Sean M. Lane

College Students With and Without ADHD: Comparison of Self Report of Medication Usage, Study Habits, and Academic Achievement

Objective: To examine the relationship between ADHD medications, study habits, and academic achievement of ADHD-diagnosed undergraduates. Method: A total of 92 students with a self-reported ADHD diagnosis and a current prescription for ADHD medication were compared with 143 control students in a survey of academic performance. Results: Most ADHD students took stimulant medication and said the drugs helped them, yet believed they were worse than other students at planning and completing assignments and avoiding distractions. Although most study habits of ADHD students did not differ from controls, their high school and college GPA (grade point average), and ACT scores were significantly lower, and they withdrew from significantly more classes than did control students. Interestingly, preliminary data suggested that good study habits alone, even without stimulants, could overcome the achievement disparity of ADHD students. Conclusion: As previously shown for children and adolescents, stimulant medications alone did not eliminate the academic achievement deficit of ADHD undergraduates.

Stuck in the 70s: the role of social norms in distracted driving

Successful campaigns to end distracted driving must understand prevailing social norms for behaviors such as texting and phoning while driving. The current work examined this issue by asking younger drivers to read car crash scenarios and rate the responsibility of the driver for the crash, and to levy fines and assign jail time, as a function of whether the driver was attentive, had been drinking, or was distracted by phoning or texting. In the first experiment, ratings were performed in the absence of injunctive norm information (laws against drunk and distracted driving). In the second experiment, injunctive norm information was included. Impaired drivers were viewed as more responsible in both experiments, with texting drivers viewed as the most responsible. However, drunk drivers received the most fines and jail time. When compared to data from the 1970s, the results show that anti-drunk driving campaigns have changed how younger drivers view drunk driving, but that norms have not yet changed for distracted driving, despite consistent results showing they know the risk of driving distracted. Implications for social norm distracted driving campaigns are discussed.

How events are reviewed matters: Effects of varied focus on eyewitness suggestibility

Witnesses to a crime or an accident perceive that event only once, but they are likely to think or talk about it multiple times. The way in which they review the event may affect their later memory. In particular, some types of review may increase suggestibility if the witness has been exposed to postevent misleading information. In Experiment 1, participants viewed a videotaped crime and then received false suggestions about the event. We found that participants who were then asked to focus on specific details when reviewing the event were more suggestible on a later source memory test than participants asked to review the main points. The findings of Experiment 2 suggest that this effect was not due to a criterion shift at test. These findings indicate that the type of rehearsal engaged in after witnessing an event can hame important consequences for memory and, in particular, suggestibility.

A little elaboration goes a long way : The role of generation in eyewitness suggestibility

Although research has documented that perceptual elaboration (e.g., imagery) can increase false memory, prior research has not ascertained whether such effects are due to the act of generation or simply from exposure to perceptual details. Two experiments explored this question using the eyewitness suggestibility paradigm. Experiment 1 compared the effect of generating descriptions of suggested items with the effects of reading elaborated versions of the items or the suggested items alone. Experiment 2 compared participants who generated descriptions to participants who read the same descriptions. Generating a description increased false memoryand increased accurate memory for the items’ actual source, relative to comparable control conditions. Generation also increased claims of having a (false) vivid recollection of the items in the event. Overall, the results suggest that conditions that require people to describe the appearance of objects that they do not remember are even more pernicious than conditions that involve exposure to such details.

An Iterative Assessment Approach to Improve Technology Adoption and Implementation Decisions by Healthcare Managers 1

The U.S. healthcare industry spends over 36 billion dollars annually on information technology (Frost & Sullivan, 2004). Fueling this economy is an increasingly competitive healthcare market and the perception that new technologies will add value by cutting costs, saving time, improving workflow efficiency, and reducing medical errors. Implementing a new medical informatics solution is a difficult, time consuming, and expensive process, and is only worth undertaking if that added value will be realized. Although ITmanagers innearly all industries are under increased pressure to deliver technology solutions which provide return on investment (ROI), managers in healthcare settings have a number of unique problems. For example, hospital administrators must be as concerned with patient care outcomes as they are with traditional financial metrics of success. Further, healthcare IT is often designed to be used in the delivery of patient care, and the IT users are highly skilled professionals with complex skill sets. Errors that occur in healthcare delivery can be particularly consequential in terms of their effect on patients’ health, and the financial well-being of the institution (e.g., from medical malpractice suits). Although these errors certainly occur in the absence of IT (Institute of Medicine, 1999), they can also occur when new technologies disrupt the workflow of healthcare professionals through lack of familiarity with the technology, or simplybecause it is poorlydesigned. This is somewhat ironic, as the introduction of IT has been billed as one of the primary ways to reduce medical errors (e.g., Institute of Medicine, 2006). Thus, healthcare IT managers face the daunting task of choosing and implementing technology solutions which are reliable, costeffective, and improve the quality of healthcare delivery, while introducing technology in a manner that fits the complex workflow IN THIS ISSUE

Developing rich and quickly accessed knowledge of an artificial grammar

In contrast to prior research, our results demonstrate that it is possible to acquire rich, highly accurate, and quickly accessed knowledge of an artificial grammar. Across two experiments, we trained participants by using a string-edit task and highlighting relatively low-level (letters), medium-level (chunks), or high-level (structural; i.e., grammar diagram) information to increase the efficiency of grammar acquisition. In both experiments, participants who had structural information available during training generated more highly accurate strings during a cued generation test than did those in other conditions, with equivalent speed. Experiment 2 revealed that structural information enhanced acquisition only when relevant features were highlighted during the task using animation. We suggest that two critical components for producing enhanced performance from provided model-based knowledge involve (1) using the model to acquire experience-based knowledge, rather than using a representation of the model to generate responses, and (2) receiving that knowledge precisely when it is needed during training.

An Iterative Assessment Approach to Improve Technology Adoption and Implementation Decisions by Healthcare Managers

ABSTRACT The User-in-Context Iterative Assessment (UCIA) approach allows decision makers to acquire rich knowledge about their users and the way technology is used in the context of their work. A case study involving the introduction of a handheld medication administration device for nurses on a medical-surgical ward is used to illustrate how a UCIA approach can help provide healthcare IT professionals and hospital administrators with the data that they need to choose and implement IT applications that have the potential to maximize cost savings, while improving the delivery of patient care.

Facilitative interactions of model- and experiencebased processes: Implications for type and flexibility of representation

People are often taught using a combination of instruction and practice. In prior research, we have distinguished between model-based knowledge (i.e., acquired from explicit instruction) and experience-based knowledge (i.e., acquired from practice), and have argued that the issue of how these types of knowledge (and associated learning processes) interact has been largely neglected. Two experiments explore this issue using a dynamic control task. Results demonstrate the utility of providing model-based knowledge before practice with the task, but more importantly, suggest how this information improves learning. Results also show that learning in this manner can lead to “costs” such as slowed retrieval, and that this knowledge may not always transfer to new task situations as well as experientially acquired knowledge. Our findings also question the assumption that participants always acquire a highly specific “lookup” table representation while learning this task. We provide an alternate view and discuss the implications for theories of learning.

Providing information about diagnostic features at retrieval reduces false recognition.

In the following study, participants encoded blocked DRM word lists and we varied whether they received information before test about the utility of mnemonic features that potentially discriminate between veridical and false memories. The results of three experiments revealed that this manipulation successfully reduced false recognition of critical theme words. We also found that this manipulation was effective for younger but not older adults. Furthermore, calling attention to the features in test instructions alone was sufficient for reducing false recognition and its effectiveness was not enhanced by also asking participants to rate their phenomenal experience. We argue that providing diagnostic information before test allows participants to establish more accurate expectations about the task and thus improves the efficacy of retrieval and monitoring processes that are subsequently engaged.

Context Influences Interpretation of Eyewitness Confidence Statements.

When an eyewitness makes an identification from a lineup, he or she is asked to provide a confidence statement to help jurors assess credibility. However, these are verbal statements and people must rely on metacognitive processes to correctly interpret them. Recently, Dodson and Dobolyi (2015) argued that a person’s interpretation of a witness’s verbal confidence is influenced by the diagnosticity of the features used to justify his or her identification. We tested this hypothesis in 2 experiments. Experiment 1 found that, relative to a confidence-only control, participants reduced their ratings of confidence when statements were justified using a facial feature that was shared by lineup members, but not when the feature was unique to the member chosen from the lineup. In Experiment 2, we found that participants integrated across the dimensions of witness confidence and accuracy, even when asked to make separate ratings. Altogether, the results suggest that people readily incorporate contextual information into their interpretations of witnesses’ verbal expressions of confidence and evaluations of accuracy.