Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Social Psychology (3)
- Applied Behavior Analysis (2)
- Biological Psychology (1)
- Child Psychology (1)
- Clinical Psychology (1)
-
- Cognitive Neuroscience (1)
- Cognitive Psychology (1)
- Community Psychology (1)
- Counseling Psychology (1)
- Curriculum and Instruction (1)
- Developmental Psychology (1)
- Education (1)
- Educational Assessment, Evaluation, and Research (1)
- Experimental Analysis of Behavior (1)
- Health Psychology (1)
- Industrial and Organizational Psychology (1)
- Life Sciences (1)
- Medical Sciences (1)
- Medicine and Health Sciences (1)
- Multicultural Psychology (1)
- Neuroscience and Neurobiology (1)
- Neurosciences (1)
- Other Education (1)
- Other Physics (1)
- Pain Management (1)
- Personality and Social Contexts (1)
- Physical Sciences and Mathematics (1)
- Institution
Articles 1 - 5 of 5
Full-Text Articles in Cognition and Perception
Think Your Way To Happiness? Investigating The Role Of Need For Cognition In Well-Being Through A Three-Level Meta-Analytic Approach, Verity Y. Q. Lua, Wei Ming Ooi, Siti A'Isyah Binte Mohd Najib, Christine Yin Ting Tan, Nadyanna M. Majeed, Angela K. Y. Leung, Andree Hartanto
Think Your Way To Happiness? Investigating The Role Of Need For Cognition In Well-Being Through A Three-Level Meta-Analytic Approach, Verity Y. Q. Lua, Wei Ming Ooi, Siti A'Isyah Binte Mohd Najib, Christine Yin Ting Tan, Nadyanna M. Majeed, Angela K. Y. Leung, Andree Hartanto
Research Collection School of Social Sciences
While the extent to which individuals engage in and enjoy cognitive abilities, commonly known as need for cognition (NFC), has been suggested to promote adaptive behaviors associated with well-being, there has not been a systematic examination of the strength of the relationship between NFC and well-being. This meta-analysis sought to examine the association between NFC and well-being. Based on 108 effect sizes extracted from 52 samples (50 records), a small to medium positive relationship (r = .20, 95% CI [.16, .23], p r|s = [.07, .45]). Exploratory moderation analyses showed that age moderated the relationship between NFC and well-being, whereby …
A Meta-Analysis Of Procedures To Change Implicit Measures, Patrick S. Forscher, Calvin K. Lai, Jordan R. Ast, Charles R. Ebersole, Michelle Herman, Patricia G. Devine, Brian A. Nosek
A Meta-Analysis Of Procedures To Change Implicit Measures, Patrick S. Forscher, Calvin K. Lai, Jordan R. Ast, Charles R. Ebersole, Michelle Herman, Patricia G. Devine, Brian A. Nosek
Psychological Science Faculty Publications and Presentations
Using a novel technique known as network meta-analysis, we synthesized evidence from 492 studies (87,418 participants) to investigate the effectiveness of procedures in changing implicit measures, which we define as response biases on implicit tasks. We also evaluated these procedures’ effects on explicit and behavioral measures. We found that implicit measures can be changed, but effects are often relatively weak (|ds| < .30). Most studies focused on producing short-term changes with brief, single-session manipulations. Procedures that associate sets of concepts, invoke goals or motivations, or tax mental resources changed implicit measures the most, whereas procedures that induced threat, affirmation, or specific moods/emotions changed implicit measures the least. Bias tests suggested that implicit effects could be inflated relative to their true population values. Procedures changed explicit measures less consistently and to a smaller degree than implicit measures and generally produced trivial changes in behavior. Finally, changes in implicit measures did not mediate changes in explicit measures or behavior. Our findings suggest that changes in implicit measures are possible, but those changes do not necessarily translate into changes in explicit measures or behavior.
A Demonstration Of The Collaborative Replication And Education Project: Replication Attempts Of The Red-Romance Effect, Jordan R. Wagge, Cristina Baciu, Kasia Banas, Joel T. Nadler, Sascha Schwarz, Yanna Weisberg, Hans Ijzerman, Nicole Legate, Jon Grahe
A Demonstration Of The Collaborative Replication And Education Project: Replication Attempts Of The Red-Romance Effect, Jordan R. Wagge, Cristina Baciu, Kasia Banas, Joel T. Nadler, Sascha Schwarz, Yanna Weisberg, Hans Ijzerman, Nicole Legate, Jon Grahe
Faculty Publications
The present article reports the results of a meta-analysis of nine student replication projects of Elliot et al.’s (2010) findings from Experiment 3, that women were more attracted to photographs of men with red borders (total n = 640). The eight student projects were part of the Collaborative Replication and Education Project (CREP; https://osf.io/wfc6u/), a research crowdsourcing project for undergraduate students. All replications were reviewed by experts to ensure high quality data, and were pre-registered prior to data collection. Results of this meta-analysis showed no effect of red on attractiveness ratings for either perceived attractiveness (mean ratings difference = …
Exploring The Neural Mechanisms Of Physics Learning, Jessica E. Bartley
Exploring The Neural Mechanisms Of Physics Learning, Jessica E. Bartley
FIU Electronic Theses and Dissertations
This dissertation presents a series of neuroimaging investigations and achievements that strive to deepen and broaden our understanding of human problem solving and physics learning. Neuroscience conceives of dynamic relationships between behavior, experience, and brain structure and function, but how neural changes enable human learning across classroom instruction remains an open question. At the same time, physics is a challenging area of study in which introductory students regularly struggle to achieve success across university instruction. Research and initiatives in neuroeducation promise a new understanding into the interactions between biology and education, including the neural mechanisms of learning and development. These …
School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize
School Mental Health Early Interventions And Academic Outcomes For At-Risk High School Students: A Review Of The Research, Aidyn L. Iachini, Elizabeth Levine Brown, Annahita Ball, Jen Gibson, Steven E. Lize
Faculty Scholarship
The current educational policy context in the United States necessitates that school-based programs prioritize students’ academic outcomes. This review examined the quantitative research on school mental health (SMH) early interventions and academic outcomes for at risk high school students. Seven articles met the inclusion criteria for this review. All articles were examined according to study design and demographics, early intervention characteristics, and outcomes. Of the studies included, most were conducted in urban settings, involved the implementation of group-based early intervention strategies, and monitored GPA as a distal academic outcome. Counselors were frequent implementers of these early interventions. A meta-analysis found …