Joelle D. Elicker

Interactive Learning in the Classroom Is Student Response Method Related to Performance

This study examined three methods of responding to in-class multiple-choice concept questions in an Introduction to Psychology course. Specifically, this study compared exam performance and student reactions using three methods of responding to concept questions: (a) a technology-based network system, (b) hand-held flashcards, and (c) hand raising. All students had positive reactions to the use of concept questions, but students using the technology-based system had the most positive reactions. However, type of response method was not related to exam performance.

Multisession, Dual-Task Psychological Refractory Period Practice Benefits Older and Younger Adults Equally

The authors tested 18 younger adults and 18 older adults on four sessions in a psychological refractory period (PRP) paradigm, to see whether older adults can benefit as much from dual-task practice as younger adults. Task 1 involved tone discrimination and Task 2 involved simultaneous letter-matching. The stimulus onset asynchrony (SOA) between the tasks was either 50, 150, 300, or 900 ms. Although older adults showed a larger PRP effect than younger adults, there were no group differences in the practice/training benefit. These results differ from Maquestiaux, Hartley, and Bertsch (2004, Psychology and Aging, 19, 649–667, Experiment 1), who found that age differences in PRP effects became progressively larger with increased practice. These findings, along with the simultaneous-presentation, dual-task work of Kramer, Larish, and Strayer (1995, Journal of Experimental Psychology: Applied, 1, 50–76) and Bherer et al. (2005, Psychology and Aging, 20, 695–709; 2006, Acta Psychologica, 123, 261–278), suggest that older adults can benefit as much as younger adults from dual-task training.

Does an Interactive WebCT Site Help Students Learn

We examined whether students with access to a supplemental course Web site enhanced with e-mail, discussion boards, and chat room capability reacted to it more positively than students who used a Web site with the same content but no communication features. Students used the Web sites on a voluntary basis. At the end of the semester, students using the enhanced site earned more points in the class than students using the basic Web site. Additionally, students using the enhanced site reported using it more often and reported higher satisfaction with the Web site, course, and instructor. We discuss practical implications of these findings.

Research Participation for Course Credit in Introduction to Psychology: Why Don't People Participate?

Psychology courses often include an experiential component whereby instructors require or allow students to participate in research or an equitable alternative activity for course credit. We investigated self-reported reasons why students chose to not participate in research, in spite of the potential incentive of earning extra credit. Our sample of Introduction to Psychology students indicated time and scheduling conflicts and motivational issues as the 2 main reasons for not participating. We discuss implications for researchers and instructors.

Employee Lateness Behavior: The Role of Lateness Climate and Individual Lateness Attitude

The authors investigated the joint influence of contextual factors and individual attitudes on employee lateness in a field setting. Hierarchical regression analyses based on objective lateness data revealed that perceived lateness climate moderated the relationship between individual lateness attitudes and lateness behaviors. Specifically, as hypothesized, individual attitudes toward lateness were stronger predictors of actual lateness frequency in lenient climates. This moderating effect was observed when controlling for key attitudes such as job satisfaction, job involvement, and affective commitment. Thus, climate displayed a unique effect on employee lateness, constraining the influence of individual attitudes in strict climates and allowing more influence in lenient climates. Implications and recommendations for future research are discussed.