations, Professional Papers, and Capstones
The social-cognitive model of motivation states that students adopt a theory of the nature of intelligence that guides their goals in academia and their responses to academic setbacks. Students who believe intelligence is an unchanging entity within them are more likely to adopt goals to display high ability, hide low ability, and respond helplessly to failed schoolwork. Conversely, a student who believes intelligence is a measure of effort and persistence will be motivated to gather knowledge and acquire new skills. The current study investigated the role theories of intelligence play in the field of mathematics understanding. In two experiments, participants …