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Psychology Students (psychology + student)
Selected AbstractsThe contribution of computer-based activities to understanding statisticsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 2 2002E.J. Morris Psychology students often find statistical concepts difficult, and research has suggested that students can hold confusions about seemingly straightforward concepts, such as the mean. Although previous research has evaluated computer-based learning systems for statistics, there is little research that has looked specifically at whether particular computer-based learner activities contribute to students' understanding of introductory concepts in statistics. The study described in this paper was designed to investigate whether computer-based activities that provide multiple representations of concepts contribute to students' understanding of correlations and measures of central tendency. A pre-/post-test control group design was used involving 50 students who were studying psychology. It was found that activities involving the direct manipulation of data contributed to students' understanding of measures of central tendency as indicated by a significant improvement from pre- to post-test. However, findings indicated that computer-based activities of this kind did not necessarily contribute to students' understanding of correlations. [source] Attention cueing as a means to enhance learning from an animationAPPLIED COGNITIVE PSYCHOLOGY, Issue 6 2007Björn B. de Koning The question how animations should be designed so that learning is optimised, is still under discussion. Animations are often cognitively very demanding, resulting in decreased learning outcomes. In this study, we tried to prevent cognitive overload and foster learning by focusing the learners' attention to one element (i.e. process) of an animation using a cueing technique. Psychology students viewed an animation of the cardiovascular system and were subsequently given a comprehension test and a transfer test. One group studied the animation without a visual cue, while for another group a visual cue was added to the animation. Results indicated that cueing not only enhanced comprehension and transfer performance for cued information, but also for uncued information. It is concluded that cueing can be used as a technique to improve learning from an animation. Results are interpreted in terms of cognitive load theory (CLT). Copyright © 2007 John Wiley & Sons, Ltd. [source] The role of autonomy,connectedness in depression and anxietyDEPRESSION AND ANXIETY, Issue 5 2006Marrie H.J. Bekker Ph.D. Abstract The relationship between autonomy,connectedness, and depression and anxiety was investigated in 94 primary mental health care patients and 95 psychology students. All participants completed the Autonomy,Connectedness Scale,30 (ACS-30), the Beck Depression Inventory (BDI), and the Symptom Checklist,90 (SCL-90). Results indicated that the primary mental health care group compared with the control group scored lower in Self-Awareness and Capacity for Managing New Situations, and higher in Sensitivity to Others. Women compared with men had higher levels of self-reported Sensitivity to Others. Regression analyses showed that both (low) Self-Awareness and (high) Sensitivity to Others predicted depression, as well as anxiety; also, (low) educational level had predictive value. These results indicate that low autonomy,connectedness might be a risk factor for depression and anxiety. Depression and Anxiety 23:274,280, 2006. © 2006 Wiley-Liss, Inc. [source] Neuroticism and conscientiousness as predictors of emotional, external, and restrained eating behaviorsINTERNATIONAL JOURNAL OF EATING DISORDERS, Issue 2 2001Patrick C.L. Heaven Abstract Objective We investigated the extent to which different forms of eating behavior as assessed by the Dutch Eating Behaviour Questionnaire are related to facets of the Big Five personality domains. Method Respondents were 167 psychology students (126 females and 41 males) who volunteered for the study. Results Body mass index (BMI) and gender had significant main effects on eating behaviors. These results were moderated by a significant BMI × Gender interaction on emotional eating. Eating behaviors were significantly related to the personality facets associated with Neuroticism and Conscientiousness. Discussion The results are discussed with reference to previous research on eating behaviors and the nature of Neuroticism and Conscientiousness. © 2001 by John Wiley & Sons, Inc. Int J Eat Disord 30: 161,166, 2001. [source] Studying the relation between temporal reward discounting tasks used in populations with ADHD: A factor analysisINTERNATIONAL JOURNAL OF METHODS IN PSYCHIATRIC RESEARCH, Issue 3 2010Anouk Scheres Abstract Background: This study aimed at investigating the relationship between tasks that have been used in attention deficit hyperactivity disorder (ADHD) to measure choices between smaller immediate and larger delayed rewards: real and hypothetical temporal discounting tasks, and single-choice paradigms. Methods: Participants were 55 undergraduate psychology students. Tasks included a real and hypothetical version of a temporal discounting (TD) task with choices between a large reward (10 cents) after delays up to 60 seconds, and smaller immediate rewards (2,8 cents); two versions of a hypothetical temporal discounting task with choices between a large reward ($100) after delays up to 120 months, and smaller immediate rewards ($1,$95); a Choice Delay Task with choices between one point now and two points after 30 seconds (one point is worth five cents). Results: Correlation analyses showed that the real and the hypothetical TD tasks with 10 cents were very strongly associated. However, the hypothetical TD tasks with $100 did not correlate with either the real or the hypothetical TD task with 10 cents. Principal component analysis extracted two components: one for small amounts and short delays, and a second one for large rewards and long delays. Conclusions: Temporal reward discounting is not a uniform construct. Functional brain imaging research could shed more light on unique brain activation patterns associated with different forms of temporal reward discounting. Copyright © 2010 John Wiley & Sons, Ltd. [source] The early 20th century: Shaping the discipline of psychology in Japan1JAPANESE PSYCHOLOGICAL RESEARCH, Issue 2 2005TATSUYA SATO Abstract:, In this paper, we aim to describe the developing process of early Japanese psychology. This is the story of the institutionalization of psychology in Japan. We deal with the first period of Japanese psychology and trace the process of shaping the discipline of psychology in Japan. We also focus on the life and studies of Motora, who was the first psychology professor in Japan, and those of his students. In 1903, Yuzero Motora opened the first formal laboratory of psychology at Tokyo Imperial University, and in 1904, the first 2-year course in psychology was commenced. Both the laboratory and the two-year course could produce psychology students who studied "new" or experimental psychology. But not all the experimentation resulted in success. We also examine Fukurai's clairvoyance and thoughtgraphy experiments. Although Fukurai was one of the promising students of Motora, he gradually changed interest to parapsychology. Fukurai's adherence to these psychic phenomenon and his isolation from academic society resulted in the removal of clinical psychology from the psychology discipline in Japan. [source] Attributions of HIV Onset Controllability, Emotional Reactions, and Helping Intentions: Implicit Effects of Victim Sexual Orientation,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 7 2007Jason D. Seacat A vignette methodology was used to investigate the effects of systematically manipulating HIV onset controllability and victim sexual orientation on (a) participant attributions about a victim (i.e., perceptions of victim control, responsibility, and blame); (b) participant emotional reactions (anger and sympathy) toward a victim; and (c) participant helping intentions toward a victim. Weiner's (1980a, 1980b, 1995) attributional helping model was tested to determine whether participant anger and sympathy mediated the onset controllability/helping intentions relationship. A total of 399 undergraduate psychology students completed the survey. Statistically significant effects were found for HIV onset controllability and victim sexual orientation on participant attributions, emotional reactions, and helping intentions. Theoretical and practical implications of the study are addressed. [source] Media Exposure, Perceived Similarity, and Counterfactual Thinking: Why Did the Public Grieve When Princess Diana Died?,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 10 2001David R. Pillow Judgments of perceived similarity to Princess Diana and counterfactual thinking, in conjunction with media exposure, were examined as competing explanations that might account for the public's affective responses to the fatal accident of Princess Diana. Shortly after the accident, 222 introductory psychology students were surveyed. Results indicate that each of these constructs contributed uniquely to predict negative affective responding. An interaction was found such that persons high in perceived similarity had high levels of counterfactual ruminations and negative responding, regardless of their media exposure, whereas media exposure largely predicted the responses of those low in perceived similarity. Possible causal sequences involving these constructs, social comparison theory, and work on media-related stress are discussed. [source] A neuropsychological dimension for anchoring effectsJOURNAL OF BEHAVIORAL DECISION MAKING, Issue 5 2005John D. Jasper Abstract Previous research has shown that strength of handedness predicts differences in sensory illusions, Stroop interference, episodic memory, and beliefs about body image and the origin of species. Recent evidence also suggests handedness differences in the susceptibility to information framing and persuasion. The present paper extends this line of work to decision anchoring effects. In Experiment 1, 131 introductory psychology students responded to 12 real-world knowledge questions after being given random, uninformative high or low anchors. Results indicated that "strong-handers" showed larger anchoring effects than "mixed-handers." In Experiment 2, 89 introductory psychology students responded to 6 real-world knowledge questions in a modified, two-step anchoring task in which participants were given a credible source for the anchored information and asked to give pre- and post-anchor estimates. In contrast to Experiment 1, results revealed that mixed- and strong-handers were affected similarly by anchoring. In Experiment 3, 158 students were asked to estimate the answer to one of two versions of 8! (8,×,7,×,6,×,5,×,4,×,3,×,2,×,1 or 1,×,2,×,3,×,4,×,5,×,6,×,7,×,8),a multiplication problem in which the high and low anchors are inherently informative. Here, mixed-handers showed larger anchoring effects than strong-handers. A theory centered around the notion of hemispheric specialization and the communication between the two halves of the brain as well as arguments about the informativeness of anchors, metacognition, and recent theorizing in the anchoring literature are used to account for these data. Copyright © 2005 John Wiley & Sons, Ltd. [source] Action, inaction, and factors influencing perceived decision makingJOURNAL OF BEHAVIORAL DECISION MAKING, Issue 4 2001Laura Y. Niedermayer Abstract Two studies examined factors hypothesized to be related to the subjective perception of decision making. A total of 302 introductory psychology students read four hypothetical scenarios that varied on two dimensions: frequency of the behavior and whether the behavior was an action or an inaction (a 2 × 2 design). Subjects rated the scenarios on whether the actor made a decision. In Experiment 1, the frequency of behavior was unrelated to decision making. In addition, actions were given higher decision ratings than inactions in two scenarios, but lower ratings in the other two scenarios. In Experiment 2 the latter discrepancy was explained by ratings of whether the actor behaved thoughtfully rather than reflexively, in that these ratings mediated the action,decision rating relationship. Copyright © 2001 John Wiley & Sons, Ltd. [source] Virtual reality and brain anatomy: a randomised trial of e-learning instructional designsMEDICAL EDUCATION, Issue 5 2007Anthony J Levinson Context, Computer-aided instruction is used increasingly in medical education and anatomy instruction with limited research evidence to guide its design and deployment. Objectives, To determine the effects of (a) learner control over the e-learning environment and (b) key views of the brain versus multiple views in the learning of brain surface anatomy. Design, Randomised trial with 2 phases of study. Participants Volunteer sample of 1st-year psychology students (phase 1, n = 120; phase 2, n = 120). Interventions, Phase 1: computer-based instruction in brain surface anatomy with 4 conditions: (1) learner control/multiple views (LMV); (2) learner control/key views (LKV); (3) programme control/multiple views (PMV); (4) programme control/key views (PKV). Phase 2: 2 conditions: low learner control/key views (PKV) versus no learner control/key views (SKV). All participants performed a pre-test, post-test and test of visuospatial ability. Main outcome measures, A 30-item post-test of brain surface anatomy structure identification. Results The PKV group attained the best post-test score (57.7%) and the PMV group received the worst (42.2%), with the 2 high learner control groups performing in between. For students with low spatial ability, estimated scores are 20% lower for those who saw multiple views during learning. In phase 2, students with the most static condition and no learner control (SKV) performed similarly to those students in the PKV group. Conclusions Multiple views may impede learning, particularly for those with relatively poor spatial ability. High degrees of learner control may reduce effectiveness of learning. [source] The Stress-Buffering Effects of Control on Task Satisfaction and Perceived Goal Attainment: An Experimental Study of the Moderating Influence of Desire for ControlAPPLIED PSYCHOLOGY, Issue 4 2009Stacey L. Parker The purpose of the present study was to examine the extent to which Desire for Control (DFC) interacts with experimental manipulations of demand and control, and the consequences of these interactions on task satisfaction and perceived goal attainment (i.e. task performance and task mastery). It was expected that the proposed stress-buffering effects of control would be evident only for individuals high in DFC. Moreover, it was anticipated that control may have a stress-exacerbating effect for those low in DFC. These hypotheses were tested on a sample of 137 first year psychology students who participated in an in-basket activity under low and high conditions of demand and control. Results revealed that the proposed stress-buffering effect of control was found only for those high in DFC and a stress-exacerbating effect of increased control was evident for those low in DFC on task performance and task mastery perceptions. Future research directions and the implications of these findings to applied settings are discussed. Cette recherche avait pour objet de voir dans quelle mesure le besoin de maîtriser la situation (DFC) interagit avec des manipulations expérimentales portant sur les exigences et le contrôle, ainsi que d'observer les conséquences de ces interactions sur la satisfaction liée à la tâche et à la réussite perçue (relative à la performance et à la maîtrise de la tâche). On a fait l'hypothèse que seuls les individus présentant un haut niveau de DFC verraient leur stress atténué par la possibilité de maîtriser la situation. En outre, on pensait que la maîtrise de la situation pouvait accroître le stress de ceux ayant un faible niveau de DFC. Ces hypothèses ont été mises à l'épreuve sur un échantillon de 137 étudiants de première année de psychologie qui subirent un in-basket test dans des conditions de haut et de bas niveaux d'exigence et de contrôle. Les résultats montrent que l'atténuation du stress par la maîtrise de la situation n'existe que pour les hauts niveaux de DFC, alors qu'une maîtrise accrue stimule le stress chez les bas niveaux, aussi bien sur la perception de la performance que sur celle de la domination de la tâche. On propose des orientations pour de futures recherches et l'on réfléchit aux retombées de ces résultats sur la vie pratique. [source] Community sentiment and the juvenile offender: should juveniles charged with felony murder be waived into the adult criminal justice system?,BEHAVIORAL SCIENCES & THE LAW, Issue 4 2009Nicole M. Garberg M.S. Juveniles are more likely than adult offenders to commit crimes in groups. This tendency makes the juvenile offender more susceptible to the felony murder rule. In three experiments we tested the notion that juveniles arrested and charged under the felony murder rule would be transferred into the adult criminal justice system based on an equalistic (i.e. the application of the felony murder rule) or a proportional (i.e. the just deserts philosophy) rule. Participants read case descriptions of an armed robbery (no death, accidental death, or intentional death) in which defendants had different levels of involvement in the crime (getaway driver, lookout, sidekick, or triggerman). Involvement was manipulated within subjects in Experiment 1 (i.e., participants rendered judgments for each defendant) and between subjects in Experiment 2 (i.e., each participant judged one of the defendants). The participants in Experiments 1 and 2 were undergraduate psychology students selected from a public university located in the mid-west. The purpose of Experiment 3 was to determine whether the results of the first two experiments could be generalized to a community sample. The community sample was randomly selected from the rural and urban areas in the same geographical region as the university samples. The results indicated that the community participants were more likely to transfer the defendants to adult court than the student participants. However, the same pattern of results emerged for all of the samples, indicating that the triggerman was more likely to be transferred to adult court than the other defendants, especially if an intentional or accidental death occurred. These results support the conclusion that the defendants were transferred based on their involvement in the crime, thus supporting the proportional rule or the just deserts philosophy. Copyright © 2009 John Wiley & Sons, Ltd. [source] Deterring malingered psychopathology: The effect of warning simulating malingerersBEHAVIORAL SCIENCES & THE LAW, Issue 1 2009Joanne King BPsych. (Hons.) The utility of a warning to deter malingering on measures of personality and psychopathology was examined. Sixty-seven first year psychology students were randomly assigned to one of three conditions: unwarned malingerers, warned malingerers, and controls. Participants in the two malingering groups were given a financial incentive to simulate believable psychological impairment. Warned malingerers received an additional warning that the tests could detect malingering and that detection would result in loss of course credit. Controls received standardized test instructions. It was hypothesized that the malingering incentive would be sufficient to induce malingering, but that a deterrence theory warning would have a subsequent deterrent effect. Between-groups analyses indicated that the warning used in this study significantly altered test performance on the Personality Assessment Inventory (PAI) and revised Symptom Checklist 90 (SCL-90-R). Warned malingerers scored significantly lower (faked less) than unwarned malingerers on the majority of the psychopathology scales and frequently approximated control group performances. These results support the effectiveness of a warning to complement existing malingering detection methods. Copyright © 2009 John Wiley & Sons, Ltd. [source] Ingroup identification moderates stereotype change in reaction to ingroup devianceEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 4 2003Paul Hutchison An experiment (N,=,98) investigated the moderating effect of ingroup identification on reactions to deviant ingroup members. We measured psychology students' level of identification with the group ,psychologists' and presented them with information about either a normative or deviant psychologist. Participants completed an ingroup stereotype measure either before or after reading about and evaluating the target psychologist. High identifiers expressed a more positive stereotype of the ingroup after, compared to before, reading about a deviant ingroup member. High identifiers also expressed a more positive stereotype of the ingroup after reading about a deviant than after reading about a normative ingroup member. By contrast, low identifiers' stereotype judgements were relatively unaffected by the target information. The target evaluation ratings indicate that high identifiers were more positive than low identifiers towards the normative ingroup member, but were more negative than low identifiers towards the deviant. The results point to the greater motivational demands on high identifiers to maintain a positive image of the group. Copyright © 2003 John Wiley & Sons, Ltd. [source] | |||||||||||||