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Social and Behavioral Sciences Commons™
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- Memory (4)
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- False memory (2)
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Articles 1 - 13 of 13
Full-Text Articles in Social and Behavioral Sciences
Multi-Tasking = Epic Fail: Students Who Text Message During Class Show Impaired Comprehension Of Lecture Material, Amanda C. Gingerich
Multi-Tasking = Epic Fail: Students Who Text Message During Class Show Impaired Comprehension Of Lecture Material, Amanda C. Gingerich
Amanda C. Gingerich
For the unit on divided attention in my Cognitive Processes course, I created a demonstration in which half of the class is randomly assigned to text message each other while I lecture on time management strategies. The other half of the class does not text message during the lecture. Following the 10-minute lecture, all students complete a multiple-choice quiz. Results from 67 students over the past three semesters show that, in their proportion of answers correct, the Text condition performed statistically significantly worse on the quiz (M = .602, SD = .238) than did those in the No Text condition …
When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich
When Being Sad Improves Memory Accuracy: The Role Of Affective State In Inadvertent Plagiarism, Amanda C. Gingerich
Amanda C. Gingerich
Inadvertent plagiarism was investigated in participants who had been induced into a happy or sad mood either before encoding or before retrieval of items generated in a puzzle task. Results indicate that participants in a sad mood made fewer memory errors in which they claimed as their own an idea generated by another source than did those in a happy mood. However, this effect occurred only when mood was induced before encoding.
“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.
When Being Sad Improves Memory Accuracy: The Role Of Mood In Inadvertent Plagiarism, Amanda C. Gingerich
When Being Sad Improves Memory Accuracy: The Role Of Mood In Inadvertent Plagiarism, Amanda C. Gingerich
Amanda C. Gingerich
Inadvertent plagiarism was investigated in participants who had been induced into a happy or sad mood either before encoding or before retrieval of items generated in a puzzle task. Results indicate that participants in a sad mood made fewer memory errors in which they claimed as their own an idea generated by another source than did those in a happy mood. However, this effect occurred only when mood was induced before encoding.
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.
Feeling Of Knowing And Retrieval Failure: Tip-Of-The-Tongue State Is Not The Only Option, Amanda C. Gingerich
Feeling Of Knowing And Retrieval Failure: Tip-Of-The-Tongue State Is Not The Only Option, Amanda C. Gingerich
Amanda C. Gingerich
We investigated whether individuals are able to differentiate being in a tip-of-the-tongue state from the metacognitive experience of knowing information, but being unable to recall it. Results indicate that being unable to recall known information is separate from, and more common than, experiencing a tip-of-the-tongue state.
How Sweet It Is: Candy-Based Demonstrations In Introductory Psychology, Amanda C. Gingerich
How Sweet It Is: Candy-Based Demonstrations In Introductory Psychology, Amanda C. Gingerich
Amanda C. Gingerich
especially those involving candy (e.g., Cherny, 2008), I created a collection of demonstrations in introductory psychology that involve the use of candy. To test their effectiveness in helping students learn concepts introductory psychology, I asked students to provide feedback about the how enjoyable some of the activities were, how useful they were in illustrating their intended topic, and whether they made the concepts more memorable. Results suggest that the “Twizzlers” exercise was the most memorable (as measured by accuracy to question #1) and that the “Jelly Bellies” exercise was the most enjoyable (as measured by responses to question #6).
Idk Lol: Text Messaging During Class Impairs Comprehension Of Lecture Material, Amanda C. Gingerich
Idk Lol: Text Messaging During Class Impairs Comprehension Of Lecture Material, Amanda C. Gingerich
Amanda C. Gingerich
After leading a PIE at NITOP 2010 on text messaging during class, I incorporated a new demonstration into my Cognitive Processes course. In this exercise, students either text message each other during lecture or they listen to the lecture without the distraction of text messaging. Everyone then takes a quiz on the material. Results suggest that text message during lecture leads to impaired comprehension of material.
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.
The Digital Teaching Portfolio Handbook: A How‐To Guide For Educators, Amanda C. Gingerich
The Digital Teaching Portfolio Handbook: A How‐To Guide For Educators, Amanda C. Gingerich
Amanda C. Gingerich
Book review.
Speeded Retrieval Abolishes The False Memory Suppression Effect: Evidence For The Distinctiveness Heuristic, C. S. Dodson, Amanda C. Gingerich
Speeded Retrieval Abolishes The False Memory Suppression Effect: Evidence For The Distinctiveness Heuristic, C. S. Dodson, Amanda C. Gingerich
Amanda C. Gingerich
We examined two different accounts of why studying distinctive information reduces false memories within the DRM paradigm. The impoverished relational encoding account predicts that less memorial information, such as overall famililarity, is elicited by the critical lure after distinctive encoding than after non-distinctive encoding. By contrast, the distinctiveness heuristic predicts that participants use a deliberate retrieval strategy to withhold responding to the critical lures. This retrieval strategy refers to a decision rule whereby the absence of memory for expected distinctive information is taken as evidence for an event’s nonoccurrence. We show that the typical false recognition suppression effect only occurs …
Why Distinctive Information Reduces False Memories: Evidence For Both Impoverished Relational-Encoding And Distinctiveness Heuristic Accounts, Amanda C. Gingerich, C. S. Dodson
Why Distinctive Information Reduces False Memories: Evidence For Both Impoverished Relational-Encoding And Distinctiveness Heuristic Accounts, Amanda C. Gingerich, C. S. Dodson
Amanda C. Gingerich
Two accounts explain why studying pictures reduces false memories within the Deese-Roediger-McDermott paradigm (J. Deese, 1959; H. L. Roediger & K. B. McDermott, 1995). The impoverished relational-encoding account suggests that studying pictures interferes with the encoding of relational information, which is the primary basis for false memories in this paradigm. Alternatively, the distinctiveness heuristic assumes that critical lures are actively withheld by the use of a retrieval strategy. When participants were given inclusion recall instructions to report studied items as well as related items, they still reported critical lures less often after picture encoding than they did after word encoding. …
Study Smarter, Not Harder, Tara T. Lineweaver, Amanda C. Gingerich
Study Smarter, Not Harder, Tara T. Lineweaver, Amanda C. Gingerich
Amanda C. Gingerich
Provides tips for studying.