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2. A Comparison of Multimedia and Traditional Paper Assignments in an Introductory Psychology Course
- Author
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Riordan, Monica A., Abo-Zebiba, Zamen, and Marsh, Joseph
- Abstract
Background: Multimedia creation and curation for assignments have the potential to engage students in deeper learning. Objective: This study explored whether the same homework assignments delivered in paper versus multimedia format resulted in different student experiences. Method: Introductory psychology students submitted either traditional papers or multimedia projects to address the same assignment prompt, a process that was repeated seven times throughout four courses and was either instructor-determined or student-selected. Students were surveyed about the assignment formats, and assignment grades were analyzed. Results: Overall, students found the multimedia assignments more engaging, more enjoyable, more interesting, and more difficult than paper assignments. When assignments were instructor-determined, students reported higher perceived learning for the multimedia assignments. Assignment grades were not significantly different between assignment formats. Conclusion and teaching implications: These results suggest that moving traditional paper assignments into a multimedia format is a no-cost way to improve the student experience.
- Published
- 2022
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3. A Descriptive and Comparative Case Study of Undergraduate Psychology Students' Feedback Processes When Developing a Research Proposal Paper
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Derek John Herrmann Meyers
- Abstract
The current study was conducted to examine undergraduate psychology students' feedback processes associated with developing a research proposal paper. Previous research has investigated how feedback can be effective for student learning, but it has been limited by not considering the effectiveness of multiple, smaller assessments and the frequent feedback provided on them, from both instructors and peers, as students complete a single, larger assignment. It also has been limited by not considering the application of one model of feedback at the postsecondary education level. The case study research design was selected both to describe my students' feedback processes when completing a semester-long assignment and to compare these feedback processes when the feedback was provided by either me or other students. Course-based data, including students' assessments, the feedback provided on them, and their responses to questionnaire items, from two class sections were analyzed using pattern matching within the two cases and cross-case syntheses between the two cases. The findings indicated students' feedback processes were: (1) informing them of the type and level of performance to be attained; (2) helping them to progress and attain the type and level of performance; (3) providing them with information associated with performance; (4) conveying their progress and how they should proceed; (5) impacting student learning; and (6) leading to greater possibilities for student learning. In general, students indicated these processes were more helpful when I provided feedback rather than when other students provided feedback, although most feedback provided by both me and other students was directed at the same levels. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2023
4. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (43rd, Online, 2020). Volume 1
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Association for Educational Communications and Technology (AECT), Simonson, Michael, and Seepersaud, Deborah
- Abstract
For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED617422.]
- Published
- 2020
5. Digital versus Paper Reading: A Systematic Literature Review on Contemporary Gaps According to Gender, Socioeconomic Status, and Rurality
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Igor Peras, Eva Klemenčič Mirazchiyski, Barbara Japelj Pavešić, and Žiga Mekiš Recek
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digital reading ,e-reading ,paper reading ,gender differences ,socioeconomic status (SES) ,reading comprehension ,Public aspects of medicine ,RA1-1270 ,Psychology ,BF1-990 - Abstract
This paper presents a comprehensive review of the literature on electronic reading (e-reading) versus paper reading. The main objective was to assess the current state of research comparing digital and paper reading outcomes among students aged 6–18 years old, as well as assessing the impact of various factors (gender, socioeconomic status, and school location) in explaining the differences between the two modes. Inclusion criteria included the following: participants (6–18 years), research focus (comparing digital reading and paper reading), study type (quantitative or mixed methods), publication (peer reviewed between 2015 and 2022), and language (English). A systematic search in four databases (WOS, Scopus, ERIC, and JSTOR) in August 2022 was conducted by three reviewers. The search revealed 23 studies matching the inclusion criteria. The findings from the reviewed studies are diverse, with some reporting no significant differences in reading comprehension between the two modes, while others suggest screen inferiority, thereby favoring paper reading. Individual-level predictors, such as prior comprehension skills and reading habits, play a crucial role in determining reading performance across modes. Family-level factors, such as the number of books at home, and school-level factors, like the usage of ICT resources, influence both paper and digital reading comprehension. Moreover, gender differences in attitudes and performance towards different reading modes are apparent. SES is positively associated with reading achievement in both modes, with a larger effect shown for paper reading. Overall, the comparison between electronic and paper reading modes reveals a complex interplay of individual and contextual factors influencing reading comprehension and attitudes.
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- 2023
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6. Psychodiagnosis : Selected Papers
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MEEHL, PAUL E. and MEEHL, PAUL E.
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- 1973
7. Pedagogical Choices Make Large Classes Feel Small. NILOA Occasional Paper #27
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National Institute for Learning Outcomes Assessment, Singer-Freeman, Karen, and Bastone, Linda
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Many students begin their college experience enrolled in large introductory classes. These classes are likely to enroll students who are at risk of leaving college without a degree. As such, these classes have the potential to reach at-risk students including first-year, first-generation, undeclared, and underrepresented minority (URM) students. Unfortunately, large lecture classes can make it difficult for students to develop meaningful relationships with faculty members or peers, even though it is known that the presence of strong faculty-student relationships predicts student engagement (Jaasma & Koper, 1999). One route to engaging students is the intentional use of evidence-based pedagogical practices. There have been substantial efforts to improve large lecture classes through the strategic use of discussion sections, active learning, and varied forms of assessment. Additionally, efforts to increase students' engagement and persistence have taken place outside of the classroom. We believe that some evidence-based practices developed outside the classroom are ripe for use in large lectures. In the current paper we describe an integration of academic content with practices that support student engagement and success in a large general education course, "Child Development." We begin with a brief description of the class, as it was before modification and as it is now. We then summarize some of the literature that describes evidenced-based methods of supporting at-risk students and explain how we have used this literature to inform our alignment of pedagogical practices with pedagogical goals. We share means of authentic assessment used in this course that target academic mastery and student well-being during and after the course's completion. Throughout this discussion we report on early indications that our modifications have met our intended goals. We conclude by considering principles that might guide redesign of other large classes. [Foreword by Pat Hutchings.]
- Published
- 2016
8. Editorial: Digital linguistic biomarkers: beyond paper and pencil tests, volume II
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Jon Andoni Duñabeitia, Dimitrios Kokkinakis, and Gloria Gagliardi
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linguistic biomarkers ,cognitive evaluation ,aging ,paper and pencil ,cognitive test ,Psychology ,BF1-990 - Published
- 2024
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9. Autism spectrum disorder in the workplace: a position paper to support an inclusive and neurodivergent approach to work participation and engagement
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Kathy Zhou, Bushra Alam, Ali Bani-Fatemi, Aaron Howe, Vijay Kumar Chattu, and Behdin Nowrouzi-Kia
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Autism spectrum disorder ,Employment outcomes ,Family support ,Transitional needs ,Employer capacity ,Workplace accommodations ,Psychology ,BF1-990 - Abstract
Abstract Autistic individuals often experience a wide range of barriers and challenges with employment across their lifetime. Despite their strengths and abilities to contribute to the workforce, many individuals experience unemployment, underemployment and malemployment. However, current supports and services are often inadequate to meet their needs. To allow autistic people to achieve vocational success, we explore four contributors to employment and expand upon the issues and potential solutions to each. These positions include the importance of family support and its consideration in the application of vocational support interventions, addressing transitional needs for autistic youth, building employer capacity, and conducting research that advises the development of meaningful programs and policies. By advocating for these positions, we aim to foster greater inclusivity and support for individuals with ASD in the workplace.
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- 2024
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10. A comparative study on the development of Chinese and English abilities of Chinese primary school students through two bilingual reading modes: human-AI robot interaction and paper books
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Yang Feng and Xiya Wang
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Chinese elementary school students ,human-AI educational robot interaction ,paper picture books ,bilingual reading mode ,comparative study ,Psychology ,BF1-990 - Abstract
To address the challenges encountered by Chinese primary school students, particularly left-behind and migrant children, who exhibit a preference for animations, video games, and short videos over reading books and struggle with Chinese-English bilingual skills, this study introduces an educational robot AI-assisted method for simultaneous bilingual reading. To assess the effectiveness of this method, a 6-month Chinese-English bilingual extracurricular reading comparative experiment was conducted involving 85 grade 5 students from two classes in a primary school in Hangzhou, China. The AI-assisted class freely read 100 bilingual/English electronic picture books and 200 Chinese electronic classic serial picture books by employing the AI-assisted human-computer interactive electronic reading mode of the “Educational Robot+Audio Electronic Picture Book+Character-play Based Reading.” In contrast, the paper book group read the same content presented in the traditional paper book format, following the “regular independent reading” mode. Post-experimental analyses were conducted employing t-tests and MANCOVA and the results revealed that: the primary factors influencing reading effectiveness are the choice of reading materials, reading tools, and reading mode, while reading time does not emerge as the principal influencing factor. Furthermore, students in the AI class demonstrated significant enhancements in bilingual reading motivation, reading amount, reading comprehension, independent learning ability, pronunciation proficiency, and test scores compared to their peers in the paper book class. The AI-assisted reading mode utilizing educational robots garnered positive feedback from teachers, parents, and students. It offers the potential to effectively substitute parental involvement in parent–child reading and English tutoring, while also enabling the simultaneous acquisition of bilingual proficiency in both Chinese and English. This approach proves to be highly effective, cost-efficient, and convenient, particularly for enhancing children’s foreign language abilities. Moreover, it fosters positive reading habits and independent learning skills among primary school students, contributes to the establishment of lofty aspirations, and enhances bilingual performance. Overall, this innovative mode offers an effective means of facilitating children’s acquisition of bilingualism and foreign language skills, as well as promoting reading education.
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- 2023
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11. The Intersectionality of Offensive Cybersecurity and Human Factors: A Position Paper
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Nobles Calvin and Mcandrew Ian
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cybersecurity ,human factors ,human weaknesses ,offensive cybersecurity ,psychology ,Military Science - Abstract
This position paper delves into the complex interplay between proactive cyber defense mechanisms and inherent human susceptibilities. The researchers posit that as cyber systems advance in technical robustness, malicious entities progressively exploit human psychological tendencies and behavioral inconsistencies to circumvent security measures. These exploitations are not merely opportunistic but are strategic, leveraging a profound comprehension of human cognitive biases to undermine security infrastructures. The researchers argue for broadening the intellectual horizon in this domain, underscoring the imperative for a multidisciplinary methodology that amalgamates the empirical acumen of psychology, sociology, and computer science. The article asserts that the fortification of cyber defenses is contingent upon the comprehensive integration of human vulnerability assessments within cybersecurity frameworks. This position paper calls for an augmentation of scholarly research at the nexus of offensive cybersecurity and human factors, formulating defense mechanisms centered around the human element and promulgating inclusive cybersecurity policies that harmonize human and technological considerations.
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- 2023
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12. Essential Papers on Psychosis
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Buckley, Peter, Editor, London, Nathaniel J., Tausk, Victor, Freeman, Thomas, Searles, Harold F., Bak, Robert C., Jacobson, Edith, Rosenfeld, Herbert, Cameron, Norman, Buckley, Peter, London, Nathaniel J., Tausk, Victor, Freeman, Thomas, Searles, Harold F., Bak, Robert C., Jacobson, Edith, Rosenfeld, Herbert, and Cameron, Norman
- Published
- 1988
13. We Need More Praxis: A Case for Praxis Assignments in Psychology Courses
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Rosales, Christine E. and Majzler, Robert D.
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Introduction: This paper explores what praxis is and its importance for catalyzing social justice. Statement of the Problem: At times, psychologists have articulated the importance of bridging the researcher-activist divide via praxis, but progress in creating these bridges has been slow. Literature Review: We examine how praxis can be rooted in decolonial pedagogical approaches and a tool that can bridge scholarship and activism. Building on previous work by teachers of psychology, we review small, medium, and large-scale praxis assignments that have been used in university courses. Teaching Implications: We discuss our own versions of praxis assignments used in four different psychology courses (three of which took place during the pandemic). We reflect on the ways we see students motivated by an assignment with relevance to the real world and potential for creating social change, the ways that students are able to integrate course material more deeply through action, and some of the challenges with these assignments. Conclusion: We conclude by providing recommendations for educators interested in assigning praxis projects in their psychology courses.
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- 2023
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14. What constitutes the 'Minimal Care' interventions of the nurse, physiotherapist, dietician and psychologist in Cardiovascular Rehabilitation and secondary prevention: A position paper from the Italian Association for Cardiovascular Prevention, Rehabilitation and Epidemiology.
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Fattirolli F, Bettinardi O, Angelino E, da Vico L, Ferrari M, Pierobon A, Temporelli D, Agostini S, Ambrosetti M, Biffi B, Borghi S, Brazzo S, Faggiano P, Iannucci M, Maffezzoni B, Masini ML, Mazza A, Pedretti R, Sommaruga M, Barro S, Griffo R, and Piepoli M
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- Cardiovascular Diseases diagnosis, Cardiovascular Diseases physiopathology, Cardiovascular Diseases psychology, Consensus, Humans, Treatment Outcome, Cardiac Rehabilitation standards, Cardiovascular Diseases therapy, Nurse's Role, Nutritionists standards, Patient Care Team standards, Physical Therapists standards, Psychology standards, Secondary Prevention standards
- Abstract
Background: In cardiovascular prevention and rehabilitation, care activities are carried out by different professionals in coordination, each with their own specific competence. This GICR-IACPR position paper has analysed the interventions performed by the nurse, physiotherapist, dietician and psychologist in order to identify what constitutes minimal care, and it lists the activities that are fundamental and indispensable for each team member to perform in clinical practice., Results: In analysing each type of intervention, the following dimensions were considered: the level of clinical care complexity, determined both by the disease and by environmental factors; the 'area' complexity, i.e. the specific level of competence required of the professional in each professional section; organisational factors, i.e. whether the care is performed in an inpatient or outpatient setting; duration of the rehabilitation intervention. The specific contents of minimal care have been identified for each professional area together with the specific goals, the assessment tools and the main essential interventions. For the assessments, only a few validated tools have been indicated, leaving the choice of which instrument to use to the individual professional based on experience and usual practice., Conclusion: For the interventions, attention has been focused on conditions of major complexity requiring special care, taking into account the different care settings, the clinical conditions secondary to the disease event, and the distinct tasks of each area according to the operator's specific role. The final report performed by each professional has also been included.
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- 2018
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15. Conceptual Frameworks for Child Care Decision-Making. White Paper
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Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation, Child Trends, Chaudry, Ajay, Henly, Julia, and Meyers, Marcia
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This working paper is one in a series of projects initiated by the Administration for Children and Families (ACF) to improve knowledge for child care researchers and policy makers about parental child care decision making. In this paper, the authors identify three distinct conceptual frameworks for understanding child care decisions--a rational consumer choice framework, a heuristics and biases framework, and a social network framework--and review the major assumptions, contributions, and possible limitations of each of these frameworks. They then discuss an integrated conceptual model, the accommodation model that draws from each of these frameworks. The first three frameworks come primarily from the fields of economics, psychology, and sociology, respectively. It is the authors' sense that most research about child care decision making has been informed by the theories, assumptions, and empirical methods of one or more of these frameworks, either explicitly or implicitly, and they provide some examples and elaborate the basic tenets of each framework. The integrative accommodation model was first presented by Marcia Meyers and Lucy Jordan (2006). They develop and elaborate this model more fully here with explicit attention to its relation to the rational consumer choice framework, the heuristics and biases framework, and the social network frameworks. These frameworks are presented as complementary, rather than mutually exclusive. For a process as complex as parental child care decisions, each can provide a different and useful lens through which to understand unique aspects of the factors, processes and outcomes of parental child care decisions. When considered together, they believe they may inform one another and the development of more integrative models, such as the accommodation model presented here. It is the authors' hope that researchers working primarily within one of the conceptual frameworks discussed here will benefit from learning about other frameworks. In some cases, this may simply suggest additional or new variables to consider when specifying a particular model, while still working from the same conceptual framework. In other cases, it may result in integrative approaches that address multiple dimensions of the decision making process--dimensions that may not be as obvious when working within a single framework. In the concluding section the authors discuss some of the issues and the implications for future research. A goal of this paper is to advance knowledge that can inform public policy efforts. Given that the Child Care Development Fund (CCDF) has an explicit goal of supporting parental choice for child care, it is critical that they expand and deepen everyone's knowledge about the processes through which parents make decisions and the consequences for the choices they make (Zaslow, Halle, Guzman, Lavelle, Keith, Berry, & Dent, 2006). The different perspectives offered by each of the three frameworks and the integrative accommodation model may help policy makers identify the policy and program levers that can prove important at different stages of the decision making process. (Contains 7 footnotes.)
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- 2010
16. The Death of Psychology: Integral & Fifth Force Psychologies. Technical Paper No. 36
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Fisher, R. Michael
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The purpose here is to translate the Fifth Force Psychologies movement through an integral (Wilberian) lens. One of the most significant impacts of doing this comes from the integral initiative, which has led to Ken Wilber arguing "Psychology is dead." Concomitantly, his view is that the "integral approach" is its replacement. This move characterizes Wilber's unique integral philosophy in a deconstructionist postmodern style of Nietzsche's "God is dead." Yet, Wilber, unlike Nietzsche, and more like Rank, reconstructs a post-postmodern vision of a new critical analysis and critical theory. In the author's view, the best of Wilberian thought and critique is his social politics of knowledge (re: his dealing with the Four Forces). It is what makes a foundational postmodern critical (conflict) theory of Integral (at least, in the Wilberian view, of which the author finds most compelling and useful to the problems of the 21st century overall--that is, ideological conflict, violence, fear, terror, wars, etc.). The very understanding of "psychology" and the field of Psychology is put into question by Wilber's challenge, just as God was more fully put into question by more and more people after Nietzsche. This technical paper puts Psychology into question, not for the first time, but in a way the author thinks is truly a first 21st century vision and profound in its potential as critique. The author offers nine reasons for naming and reclaiming "Integral-Transpersonal" as the Fourth Force of Psychology. (Contains 44 footnotes.) [This paper was published by the In Search of Fearlessness Research Institute.]
- Published
- 2010
17. The Empty Cup: 'Teaching for Understanding' at 21st Century Edward Waters College. Occasional Paper #6
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Fluellen, Jerry E.
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What happens in a final project that fosters teaching for understanding? That inquiry calls to mind the Taoist belief that emptiness makes a cup useful. In the context of this paper, the inquiry organizes a narrative about how teaching for understanding surfaced in a "Theories of Learning" course at Edward Waters College. At a deeper level, the story shows how the power teaching prototype could be applied to enhance the academic experience of primarily African American students. Teaching for understanding was the first factor in the power teaching prototype for 21st Century education. So Harvard University Project Zero Research Center's teaching for understanding framework and Howard Gardner's MI approach became the two instructional design theories for designing and delivering the final project described in an ethnographic-like story. Secondly, information literacy was another factor in power teaching. The practice of locating, evaluating, and creating information was missing in the curriculum for theories of learning. Missing also was Gardner's five minds of the future framework. Other factors of power teaching, information literacy and Gardner's quintet of minds, would become more explicit in a course makeover--a revised 21st Century theories of learning seminar. However, by the end of this paper, readers know what happens in the final project of a college psychology course. They have a full cup--a sense of teaching for understanding--and an empty cup for new inquiry. (A list of 19 annotated references is included.)
- Published
- 2008
18. Teaching of Psychology: Ideas and Innovations. Proceedings and Papers of the Annual Conference on Undergraduate Teaching of Psychology (22nd, White Plains, New York, March 7-8, 2008)
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Oswald, Patricia A., Zaromatidis, Katherine, Levine, Judith R., and Indenbaum, Gene
- Abstract
The ND Annual Conference--Teaching of Psychology: Ideas and Innovations was held on March 7-8, 2008 at the Crowne Plaza in White Plains, New York. The conference was sponsored by the Psychology Department of Farmingdale State College. The conference featured Dr. Douglas Bernstein from the University of South Florida, Tampa as the keynote speaker. Participants also had a number of presentations from which to choose, publishers' displays to visit, and many colleagues with whom to network. Thirty abstracts and nine complete papers are included in these proceedings. Presenters covered topics such as teaching psychology through storytelling, using visual displays of data, the benefits of using Excel-based homework assignments, and incorporating multiculturalism in the psychology curriculum. The following complete papers are included in the proceedings: (1) Use of Electronic Discussion Boards to Enhance Classroom Learning (Richard J. DioGuardi); (2) Innovations in Mentoring: Interdisciplinary Perspectives (Joseph Maiorca, Daniel Benkendorf, Praveen Chaudhry, Ernest Poole, and Christine Pomeranz); (3) Child's Play: Creating Observational Research Experiences for 21st Century Undergraduates (Joan F. Kuchner); (4) A Student Perspective on Traditional, Hybrid, and Distance Learning Courses (Patricia A. Oswald and Katherine Zaromatidis); (5) Teach Them What They Need to Know for Life (Gretchen Wehrle); (6) The Perils of PowerPoint: Students' Perceptions of Classroom Technology (Judith Krauss, Lori Murphy, and Marybeth Ruscica); (7) The Values and Habits of the 21st Century College Student (Mary Streit); (8) Technology in the Classroom: Three Useful Interventions (James Regan and Daniel Lackaye); and (9) A 21st Century Statistics Course for the 21st Century Student (Karen Y. Holmes and Darlene G. Colson). (Individual papers contain references.) [Abstract modified to meet ERIC Guidelines. For the 2007 proceedings, see ED499916.]
- Published
- 2008
19. Teaching of Psychology: Ideas and Innovations. Proceedings and Papers of the Annual Conference on Undergraduate Teaching of Psychology (20th, Monticello, New York, March 29-31, 2006)
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Oswald, Patricia A., Zaromatidis, Katherine, Levine, Judith R., and Indenbaum, Gene
- Abstract
This document includes proceedings, abstracts, and papers of the 20th Annual Conference on Undergraduate Teaching of Psychology, which was held on March 29-31, 2006 in Monticello, NY. The conference, which dealt with ideas and innovations in the teaching of psychology, was sponsored by the Psychology Department of the Farmingdale State University. The conference featured paper presentations on various topics related to teaching psychology at the undergraduate level. Some topics include: using electronic portfolio systems in program evaluation, teaching deep process studying, and using mnemonics to teach general psychology. Twenty-eight abstracts and ten complete papers are included herein. Individual papers contain references. The following works are included in this document: (1) Teaching Child Cognitive Development through Chekhov's Story Grisha (Anna Toom); (2) Jeopardy in the Classroom: "I'll Take Archetypes for 300, Alex" (Dante Mancini and Herman Huber); (3) Teaching and Confronting the "ISMS": A Hands-On Workshop (Charles L. Richman); (4) Using an Electronic Portfolio System in Program Evaluation (Patricia A. Oswald and Katherine Zaromatidis); (5) Attitude Change after Seminar on Homelessness: Causes and Consequences (Elizabeth B. Gardner, Kate M. Cota, Jocelyn E. Collen, Talia R. Pettini, and Nicole A. Williams); (6) Going Deep: First Observations on Teaching Deep Process Studying (Robert A. Dushay); (7) Teaching Psychology with Vision Loss: A World of Challenge, Innovation, and Skill (Christine M. Szostak); (8) It's Better to Be a Guide on the Side than a Sage on the Stage (Charles A. LaJeunesse); (9) Learning by Doing: Teaching General Psychology (Caroline Olko); and (10) It Takes a Village: Mnemonics and General Psychology (Jonathan Springer). [Abstract modified to meet ERIC guidelines.]
- Published
- 2006
20. Connecting Minds: Emergence of a Future Bent, Writing/Thinking Intensive Psychology Course. Occasional Paper #10
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Fluellen, J. E.
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How might students engage mindful learning? How might the professor engage mindful teaching? Both questions derived from fieldnotes a participant observer had created for the Future of Learning 2010 Summer Institute (Harvard Graduate School of Education) and the Tests and Measurements course, fall 2010 at Edward Waters College (EWC). Additionally, with an eye on the inquiry set, a participant observer designed a new Theories of Learning course--one that embodied research based practice. The new EWC course used Jerry Fluellen's power teaching prototype for the design, delivery and assessment of instruction. Students encountered daily writing to learn activities and thinking routines. They examined disciplinary ideas including Ellen Langer's landmark mindfulness theory applied to learning and mind brain education as a new direction in theories of learning. In the final project, they became young scholars presenting power point slide shows about the Barack and Michelle Obama Charter School of Tomorrow. They completed a GRE-like final examination of writing and thinking. Evidence of mindful learning and teaching emerged. (Includes a bibliography.)
- Published
- 2011
21. Young Children and HIV/AIDS: Mapping the Field. Working Papers in Early Childhood Development. Young Children and HIV/AIDS Sub-Series, No. 33
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Bernard Van Leer Foundation (Netherlands) and Sherr, Lorraine
- Abstract
This paper explores some of the psychological and other issues associated with HIV infection in children. Although the majority of studies are in the West, a growing core of information is emerging from other centres. This paper attempts to summarise the complexity of who the children are, examine emerging orphan and vulnerability issues, explore HIV/AIDS treatment interventions and how they affect the emerging scenario in terms of child and parent infection, and then focus on the widespread psychological effects of HIV/AIDS on the young child. (Contains 4 tables.)
- Published
- 2005
22. The Positive and Mindful University. Occasional Paper 18
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Higher Education Policy Institute (HEPI) (United Kingdom), Seldon, Anthony, and Martin, Alan
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In this HEPI Occasional Paper, Sir Anthony Seldon and Dr Alan Martin explore the concept of a 'positive university' by looking at the approaches used by positive psychology and mindfulness. With increasing concern about the health of students and staff, this report considers the importance of a proactive approach to mental wellbeing. Exploring best practice from the United States, Australia and Mexico, as well as celebrating the work already being done in UK higher education institutions, the pamphlet makes practical recommendations for students and staff as well as highlighting ways to improve students' transition between school and university.
- Published
- 2017
23. Call for Papers
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Philosophy. Psychology. Religion ,Psychology ,BF1-990 - Published
- 2023
- Full Text
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24. Classic Papers in Psychology: From Theory to Practice
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Hartley, James and Ho, Yuh-Shan
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Who are the most prestigious authors cited in today's psychology textbooks and journals? And where are (or where were) they based? This short note reports on the answers gained to such questions by using the Web of Science Core Collection to find the authors of the most highly cited papers in psychology published between 1927 and 2012. The findings suggest that well-known historic figures of the past have now been replaced with tool makers.
- Published
- 2015
25. HIV/AIDS: What about Very Young Children? Working Papers in Early Childhood Development. Young Children and HIV/AIDS Sub-Series, No. 35
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Bernard Van Leer Foundation (Netherlands) and Dunn, Alison
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The research reviewed and the current responses identified in this paper show that at local, national and international levels there are gaps in programming and policy to engage ideas and mobilise resources to address the needs and experiences of very young children infected/affected by HIV and AIDS. Chapter one identifies some key areas where the lives of very young children are affected by the pandemic. Chapter two reveals that HIV and AIDS and early childhood development (ECD) programming has shown a limited response so far. Finally, in Chapter three, conclusions are drawn that indicate that services are required urgently to support very young children both directly and through the families and communities in which they live. (Lists 9 resources and 11 online resources.)
- Published
- 2005
26. Development of a Course in Chicano/Latino Psychology: An Academic Odyssey. JSRI Occasional Paper No. 49. Latino Studies Series.
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Michigan State Univ., East Lansing. Julian Samora Research Inst. and McNeill, Brian W.
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This paper describes the development of a course in Chicano/Latino psychology by a professor of a mixed Chicano and Anglo ethnic background at Washington State University. The course objectives include: examination of the current psychosocial literature related to Chicano/Latino populations; issues of acculturation and ethnic identity; the relationship of these variables to underutilization of psychological services; culturally appropriate counseling models and strategies for intervention; and the current sociopolitical environment including issues of racism, ethnocentrism, and political power. The professor's personal narrative portrays the academic politics, resistance, and barriers encountered in the effort to gain approval as a permanent course. These were the result of ethnocentric/racist assumptions that there was not enough literature to warrant a course in Chicano/Latino Psychology, and reflected the overall neglect and negative attitudes towards the Chicano/Latino community. Recommendations are offered for overcoming the maze of academic politics. An appendix presents course objectives, course requirements, grading/evaluation, texts, readings, and topics/assignments. (Contains 27 references.) (TD)
- Published
- 1999
27. The relevance of the contribution of psychoneuroendocrinoimmunology and psychology of reasoning and decision making to nursing science: A discursive paper.
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Milani, Alessandra, Saiani, Luisa, Misurelli, Eliana, Lacapra, Silvana, Pravettoni, Gabriella, Magon, Giorgio, and Mazzocco, Ketti
- Subjects
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PREVENTION of medical errors , *MEDICAL logic , *NURSING theory , *NURSE-patient relationships , *AUTOIMMUNE thyroiditis , *NURSING care plans , *NURSING assessment , *DECISION making in clinical medicine , *PROBLEM solving , *PSYCHOLOGY , *PHILOSOPHY of nursing , *HIP joint , *NURSING practice , *PAIN , *CONCEPTUAL structures , *PSYCHONEUROIMMUNOLOGY , *HIP osteoarthritis , *PSYCHOLOGY of nurses - Abstract
Aim: Patients' death or adverse events appear to be associated with poor healthcare decision‐making. This might be due to an inability to have an adequate representation of the problem or of the connections among problem‐related elements. Changing how a problem is formulated can reduce biases in clinical reasoning. The purpose of this article is to explore the possible contributions of psychoneuroendocrinoimmunology (PNEI) and psychology of reasoning and decision‐making (PRDM) to support a new nursing theoretical frame. Design: Discursive paper. Method: This article discusses the main assumptions about nursing and nurses' ability to face patient's problems, suggesting a new approach that integrates knowledge from PNEI and PRDM. While PNEI explains the complexity of systems, highlighting the importance of systems connections in affecting health, PRDM underlines the importance of the informative context in creating a mental representation of the problem. Furthermore, PRDM suggests the need to pay attention to information that is not immediately explicit and its connections. Conclusion: Nursing recognizes the patient–nurse relationship as the axiom that governs care. The integration of PNEI and PRDM in nursing theoretics allows the expansion of the axiom by providing essential elements to read a new type of relationship: the relationship among information. PNEI explains the relationships between biological systems and the psyche and between the whole individual and the environment; PRDM provides tools for the nurse's analytical thinking system to correctly process information and its connections. Impact on Nursing Practice: A theoretical renewal is mandatory to improve nursing reasoning and nursing priority identification. Integrating PNEI and PRDM into nursing theoretics will modify the way professionals approach patients, reducing cognitive biases and medical errors. No Patient or Public Contribution: There was no patient or public involvement in the design or writing of this discursive article. [ABSTRACT FROM AUTHOR]
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- 2024
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28. Gender Differences in Prediction of Graduate Course Performance from Admissions Test Scores: An Empirical Example of Statistical Methods for Investigating Prediction Bias. AIR 1998 Annual Forum Paper.
- Author
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House, J. Daniel
- Abstract
This study focused on gender differences in examining the extent to which Graduate Record Examination (GRE) scores predicted subsequent achievement. Data on 275 graduate students in professional psychology programs at a large midwestern university were collected and analyzed. Two methods for the identification of prediction bias were used and student performance in 10 specific graduate courses was examined. It was found that GRE scores were effective predictors of the graduate course performance of the students. However, for a number of courses, GRE scores under predicted the achievement of female students and over predicted the achievement of male students. Specifically, GRE verbal scores were found to under predict female achievement in four courses, while GRE quantitative scores under predicted female achievement in seven courses. GRE analytical scores under predicted female achievement in four courses, while overall GRE scores under predicted female achievement in six courses. (Contains 48 references.) (MDM)
- Published
- 1998
29. Editorial to the Special Issue 'Feature Papers in Psychometrics and Educational Measurement'
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Alexander Robitzsch
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n/a ,Psychology ,BF1-990 - Abstract
The Special Issue “Feature Papers in Psychometrics and Educational Measurement” (https://www [...]
- Published
- 2023
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30. Trends and hot topics in linguistics studies from 2011 to 2021: A bibliometric analysis of highly cited papers
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Sheng Yan and Le Zhang
- Subjects
bibliometric analysis ,linguistics ,highly cited papers ,corpus analysis ,research trends ,Psychology ,BF1-990 - Abstract
High citations most often characterize quality research that reflects the foci of the discipline. This study aims to spotlight the most recent hot topics and the trends looming from the highly cited papers (HCPs) in Web of Science category of linguistics and language & linguistics with bibliometric analysis. The bibliometric information of the 143 HCPs based on Essential Citation Indicators was retrieved and used to identify and analyze influential contributors at the levels of journals, authors, and countries. The most frequently explored topics were identified by corpus analysis and manual checking. The retrieved topics can be grouped into five general categories: multilingual-related, language teaching, and learning related, psycho/pathological/cognitive linguistics-related, methods and tools-related, and others. Topics such as bi/multilingual(ism), translanguaging, language/writing development, models, emotions, foreign language enjoyment (FLE), cognition, anxiety are among the most frequently explored. Multilingual and positive trends are discerned from the investigated HCPs. The findings inform linguistic researchers of the publication characteristics of the HCPs in the linguistics field and help them pinpoint the research trends and directions to exert their efforts in future studies.
- Published
- 2023
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31. ISC psychology exam postponed due to lost question paper packet: CISCE
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Psychology - Abstract
March 27 -- The Council for the Indian School Certificate Examinations (CISCE) on Tuesday postponed the 2024 ISC psychology examination that was slated on Wednesday March 27 as one of [...]
- Published
- 2024
32. Do We Need a Novel Framework for Classifying Psychopathology? A Discussion Paper
- Author
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Winfried Rief, Stefan G. Hofmann, Max Berg, Miriam K. Forbes, Diego A. Pizzagalli, Johannes Zimmermann, Eiko Fried, and Geoffrey M. Reed
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icd-11 ,dsm-5 ,hierarchical taxonomy of psychopathology hitop ,research domain criteria rdoc ,network theory ,personality disorders ,process-based therapy pbt ,Psychology ,BF1-990 - Abstract
[Introduction] The ICD-11 and DSM-5 are the leading systems for the classification of mental disorders, and their relevance for clinical work and research, as well as their impact for policy making and legal questions, has increased considerably. In recent years, other frameworks have been proposed to supplement or even replace the ICD and the DSM, raising many questions regarding clinical utility, scientific relevance, and, at the core, how best to conceptualize mental disorders. [Method] As examples of the new approaches that have emerged, here we introduce the Hierarchical Taxonomy of Psychopathology (HiTOP), the Research Domain Criteria (RDoC), systems and network approaches, process-based approaches, as well as a new approach to the classification of personality disorders. [Results and Discussion] We highlight main distinctions between these classification frameworks, largely related to different priorities and goals, and discuss areas of overlap and potential compatibility. Synergies among these systems may provide promising new avenues for research and clinical practice.
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- 2023
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33. The Status of Educational Sciences in Vietnam: A Bibliometric Analysis from Clarivate Web of Science Database between 1991 and 2018
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Vuong, Quan-Hoang, Do, Minh-Trang, Pham, Thi-Van-Anh, Do, Thi-An, Doan, Phuong-Thuc, Hoang, Anh-Duc, Ta, Thu-Hang, Le, Quynh-Anh, and Pham, Hiep-Hung
- Abstract
Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education -- specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future.
- Published
- 2020
34. Constraints on Generality (COG): A Proposed Addition to All Empirical Papers.
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Simons DJ, Shoda Y, and Lindsay DS
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- Editorial Policies, Humans, Peer Review, Periodicals as Topic, Reproducibility of Results, Research Design, Psychology methods
- Abstract
Psychological scientists draw inferences about populations based on samples-of people, situations, and stimuli-from those populations. Yet, few papers identify their target populations, and even fewer justify how or why the tested samples are representative of broader populations. A cumulative science depends on accurately characterizing the generality of findings, but current publishing standards do not require authors to constrain their inferences, leaving readers to assume the broadest possible generalizations. We propose that the discussion section of all primary research articles specify Constraints on Generality (i.e., a "COG" statement) that identify and justify target populations for the reported findings. Explicitly defining the target populations will help other researchers to sample from the same populations when conducting a direct replication, and it could encourage follow-up studies that test the boundary conditions of the original finding. Universal adoption of COG statements would change publishing incentives to favor a more cumulative science.
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- 2017
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35. Improving goal striving and resilience in older adults through a personalized metacognitive self-help intervention: a protocol paper
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Lotte P. Brinkhof, K. Richard Ridderinkhof, Jaap M. J. Murre, Harm J. Krugers, and Sanne de Wit
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Behavior change ,Quality of life ,Mental well-being ,Self-help intervention ,Older adults ,Habit ,Psychology ,BF1-990 - Abstract
Abstract Background Successful aging is often linked to individual’s ability to demonstrate resilience: the maintenance or quick recovery of functional ability, well-being, and quality of life despite losses or adversity. A crucial element of resilience is behavioral adaptability, which refers to the adaptive changes in behavior in accordance with internal or external demands. Age-related degradation of executive functions can, however, lead to volition problems that compromise flexible adjustment of behavior. In contrast, the reliance on habitual control has been shown to remain relatively intact in later life and may therefore provide an expedient route to goal attainment among older adults. In the current study, we examine whether a metacognitive self-help intervention (MCSI), aimed at facilitating goal striving through the gradual automatization of efficient routines, could effectively support behavioral adaptability in favor of resilience among older adults with and without (sub-clinical) mental health problems. Methods This metacognitive strategy draws on principles from health and social psychology, as well as clinical psychology, and incorporates elements of established behavioral change and activation techniques from both fields. Additionally, the intervention will be tailored to personal needs and challenges, recognizing the significant diversity that exist among aging individuals. Discussion Despite some challenges that may limit the generalizability of the results, our MCSI program offers a promising means to empower older adults with tools and strategies to take control of their goals and challenges. This can promote autonomy and independent functioning, and thereby contribute to adaptability and resilience in later life. Trial registration Pre-registered, partly retrospectively. This study was pre-registered before the major part of the data was collected, created, and realized. Only a small part of the data of some participants (comprising the baseline and other pre-intervention measures), and the full dataset of the first few participants, was collected prior to registration, but it was not accessed yet. See: https://osf.io/5b9xz
- Published
- 2023
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36. Development of a French Paper-and-Pencil Implicit Association Test to Measure Athletes’ Implicit Doping Attitude (IAT-Dop)
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Valentine Filleul, Fabienne d’Arripe-Longueville, Eric Meinadier, Jacky Maillot, Derwin K.-C. Chan, Stéphanie Scoffier-Mériaux, and Karine Corrion
- Subjects
implicit attitudes ,doping in sport ,indirect test ,paper & pencil sc-iat-p ,Psychology ,BF1-990 - Abstract
Although explicit measures of doping attitude are widely used, they are susceptible to bias due to social desirability. The current computerized measures of implicit attitudes are time-consuming and based on expensive software solutions. Recently, paper-and-pencil (p&p) Implicit Association Tests (IAT) have been developed, making it possible to test several participants simultaneously, anywhere, and with no need of computerized equipment and software. The present series of studies aimed at developing a French version of a p&p IAT to measure athletes’ attitudes toward doping (Chan et al., 2017): the IAT-Dop. Four studies, including 212 participants (Mage = 25.49, SD = 5.73), followed Bardin et al. (2016) and Boateng et al. (2018) validation recommendations: (a) development of a preliminary version of the IAT-Dop based on the proposal of Chan’s tool (2017), (b) dimensionality and criterion validity tests demonstrating the structure of the p&p version, (c) test-retest reliability, and (d) first approach to construct validity. The results showed that the IAT-Dop was able to measure implicit attitudes toward doping and was stable across time. Significant correlations between the computerized and p&p versions confirmed the construct validity. The p&p IAT-Dop showed several advantages over the computerized version (Lemm et al., 2008), including lower cost and ease of administration. By offering accurate measures and an easier, faster, and cheaper way to measure doping attitudes, this tool should contribute to the better assessment and understanding of the mechanisms related to doping, and it might be a useful new indicator in the evaluation of prevention programs.
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- 2023
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37. Data from the Paper Entitled 'Application of a Bayesian Approach for Exploring the Impact of Syllable Frequency in Handwritten Picture Naming'
- Author
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Cyril Perret and Clara Solier
- Subjects
handwritten production ,response syllables ,error production ,Psychology ,BF1-990 - Abstract
The data presented here comes from the Perret and Solier (2022) study. 30 participants handwrote labels for 150 black-and-white drawings. The experiment was carried out using the DmDx program. Response times and production errors were the two behavioral reported measures. DmDx scripts and data are available on the OSF platform (DOI: https://doi.org/10.17605/OSF.IO/GAZF3). These data should be useful for pre-testing to explore new hypotheses, as well as for methodological elements (e.g., sample size estimation, estimation of a priori distributions for Bayesian analyses).
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- 2024
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38. Drawingvoice 2.0: Classroom Joint Designing and Facebook Interactions to Develop Reflexivity and Awareness
- Author
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Carnevale, Stefania, Di Napoli, Immacolata, Esposito, Francesca, and Arcidiacono, Caterina
- Abstract
Drawingvoice 2.0 is an instructional method of collaborative pencil and paper drawing to use in the school classroom, followed by Facebook interaction on the drawing produced in class. It is based on a participatory and meta reflective approach, explicitly aimed at deconstructing, negotiating, and reconstructing the meaning that students attribute to themselves regarding their professional expectations and educational pathways. In particular, the collaborative pencil and paper drawing allows for the student's emotional symbolisation processes underlying their educational pathway. Drawingvoice 2.0 induces a multidimensional cognitive and meta-cognitive process further supported by the following interaction on Facebook. Therefore, the World Wide Web is the added resource for sharing and deepening the classmates' discussion. Finally, Drawingvoice 2.0 supported structural group interaction and was an important supportive and instructional method to bring about transformational and developmental training practices. As the main result, in our experience, psychology students increased their reflectivity about their strengths and threats in being psychologists within their cultural contexts and potential positive resources underlying their choice. Drawingvoice 2.0 thus enhanced their self-awareness about the lights and shadows of their training and future professional career.
- Published
- 2021
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39. Incorporating the Biological Bases of Behavior throughout Introduction to Psychology: A Review and Application of 7½ Lessons about the Brain
- Author
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Williamson, Manda J.
- Abstract
Introduction: Research suggests benefits for incorporating popular press books into courses to encourage critical thinking and student-instructor interactions about concepts. Objective: This article offers a summary and critique of "7 ½ Lessons about the Brain" by Lisa Feldman-Barrett along with pedagogical strategies for integrating the book within Introduction to Psychology courses. Teaching Implications: This popular press book affords an opportunity to incorporate a biopsychology thematic approach to Introduction to Psychology. Several pedagogical strategies using active learning and collaboration are provided. Conclusion: Choosing to include a popular press book in class to supplement student learning may benefit critical thinking about many concepts presented within "Introduction to Psychology."
- Published
- 2022
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- View/download PDF
40. White Paper AGA: The Impact of Mental and Psychosocial Factors on the Care of Patients With Inflammatory Bowel Disease.
- Author
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Szigethy EM, Allen JI, Reiss M, Cohen W, Perera LP, Brillstein L, Cross RK, Schwartz DA, Kosinski LR, Colton JB, LaRusso E, Atreja A, and Regueiro MD
- Subjects
- Humans, Quality of Life, Inflammatory Bowel Diseases psychology, Inflammatory Bowel Diseases therapy, Psychology
- Abstract
Patients with chronic medically complex disorders like inflammatory bowel diseases (BD) often have mental health and psychosocial comorbid conditions. There is growing recognition that factors other than disease pathophysiology impact patients' health and wellbeing. Provision of care that encompasses medical care plus psychosocial, environmental and behavioral interventions to improve health has been termed "whole person care" and may result in achieving highest health value. There now are multiple methods to survey patients and stratify their psychosocial, mental health and environmental risk. Such survey methods are applicable to all types of IBD programs including those at academic medical centers, independent health systems and those based within independent community practice. Once a practice determines that a patient has psychosocial needs, a variety of resources are available for referral or co-management as outlined in this paper. Included in this white paper are examples of psychosocial care that is integrated into IBD practices plus innovative methods that provide remote patient management., (Copyright © 2017 AGA Institute. Published by Elsevier Inc. All rights reserved.)
- Published
- 2017
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41. The Labor Market Returns to Advanced Degrees. NBER Working Paper No. 26959
- Author
-
National Bureau of Economic Research, Altonji, Joseph G., and Zhong, Ling
- Abstract
We estimate the labor market return to an MBA, a JD, and master's in engineering, nursing, education, psychology and social work, and thirteen other graduate degrees. To control for heterogeneity in preferences and ability, we use fixed effects for combinations of field-specific undergraduate and graduate degrees obtained by the last time we observe an individual. Basically, we compare earnings before the graduate degree to earnings after the degree. We find large differences across graduate fields in earnings effects, and more moderate differences in internal rates of return that account for program length and tuition. The returns often depend on the undergraduate major. The contribution of occupational upgrading to the earnings gain varies across degrees. Finally, simple regression-based estimates of returns to graduate fields are often highly misleading.
- Published
- 2020
42. A registered report survey of open research practices in psychology departments in the UK and Ireland.
- Author
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Silverstein P, Pennington CR, Branney P, O'Connor DB, Lawlor E, O'Brien E, and Lynott D
- Subjects
- Humans, United Kingdom, Ireland, Male, Surveys and Questionnaires, Universities, Adult, Female, Research Personnel psychology, Research Design, Pre-Registration Publication, Psychology
- Abstract
Open research practices seek to enhance the transparency and reproducibility of research. While there is evidence of increased uptake in these practices, such as study preregistration and open data, facilitated by new infrastructure and policies, little research has assessed general uptake of such practices across psychology university researchers. The current study estimates psychologists' level of engagement in open research practices across universities in the United Kingdom and Ireland, while also assessing possible explanatory factors that may impact their engagement. Data were collected from 602 psychology researchers in the United Kingdom and Ireland on the extent to which they have implemented various practices (e.g., use of preprints, preregistration, open data, open materials). Here we present the summarized descriptive results, as well as considering differences between various categories of researcher (e.g., career stage, subdiscipline, methodology), and examining the relationship between researcher's practices and their self-reported capability, opportunity, and motivation (COM-B) to engage in open research practices. Results show that while there is considerable variability in engagement of open research practices, differences across career stage and subdiscipline of psychology are small by comparison. We observed consistent differences according to respondent's research methodology and based on the presence of institutional support for open research. COM-B dimensions were collectively significant predictors of engagement in open research, with automatic motivation emerging as a consistently strong predictor. We discuss these findings, outline some of the challenges experienced in this study, and offer suggestions and recommendations for future research. Estimating the prevalence of responsible research practices is important to assess sustained behaviour change in research reform, tailor educational training initiatives, and to understand potential factors that might impact engagement., (© 2024 The Authors. British Journal of Psychology published by John Wiley & Sons Ltd on behalf of The British Psychological Society.)
- Published
- 2024
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43. Call for Papers
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Philosophy. Psychology. Religion ,Psychology ,BF1-990 - Published
- 2023
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44. The Neuroscience of Mathematical Cognition and Learning. OECD Education Working Papers, No. 136
- Author
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Organisation for Economic Cooperation and Development (OECD) (France), Looi, Chung Yen, Thompson, Jacqueline, and Krause, Beatrix
- Abstract
The synergistic potential of cognitive neuroscience and education for efficient learning has attracted considerable interest from the general public, teachers, parents, academics and policymakers alike. This review is aimed at providing 1) an accessible and general overview of the research progress made in cognitive neuroscience research in understanding mathematical learning and cognition, and 2) understanding whether there is sufficient evidence to suggest that neuroscience can inform mathematics education at this point. We also highlight outstanding questions with implications for education that remain to be explored in cognitive neuroscience. The field of cognitive neuroscience is growing rapidly. The findings that we are describing in this review should be evaluated critically to guide research communities, governments and funding bodies to optimise resources and address questions that will provide practical directions for short- and long-term impact on the education of future generations. The following are appended: (1) Introduction to Basic Brain Anatomy and Regions Involved in Numerical Cognition; and (2) Basic Techniques and Paradigms of Neuroscience and Psychology.
- Published
- 2016
- Full Text
- View/download PDF
45. Synergy at the Crossroads: Future Directions for Theory, Research, and Practice. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (39th, Indianapolis, Indiana, October 5-8, 2017)
- Author
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International Group for the Psychology of Mathematics Education, North American Chapter (PME-NA), Galindo, Enrique, and Newton, Jill
- Abstract
The theme of the 39th proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) conference was "Synergy at the Crossroads: Future Directions for Theory, Research, and Practice." The metaphor of crossroads was inspired by the conference venue--the historic Indianapolis Union Station, as well as by the state motto, a reference to how Indiana is connected to the rest of the United States. PME-NA 39 includes research presentations, discussion, and reflection focusing on four driving questions connecting to the metaphor of crossroads: (1) What have we learned from the routes we have traversed; what are potential routes for mathematics education research in the future; and what considerations are relevant as we make choices about future directions in mathematics education?; (2) How do we address issues of access and equity within mathematics education today?; (3) How can we lay the groundwork for future crossroads or intersections between theory, research, and practice?; and (4) What barriers within research traditions, educational policy, and teaching practice impede researchers', students', and teachers' success, and how can we work to overcome these barriers? The accepted proposals included 75 research reports, 142 brief research reports, 167 posters, and 13 working groups. Chapters include: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC. Some papers are written in both Spanish and English.]
- Published
- 2017
46. Mental Paper Folding Revisited: The Involvement of Visual Action Imagery
- Author
-
Stephan Frederic Dahm and Clemens Draxler
- Subjects
motor imagery ,action imagery ability ,mental action representation ,Psychology ,BF1-990 - Abstract
Action imagery describes a mental representation of an action and its consequences. Although it is widely recognized that people differ in their ability to imagine actions, objective validated tests to measure such differences are scarce. In search of an objective testing method for action imagery ability, the present study investigated whether solving mental paper-folding tasks involves action imagery. The stimuli were two-dimensional grids of six squares. A total of 99 participants mentally folded each grid into a three-dimensional cube to judge whether two highlighted lines in the grid overlapped in the imagined cube. This was done in two sessions of 214 judgements each, where the grids differed in overlaps, the least number of imagined folds, and the least number of imagined directional changes. Error rates and reaction times increased with the number of imagined folds and with the number of directional changes. Furthermore, more errors were committed with overlapping lines than with no overlaps. This was not reflected in the reaction times. Hence, the reaction times increased when the stepwise folding process was enlarged, but not when the final selection was more difficult. We concluded that the participants predominantly used action imagery as a task-solving strategy rather than for abstract problem-solving.
- Published
- 2022
- Full Text
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47. Essential Papers on Object Relations
- Author
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Buckley, Peter, Editor, Freud, Sigmund, Klein, Melanie, Modell, Arnold H., Fairbairn, W. R. D., Arlow, Jacob A., Reich, Annie, Bowlby, John, Mahler, Margaret S., Guntrip, Harry, Winnicott, D. H., Sandler, Joseph, Sandler, Anne-Marie, Kernberg, Otto, Main, T. F., Jacobson, Edith, Loewald, Hans W., Buckley, Peter, Freud, Sigmund, Klein, Melanie, Modell, Arnold H., Fairbairn, W. R. D., Arlow, Jacob A., Reich, Annie, Bowlby, John, Mahler, Margaret S., Guntrip, Harry, Winnicott, D. H., Sandler, Joseph, Sandler, Anne-Marie, Kernberg, Otto, Main, T. F., Jacobson, Edith, and Loewald, Hans W.
- Published
- 1986
48. Writing Cover Letters That Address Instructor Feedback Improves Final Papers in a Research Methods Course
- Author
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Daniel, Frances, Gaze, Catherine M., and Braasch, Jason L. G.
- Abstract
We examined how writing cover letters to the instructor influenced final papers in research methods courses. After receiving instructor feedback on drafts of each section of an American Psychological Association style research paper throughout the semester, students in two classes wrote cover letters to the instructor explaining how the instructor feedback was incorporated into their final paper. Students in the two control classes received the same type of feedback throughout the semester but were not required to write cover letters. Students enrolled in the cover letter classes showed more improvement in the quality of their papers than the students in the control classes. Using cover letters to articulate how feedback is being incorporated may help students more efficiently organize and respond to instructor feedback. Future researchers might investigate whether students' reflective ability is a significant moderator in effective feedback utilization.
- Published
- 2015
- Full Text
- View/download PDF
49. Introduction to the Second Section of the Special Issue: Invited Papers from the 2015 APAHC Conference.
- Author
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Shaffer LA and Shahane AA
- Subjects
- Congresses as Topic, Humans, Academic Medical Centers, Psychology, Societies, Medical
- Published
- 2016
- Full Text
- View/download PDF
50. It takes two hearts to cope with an artificial one: the necessity of applying a dyadic approach in the context of left ventricular assist device transplantation—Opinion paper
- Author
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Maya Golan and Noa Vilchinsky
- Subjects
left ventricular assist device (LVAD) ,dyadic coping ,dyadic interview ,chronic illness management ,Psycho-Cardiology ,Psychology ,BF1-990 - Published
- 2023
- Full Text
- View/download PDF
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