Jeffrey R. Stowell

Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion

We compared an electronic audience response system (clickers) to standard lecture, hand-raising, and response card methods of student feedback in simulated introductory psychology classes. After hearing the same 30-min psychology lecture, participants in the clicker group had the highest classroom participation, followed by the response card group, both of which were significantly higher than the hand-raising group. Participants in the clicker group also reported greater positive emotion during the lecture and were more likely to respond honestly to in-class review questions.

ECG artifacts and heart period variability: Don't miss a beat!

The impact of artifacts on estimates of heart period variability were evaluated by modeling the effects of missed R-waves and spurious R-wave detections in actual and simulated heart period series. Results revealed that even a single artifact, occurring within a 128-s interbeat interval series, can impart substantial spurious variance into all commonly analyzed frequency bands, including that associated with respiratory sinus arrhythmia. In fact, the spurious variance introduced by a single artifact may be greater than that associated with true basal heart period variability and can far exceed typical effect sizes in psychophysiological studies. The effects of artifacts are not related to a specific analytical method and are apparent in both frequency and time domain analyses. Results emphasize the importance of artifact detection and resolution for studies of heart period variability.

Perceived Stress and Cellular Immunity: When Coping Counts

This cross-sectional study investigated whether active and avoidance coping methods were differentially related to immune function depending on stress level. Perceived stress and coping method were assessed in 173 healthy older adults and related to the number and percentage of CD3+, CD4+, and CD8+ T lymphocytes as well as the proliferative response of peripheral blood leukocytes to phytohemagluttinin (PHA) and concanavalin A (Con A). Both active and avoidance coping significantly interacted with perceived stress on proliferative responses to both mitogens. Higher levels of active coping were significantly related to a more vigorous proliferative response to PHA and Con A, particularly at high stress levels. At low stress levels, active coping was not significantly related to proliferative responses, whereas avoidance coping was significantly associated with a greater proliferative response to Con A. These results suggest that the relationships between certain coping methods and immune function depend on perceived stress level.

Attachment avoidance predicts inflammatory responses to marital conflict

Marital stress has been associated with immune dysregulation, including increased production of interleukin-6 (IL-6). Attachment style, ones expectations about the availability and responsiveness of others in intimate relationships, appears to influence physiological stress reactivity and thus could influence inflammatory responses to marital conflict. Thirty-five couples were invited for two 24-h admissions to a hospital research unit. The first visit included a structured social support interaction, while the second visit comprised the discussion of a marital disagreement. A mixed effect within-subject repeated measure model indicated that attachment avoidance significantly influenced IL-6 production during the conflict visit but not during the social support visit. Individuals with higher attachment avoidance had on average an 11% increase in total IL-6 production during the conflict visit as compared to the social support visit, while individuals with lower attachment avoidance had, on average, a 6% decrease in IL-6 production during the conflict visit as compared to the social support visit. Furthermore, greater attachment avoidance was associated with a higher frequency of negative behaviors and a lower frequency of positive behaviors during the marital interaction, providing a mechanism by which attachment avoidance may influence inflammatory responses to marital conflict. In sum, these results suggest that attachment avoidance modulates marital behavior and stress-induced immune dysregulation.

Attachment Anxiety Is Linked to Alterations in Cortisol Production and Cellular Immunity

Although evidence suggests that attachment anxiety may increase risk for health problems, the mechanisms underlying these effects are not well understood. In the current study, married couples (N = 85) provided saliva samples over 3 days and blood samples on two occasions. Participants with higher attachment anxiety produced more cortisol and had fewer numbers of CD3+ T cells, CD45+ T cells, CD3+CD4+ helper T cells, and CD3+CD8+ cytotoxic T cells than participants with lower attachment anxiety. Higher cortisol levels were also related to fewer numbers of CD3+, CD45+, CD3+CD4+, and CD3+CD8+ cells, which is consistent with research showing that cortisol alters the cellular immune response. These data suggest that attachment anxiety may have physiological costs, and they provide a glimpse into the pathways through which social relationships affect health. The current study also extends attachment theory in an important new direction by demonstrating the utility of a psychoneuroimmunological approach to the study of attachment anxiety, stress, and health.

Using Student Response Systems (“Clickers”) to Combat Conformity and Shyness

This study addressed how trait levels of classroom shyness can influence conformity when students answer opinion questions in different ways. We recruited 128 introductory psychology students to indicate their opinion on 50 controversial questions by raising their hand or anonymously pressing a button on a keypad (“clicker”). Compared to hand-raising, keypad responses had greater variability, suggesting that students were less likely to conform to the groups opinion. Students who typically experience shame and anxiety in class did not conform any more than other students did, but they felt more uncomfortable raising their hands and indicated a stronger preference for using keypads when answering controversial questions.

Comparison of online and classroom-based student evaluations of instruction

In recent years, colleges have been moving from traditional, classroom‐based student evaluations of instruction to online evaluations. Because of the importance of these evaluations in decisions regarding retention, promotion and tenure, instructors are justifiably concerned about how this trend might affect their ratings. We recruited faculty members who were teaching two or more sections of the same course in a single semester and assigned at least one section to receive online evaluations and the other section(s) to receive classroom evaluations. We hypothesised that the online evaluations would yield a lower response rate than the classroom administration. We also predicted that there would be no significant differences in the overall ratings, the number of written comments, and the valence (positive/neutral/negative) of students’ comments. A total of 32 instructors participated in the study over two semesters, providing evaluation data from 2057 students. As expected, online evaluations had a significantly lower response rate than classroom evaluations. Additionally, there were no differences in the mean ratings, the percentage of students who provided written comments or the proportion of comments in the three valence categories. Thus, even with the lower response rate for online evaluations, the two administration formats seemed to produce comparable data.

Effects of Online Testing on Student Exam Performance and Test Anxiety

Increased use of course management software to administer course exams online for face-to-face classes raises the question of how well test anxiety and other emotions generalize from the classroom to an online setting. We hypothesized that administering regular course exams in an online format would reduce test anxiety experienced at the time of the exam and improve exam scores. We recruited 69 participants from a psychology course to take classroom- and online-delivered exams, using a counterbalanced crossover design. We found that students who normally experience high levels of test anxiety in the classroom had reduced test anxiety when taking online exams, while the reverse was true for those low in classroom anxiety. Furthermore, the relationship between test anxiety and exam performance was weaker in an online setting than in the classroom. We recommend that instructors evaluate the potential impact of these findings when considering offering examinations online.

Plasma vasopressin and interpersonal functioning

The neuropeptide vasopressin has traditionally been associated with vasoconstriction and water reabsorption by the kidneys. However, data from experimental animal studies also implicate vasopressin in social bonding processes. Preliminary work suggests that vasopressin also plays a role in social behaviors in humans. The goal of this cross-sectional study was to evaluate associations among plasma vasopressin and self-reported interpersonal functioning in a sample of married couples. During a 24-h admission to a hospital-based research unit, 37 couples completed measures of interpersonal functioning and provided blood samples for neuropeptide analyses. Results showed that vasopressin was associated with markers of interpersonal functioning, but not with general psychological distress. Specifically, greater plasma vasopressin levels were related to a larger social network, fewer negative marital interactions, less attachment avoidance, more attachment security, and marginally greater spousal social support. These results indicate that vasopressin is likely implicated in different relationship maintenance processes in humans.

Validation of the Symptoms of Illness Checklist (SIC) as a Tool for Health Psychology Research

We developed the Symptoms of Illness Checklist (SIC) to study psychological influences on physical symptoms of illness. A total of 520 participants completed the SIC and, in some samples, the Salient Stressor Impact Questionnaire, Perceived Stress Scale, Daily Hassles and Uplifts Scale, Derogatis Stress Profile, Life Experiences Survey, and the Symptoms CheckList-90-R. The SICs test—retest, internal reliability, and validity verified by physician ratings, were very good. SIC correlations with diverse stress measures were less inflated than those of other instruments indicating the SIC is a reliable and valid tool to study psychological influences on physical illness.