Martin L. Bink

Activation of completed, uncompleted, and partially completed intentions

The intention-superiority effect is the finding that response latencies are faster for items related to an uncompleted intention as compared with materials that have no associated intentionality. T. Goschke and J. Kuhl (1993) used recognition latency for simple action scripts to document this effect. We used a lexical-decision task to replicate that shorter latencies were associated with uncompleted intentions as compared with neutral materials (Experiments 1 and 3). Experiments 2-4, however, demonstrated that latencies were longer for completed scripts as compared with neutral materials. In Experiment 4, shorter latencies were also obtained for partially completed scripts. The results are discussed in terms of the activation and inhibition that may guide behavior, as well as how these results may inform theories of prospective memory.

Personality characteristics differentiating and predicting the achievement of televised‐course students and traditional‐course students 1

Abstract A large‐scale field study was conducted to 1) determine if the personality traits of students enrolled in televised college‐level courses differ from the personality traits of students enrolled in traditional college‐level courses and 2) identify the specific personality traits predictive of successful performance in televised classes. Results showed that students enrolled in telecourses do have a unique personality profile and that certain traits predicted success for these students. Implications of these results are discussed.

Conceptual priming in a generative problem-solving task

Three experiments explored how participants solved a very open-ended generative problem-solving task. Previous research has shown that when participants are shown examples, novel creations will tend to conform to features shared across those examples (Smith, Ward, & Schumacher, 1993). We made the shared features of the examples conceptually related to one another. We found that when the features were related to the concept of hostility, participants’ creations contained hostile features that were not part of any of the examples. These results suggest that participants will design novel entities to be consistent with emergent properties of examples shown to them. We also found that a mild hostility prime from unscrambling sentences had a similar conceptual effect. Together, the two effects suggest that conceptual priming of generative cognitive tasks will influence the cognitive aspects of the creative process.

The Credibility of a Source Influences the Rate of Unconscious Plagiarism

Three experiments were conducted to investigate the relationship between the credibility of information and later unconscious plagiarism of that information. In each experiment, ideas concerning ways to reduce traffic accidents were presented from a more credible source (traffic planners) and a less credible source (college freshmen). After a distractor task, participants were asked to generate novel ways to reduce traffic accidents. In Experiments 1 and 2, unconscious plagiarism of ideas presented from the more credible source was greater than from the less credible source. In neither experiment was explicit memory for ideas from each source different in tests of source monitoring or free recall. However, the difference in unconscious plagiarism was eliminated in Experiment 3 by having participants generate the implications of ideas at study. The results are discussed in terms of the explicit factors that affect the incidence of unconscious plagiarism.

Student satisfaction with interactive telecourses as a function of demographic variables and prior telecourse experience1

An investigation was conducted in which 699 undergraduate and graduate students enrolled in 33 live, interactive telecourses were asked to report their (1) telecourse facet satisfaction (satisfaction with the telecourse instruction/ instructor, technology, and logistic/management), (2) demographic characteristics (age, gender, personal income, and socioeconomic status), and (3) experience with televised courses (number of prior telecourses they had completed). Results showed that, among the demographic variables, gender reliably predicted student satisfaction with the logistic/management aspects of the telecourses. That is, male students reported being significantly more satisfied than female students with these aspects of the courses. Moreover, age, personal income, and socioeconomic status were unrelated to facet satisfaction. Finally, greater telecourse experience was significantly associated with lower degrees of instruction/instructor satisfaction. Practical and theoretical implications of these resu...

Test modality affects source monitoring and event-related potentials.

Two experiments investigated the effect of test modality (visual or auditory) on source memory and event-related potentials (ERPs). Test modality influenced source monitoring such that source memory was better when the source and test modalities were congruent. Test modality had less of an influence when alternative information (i.e., cognitive operations) could be used to inform source judgments in Experiment 2. Test modality also affected ERP activity. Variation in parietal ERPs suggested that this activity reflects activation of sensory information, which can be attenuated when the sensory information is misleading. Changes in frontal ERPs support the hypothesis that frontal systems are used to evaluate source-specifying information present in the memory trace.

Online Chatting: User Evaluations of Current Instant Messenger Systems and Design Recommendations for Future Systems

A large sample of users (N = 211) from three geographically distinct locations within the United States completed a survey to reveal a number of practical as well as social benefits to using instant messenger (IM) systems. Paradoxically, a number of these benefits were also described as common sources of frustration in different contexts. For instance, the ability to conduct multiple conversations simultaneously was described as a benefit of using IM yet sources of frustration included an inability to type fast enough to respond to everyone and confusion of message content. To compensate for past usability issues associated with IM use, users suggested a number of design recommendations to facilitate the use of future systems. The implications of this work are discussed in terms of current theories regarding technology acceptance and use.