You searched for +publisher:"Colorado State University" +contributor:("Rhodes, Matthew").
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Colorado State University
1.
Opper, Jamie K.
Color memory for objects with prototypical color mismatch.
Degree: MS(M.S.), Psychology, 2013, Colorado State University
URL: http://hdl.handle.net/10217/79127 
► Many studies have demonstrated the effect of top-down influences on color preference and memory, but these have primarily studied short-term memory or color memory in…
(more)
▼ Many studies have demonstrated the effect of top-down influences on color preference and memory, but these have primarily studied short-term memory or color memory in the abstract (e.g., the experimenter names an object or substance and the subject produces a subjective match without first being exposed to a stimulus). The present study examined the effect of object color prototypicality and how such prototypicality might influence memory for colors of objects presented in non-prototypical colors (e. g., a banana presented as blue). A match between an object's prototypical and presentation colors appeared to facilitate the accuracy of matching and increase participants' confidence that they achieved a correct match; a prototypical color mismatch impaired subjects' ability to achieve a correct match. For stimuli presented in their prototypical colors, subjects tended to remember highly saturated stimuli as less saturated, and desaturated stimuli as more saturated, indicating a sort of "regression to a saturation mean". This effect did not occur for stimuli presented in a non-prototypical color or stimuli presented as simple colored circles. Evidence was not found, however, for systematic influence of object color prototypicality on the hue and/or luminance of subjects' produced matches.
Advisors/Committee Members: Monnier, Patrick (advisor), Draper, Bruce (committee member), Rhodes, Matthew (committee member).
Subjects/Keywords: color; visual memory; memory; color categorization
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APA (6th Edition):
Opper, J. K. (2013). Color memory for objects with prototypical color mismatch. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/79127
Chicago Manual of Style (16th Edition):
Opper, Jamie K. “Color memory for objects with prototypical color mismatch.” 2013. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/79127.
MLA Handbook (7th Edition):
Opper, Jamie K. “Color memory for objects with prototypical color mismatch.” 2013. Web. 15 Jan 2021.
Vancouver:
Opper JK. Color memory for objects with prototypical color mismatch. [Internet] [Masters thesis]. Colorado State University; 2013. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/79127.
Council of Science Editors:
Opper JK. Color memory for objects with prototypical color mismatch. [Masters Thesis]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/79127
Colorado State University
2.
Myers, Sarah J.
Testing effects for self-generated versus experimenter-generated questions.
Degree: MS(M.S.), Psychology, 2020, Colorado State University
URL: http://hdl.handle.net/10217/208464
► Those familiar with the testing effect (i.e., the finding that practicing retrieval improves memory) frequently suggest that students test themselves while studying for their classes.…
(more)
▼ Those familiar with the testing effect (i.e., the finding that practicing retrieval improves memory) frequently suggest that students test themselves while studying for their classes. However, it is unclear whether students benefit from testing if they are not provided with testing materials. Few studies have examined whether generating one's own test questions improves performance, and none of these studies have given participants a full retrieval opportunity. The proposed experiments bridged this gap between testing effect and question generation research by allowing participants to generate questions and attempt to answer those questions after a delay. In Experiment 1, participants generated test questions over passages and either answered their questions as they created them or after a delay. In Experiment 2, participants either generated questions and answered them after a delay (i.e., self-testing), answered experimenter- generated questions, or restudied the material. Both experiments found no benefits of self-testing compared to the other conditions. In fact, those who self-tested tended to have worse final test performance than the other conditions. Analyses of the questions that participants created suggest that students may benefit more from self-testing when they generate more questions and those questions target material that is on the final test. Although further research is needed to confirm these conclusions (e.g., longer delays between study activities and final test), the current study suggests that testing may not always benefit learning if students must create their own questions.
Advisors/Committee Members: Rhodes, Matthew (advisor), Cleary, Anne (committee member), Folkestad, James (committee member).
Subjects/Keywords: study strategies; self-testing; testing
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APA (6th Edition):
Myers, S. J. (2020). Testing effects for self-generated versus experimenter-generated questions. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/208464
Chicago Manual of Style (16th Edition):
Myers, Sarah J. “Testing effects for self-generated versus experimenter-generated questions.” 2020. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/208464.
MLA Handbook (7th Edition):
Myers, Sarah J. “Testing effects for self-generated versus experimenter-generated questions.” 2020. Web. 15 Jan 2021.
Vancouver:
Myers SJ. Testing effects for self-generated versus experimenter-generated questions. [Internet] [Masters thesis]. Colorado State University; 2020. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/208464.
Council of Science Editors:
Myers SJ. Testing effects for self-generated versus experimenter-generated questions. [Masters Thesis]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/208464
Colorado State University
3.
Hershberger, Joelle.
Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The.
Degree: MA, Philosophy, 2018, Colorado State University
URL: http://hdl.handle.net/10217/193114
► Historically, cognitive scientists and philosophers have accepted a theory of the mind known as modularity, whereby individual thought processes are completely separate and insulated from…
(more)
▼ Historically, cognitive scientists and philosophers have accepted a theory of the mind known as modularity, whereby individual thought processes are completely separate and insulated from one another—meaning that cognitions have no influence on perceptions. However, the recent literature has seen a resurgence in support of a thesis of cognitive penetration, which suggests that cognitions can and do influence perceptions in a way that would be impossible if the mind were modular in the traditional sense. In addition to calling the idea of modularity into question, cognitive penetrability raises some passing concerns for the objectivity of scientific observation, and certain philosophical distinctions such as that between cognition and perception. Along similar lines, the literature has also seen an increase in the exploration of cognitive phenomenology, which similarly calls into question the distinction between cognition and perception and requires a model of the mind which is less clear-cut than the modular view. As such, it seems that given the evidence, one cannot accept either penetrability or cognitive phenomenology without accepting the other, given that they both rest on a similar view of the mind. In addition to calling into question the literal distinction between cognition and perception (though it may remain intact on a conceptual level), a subsection of cognitive phenomenology, known as evaluative phenomenology (the unique phenomenal character of emotions) similarly makes ambiguous the philosophical distinction between reason and emotion. Breaking this dichotomy, as well, makes the possible epistemic consequences of penetrability pale in comparison to those implied by cognitive phenomenology. While this is not an answer to the issues raised by penetrability, it does contextualize the difficulties in a way which opens the system up to a deeper understanding.
Advisors/Committee Members: MacKenzie, Matthew (advisor), Tropman, Elizabeth (committee member), Rhodes, Matthew (committee member).
Subjects/Keywords: Fodor; penetration; cognition; phenomenology; modularity
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APA (6th Edition):
Hershberger, J. (2018). Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/193114
Chicago Manual of Style (16th Edition):
Hershberger, Joelle. “Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The.” 2018. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/193114.
MLA Handbook (7th Edition):
Hershberger, Joelle. “Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The.” 2018. Web. 15 Jan 2021.
Vancouver:
Hershberger J. Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The. [Internet] [Masters thesis]. Colorado State University; 2018. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/193114.
Council of Science Editors:
Hershberger J. Complexity of the mind: rejecting modularity on the basis of cognitive penetration and cognitive phenomenology, The. [Masters Thesis]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/193114
Colorado State University
4.
Hausman, Hannah.
Strategic encoding and episodic discrimination (SEED) model of error correction.
Degree: PhD, Psychology, 2020, Colorado State University
URL: http://hdl.handle.net/10217/211782
► Despite what many students and teachers believe, making errors while learning can improve long-term learning of correct information. This paper proposes the Strategic Encoding and…
(more)
▼ Despite what many students and teachers believe, making errors while learning can improve long-term learning of correct information. This paper proposes the Strategic Encoding and Episodic Discrimination (SEED) model of error correction, which proposes that in comparison to errorless learning, making errors while learning enables individuals to effectively adapt how they encode the correct answer and then, on a later memory test, use episodic memory to discriminate between the correct answer and other information that may be retrieved. Experiment 1 tested the strategic encoding component of SEED and found that errorful learning enhanced memory relative to errorless learning, but the benefits of errorful learning could not be explained by strategic adaptations in study times. Experiment 2 tested both the strategic encoding and episodic discrimination components of SEED and contrasted SEED with other accounts of error correction. The results of Experiment 2 were largely consistent with SEED and revealed that errorful learning enhanced memory by both increasing the likelihood that the correct answer was retrieved on the final test and improving participants' ability to distinguish between correct and incorrect answers.
Advisors/Committee Members: Rhodes, Matthew G. (advisor), Cleary, Anne (committee member), Graham, Dan (committee member), Folkstead, James (committee member).
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APA (6th Edition):
Hausman, H. (2020). Strategic encoding and episodic discrimination (SEED) model of error correction. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/211782
Chicago Manual of Style (16th Edition):
Hausman, Hannah. “Strategic encoding and episodic discrimination (SEED) model of error correction.” 2020. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/211782.
MLA Handbook (7th Edition):
Hausman, Hannah. “Strategic encoding and episodic discrimination (SEED) model of error correction.” 2020. Web. 15 Jan 2021.
Vancouver:
Hausman H. Strategic encoding and episodic discrimination (SEED) model of error correction. [Internet] [Doctoral dissertation]. Colorado State University; 2020. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/211782.
Council of Science Editors:
Hausman H. Strategic encoding and episodic discrimination (SEED) model of error correction. [Doctoral Dissertation]. Colorado State University; 2020. Available from: http://hdl.handle.net/10217/211782
Colorado State University
5.
Garrison, Lauren L.
Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback.
Degree: PhD, Psychology, 2014, Colorado State University
URL: http://hdl.handle.net/10217/83764
► Feedback acceptance has been found to be an integral step in the feedback-development process and increasing acceptance is a prime goal of performance appraisal and…
(more)
▼ Feedback acceptance has been found to be an integral step in the feedback-development process and increasing acceptance is a prime goal of performance appraisal and human capital management. This study investigated how feedback receivers' mental models for professional skills relate to their acceptance of professional skill feedback.
University students participated in a leaderless group discussion and completed multiple measures of mental model knowledge and belief structure before receiving and responding to feedback. The hypothesis that knowledge structure accuracy would predict feedback acceptance was supported for multiple measures, while a significant relationship was not found for belief structure. The results of this study support the propositions of multiple theories and lend promise to the practical value of understanding and influencing mental models for employee learning and development.
Advisors/Committee Members: Gibbons, Alyssa (advisor), Kraiger, Kurt (committee member), Rhodes, Matthew (committee member), Maynard, Travis (committee member).
Subjects/Keywords: cognitive development; feedback acceptance; knowledge organization; knowledge structure; mental models; performance management
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APA (6th Edition):
Garrison, L. L. (2014). Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/83764
Chicago Manual of Style (16th Edition):
Garrison, Lauren L. “Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/83764.
MLA Handbook (7th Edition):
Garrison, Lauren L. “Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback.” 2014. Web. 15 Jan 2021.
Vancouver:
Garrison LL. Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/83764.
Council of Science Editors:
Garrison LL. Mental models and feedback reactions: how knowledge and belief structures relate to the acceptance of feedback. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/83764
Colorado State University
6.
Sitzman, Danielle Marie.
Interaction between feedback timing, confidence, and error correction in episodic memory, The.
Degree: MS(M.S.), Psychology, 2011, Colorado State University
URL: http://hdl.handle.net/10217/47453
► Prior work has not provided clear conclusions regarding whether immediate feedback or delayed feedback leads to better retention of material. However, these theories have failed…
(more)
▼ Prior work has not provided clear conclusions regarding whether immediate feedback or delayed feedback leads to better retention of material. However, these theories have failed to consider how a person's confidence in their response may interact with the timing of feedback. The current experiments examined how the influence of confidence and the processing of feedback varies as a function of feedback timing. In experiment 1, participants studied a list of word pairs and were given a cued recall test. After the test, participants either received immediate feedback, delayed feedback, or no feedback. Two days later, participants returned to complete another cued recall test for the word-pairs they learned during session 1. Participants receiving feedback performed better on the final test than participants who did not receive feedback, yet the timing of the feedback did not lead to differences in accuracy or confidence ratings. The second experiment followed the same procedure as experiment 1, with the exception that participants were allowed to control the amount of time they spent processing their feedback. Consistent with experiment 1, there were no differences between immediate and delayed feedback in terms of accuracy or confidence ratings on test 2. In addition, participants spent more time processing feedback when their answers were incorrect rather than correct. However, the timing of feedback did not impact feedback processing time. Overall, while feedback is beneficial for both memory and metamemory accuracy, the timing of feedback does not appear to differentially affect performance.
Advisors/Committee Members: Rhodes, Matthew G. (advisor), Clegg, Benjamin A. (committee member), Tracy, Brian L. (committee member).
Subjects/Keywords: confidence; metamemory; memory; feedback
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APA (6th Edition):
Sitzman, D. M. (2011). Interaction between feedback timing, confidence, and error correction in episodic memory, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/47453
Chicago Manual of Style (16th Edition):
Sitzman, Danielle Marie. “Interaction between feedback timing, confidence, and error correction in episodic memory, The.” 2011. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/47453.
MLA Handbook (7th Edition):
Sitzman, Danielle Marie. “Interaction between feedback timing, confidence, and error correction in episodic memory, The.” 2011. Web. 15 Jan 2021.
Vancouver:
Sitzman DM. Interaction between feedback timing, confidence, and error correction in episodic memory, The. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/47453.
Council of Science Editors:
Sitzman DM. Interaction between feedback timing, confidence, and error correction in episodic memory, The. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/47453
Colorado State University
7.
Rowland, Christopher A.
Testing effects in context memory.
Degree: MS(M.S.), Psychology, 2011, Colorado State University
URL: http://hdl.handle.net/10217/46908
► Retrieving a previously learned piece of information can have profound positive effects on the later retention of such information. However, it is not clear if…
(more)
▼ Retrieving a previously learned piece of information can have profound positive effects on the later retention of such information. However, it is not clear if test-induced memory benefits are restricted to the specific information which was retrieved, or if they can generalize more completely to the full study episode. Two experiments investigated the role of retrieval practice on memory for both target and non-target contextual information. Experiment 1 used a remember-know task to assess the subjective quality of memory as a function of earlier retrieval practice or study. Additionally, memory for context information (target font color) from the initial study episode was assessed. Experiment 2 used paired associates to investigate the effect of testing on non-tested but associated contextual information. Successful retrieval practice, compared with study, resulted in large benefits in target, target-associated, and context information retention across both experiments. Moreover, successful retrieval practice was associated with a greater contribution of remember responses informing recognition decisions. The results suggest that retrieving information may serve to both boost item memory about a target and strengthen the bind between target and associated contextual information. In sum, the present study adds to an emerging literature that test-induced mnemonic benefits may "spill over" to non-tested information.
Advisors/Committee Members: DeLosh, Edward L. (advisor), Rhodes, Matthew G. (committee member), Anderson, Charles (committee member).
Subjects/Keywords: context; memory; retrieval; source memory; testing; testing effect
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APA (6th Edition):
Rowland, C. A. (2011). Testing effects in context memory. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/46908
Chicago Manual of Style (16th Edition):
Rowland, Christopher A. “Testing effects in context memory.” 2011. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/46908.
MLA Handbook (7th Edition):
Rowland, Christopher A. “Testing effects in context memory.” 2011. Web. 15 Jan 2021.
Vancouver:
Rowland CA. Testing effects in context memory. [Internet] [Masters thesis]. Colorado State University; 2011. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/46908.
Council of Science Editors:
Rowland CA. Testing effects in context memory. [Masters Thesis]. Colorado State University; 2011. Available from: http://hdl.handle.net/10217/46908
Colorado State University
8.
Sitzman, Danielle Marie.
Influence of feedback on predictions of future memory performance, The.
Degree: PhD, Psychology, 2013, Colorado State University
URL: http://hdl.handle.net/10217/80975
► The current experiments explored metacognitive beliefs about feedback. In Experiment 1, participants studied Lithuanian-English word pairs, took an initial test, were either shown correct answer…
(more)
▼ The current experiments explored metacognitive beliefs about feedback. In Experiment 1, participants studied Lithuanian-English word pairs, took an initial test, were either shown correct answer feedback, right/wrong feedback, or no feedback. They then made a judgment of learning (JOL) regarding the likelihood of answering this item correctly on a later test. Participants were tested on the same word pairs during the final test. Although average JOLs were higher for items in the correct answer feedback condition, relative accuracy was impaired. Experiment 2 explored participants' beliefs about feedback by having half of them make JOLs prior to seeing an item (PreJOLs), with only knowledge of whether feedback would be provided. Participants in both the regular JOL and preJOL conditions provided higher average JOLs for items in the feedback condition than items in the no feedback condition; however relative accuracy was decreased for the feedback condition. In Experiment 3, participants went through a procedure similar to Experiment 1 twice, with two lists of word pairs. Metacognitive accuracy did not improve from List 1 to List 2. Lastly, Experiment 4 used scaffolded feedback to increase metacognitive accuracy. Participants corrected more errors if they could generate the correct response with fewer letter cues. However, relative judgments were not more accurate than the previous experiments. In sum, the current experiments suggest that participants may have a general understanding of the benefits of feedback; however, feedback diminishes prediction accuracy for specific items.
Advisors/Committee Members: Rhodes, Matthew (advisor), Cleary, Anne (committee member), Davalos, Deana (committee member), Robinson, Dan (committee member).
Subjects/Keywords: feedback; metamemory; metacognition; memory
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APA (6th Edition):
Sitzman, D. M. (2013). Influence of feedback on predictions of future memory performance, The. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/80975
Chicago Manual of Style (16th Edition):
Sitzman, Danielle Marie. “Influence of feedback on predictions of future memory performance, The.” 2013. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/80975.
MLA Handbook (7th Edition):
Sitzman, Danielle Marie. “Influence of feedback on predictions of future memory performance, The.” 2013. Web. 15 Jan 2021.
Vancouver:
Sitzman DM. Influence of feedback on predictions of future memory performance, The. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/80975.
Council of Science Editors:
Sitzman DM. Influence of feedback on predictions of future memory performance, The. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/80975
Colorado State University
9.
Nguyen, Maia T.
Effects of in-group bias on face recognition using minimal group procedures.
Degree: MS(M.S.), Psychology, 2014, Colorado State University
URL: http://hdl.handle.net/10217/88583
► The current series of experiments examined the effects of social categorization on face recognition. The use of minimal group procedures was expected to enhance recognition…
(more)
▼ The current series of experiments examined the effects of social categorization on face recognition. The use of minimal group procedures was expected to enhance recognition for in-group members compared to out-group members. In Experiment 1, participants were assigned to 1 of 3 conditions: name study – participants studied a list of 16 names associated with their in-group [red or green], numerical estimation – participants were randomly divided into 2 groups [red or green] after estimating the number of dots in a series of 10 images, and the control condition. This was followed by a study phase in which participants were presented with a total of 32 female and male Caucasian faces on red or green backgrounds. A final recognition test was given following a filler task. Experiment 2 had two of the previously used conditions, name study and control. Faces were presented on red and green backgrounds during test – with old faces presented on the same background as seen at study. Experiment 3 presented a subset of stimuli used in Experiment 2 with a longer presentation time (10 seconds). Findings suggest only moderate difference in response bias between experimental and control groups overall in Experiments 2 and 3. Moderate differences in hits, false alarms, and d' were also found in Experiment 3 between experimental conditions. Group membership did not elicit significant effects on measures of accuracy, reaction time, and confidence ratings.
Advisors/Committee Members: Troup, Lucy J. (advisor), Draper, Bruce (committee member), Rhodes, Matthew G. (committee member).
Subjects/Keywords: face recognition; minimal groups
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APA (6th Edition):
Nguyen, M. T. (2014). Effects of in-group bias on face recognition using minimal group procedures. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/88583
Chicago Manual of Style (16th Edition):
Nguyen, Maia T. “Effects of in-group bias on face recognition using minimal group procedures.” 2014. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/88583.
MLA Handbook (7th Edition):
Nguyen, Maia T. “Effects of in-group bias on face recognition using minimal group procedures.” 2014. Web. 15 Jan 2021.
Vancouver:
Nguyen MT. Effects of in-group bias on face recognition using minimal group procedures. [Internet] [Masters thesis]. Colorado State University; 2014. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/88583.
Council of Science Editors:
Nguyen MT. Effects of in-group bias on face recognition using minimal group procedures. [Masters Thesis]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/88583
Colorado State University
10.
Wolfson, Natalie E.
Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults.
Degree: PhD, Psychology, 2014, Colorado State University
URL: http://hdl.handle.net/10217/82542
► Given the emergent aging workforce and the rapid rise of technology-based training tools in organizational settings, I designed two studies to gain greater insight into…
(more)
▼ Given the emergent aging workforce and the rapid rise of technology-based training tools in organizational settings, I designed two studies to gain greater insight into whether or not older learners require computer-based instructional designs that are different from younger adults. Specifically, I conducted two studies to examine the effect of technology-based collaboration on older and younger adults' learning outcomes. In Study 1, older and younger participants completed an online audiovisual training and reviewed training concepts either individually or in a chatroom context with other trainees. Results indicated that, across conditions, older adults performed worse on learning outcomes compared to younger adults and that older adults had a more negative perception of their chatroom experience compared to their younger counterparts. In Study 2, I strengthened the collaborative learning manipulation, re-assessed the relationship between online collaboration and learning across age groups, and investigated turn-taking as a method of facilitating performance during the chatroom discussion. The two main findings for Study 2 were the following: 1) Age and instructional design condition (individual vs. collaboration) interacted to predict transfer performance. Quite surprisingly, younger adults performed similarly in the individual and collaborative conditions while older adults improved their performance in the collaborative condition compared to the individual condition. In effect, collaboration eliminated the performance gap that existed between older and younger adults in the individual condition. 2) Within the collaboration groups, those who engaged in a turn-taking protocol did slightly worse in terms of recall performance compared to those in the free-for-all collaboration condition. These findings speak to the need for age-specific instructional design and suggest that turn-taking might not be a strategy for boosting learning in a chatroom setting.
Advisors/Committee Members: Kraiger, Kurt (advisor), Beier, Margaret (committee member), Rhodes, Matthew (committee member), Diehl, Manfred (committee member).
Subjects/Keywords: cognitive aging; technology-based training
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APA (6th Edition):
Wolfson, N. E. (2014). Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/82542
Chicago Manual of Style (16th Edition):
Wolfson, Natalie E. “Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults.” 2014. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/82542.
MLA Handbook (7th Edition):
Wolfson, Natalie E. “Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults.” 2014. Web. 15 Jan 2021.
Vancouver:
Wolfson NE. Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults. [Internet] [Doctoral dissertation]. Colorado State University; 2014. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/82542.
Council of Science Editors:
Wolfson NE. Shedding light on grey areas: examining the effect of technology-based collaboration on the learning outcomes of older and younger adults. [Doctoral Dissertation]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/82542
Colorado State University
11.
Wehe, Hillary S.
Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?.
Degree: MS(M.S.), Psychology, 2013, Colorado State University
URL: http://hdl.handle.net/10217/81061
► This study extended the theory of the undermining effect on motivation to a learning context and examined the interaction with individual goals for learning. The…
(more)
▼ This study extended the theory of the undermining effect on motivation to a learning context and examined the interaction with individual goals for learning. The undermining effect suggests that the removal of external rewards can decrease levels of internal motivation. Students possessing a desire to improve, or learning goal individuals, often appear to be more internally motivated to engage in challenging tasks, whereas, performance goal individuals tend to engage in tasks that confirm their intelligence. Students were assigned to either a reward or non-reward condition and completed a word-learning task. They were allowed to engage in studying the words during a free period. An undermining effect was found: A greater amount of time was spent studying by individuals in the non-reward group, no matter the personal goals for learning. Learning goal subjects were hypothesized to show little difference in study time between groups, whereas performance goal subjects were predicted to be more sensitive to motivational undermining and therefore engage in the task more in the non-reward group; however, the interaction between undermining and goal orientation was not significant and these hypotheses were not supported. These results have significant implications for verifying the impact of motivation on learning behaviors and provide support for the encouragement of intrinsic motivation and contribute to the current literature exploring the cause for differences in performance success among students.
Advisors/Committee Members: Seger, Carol (advisor), Rhodes, Matthew (committee member), Conner, Bradley (committee member), Hoke, Kimberly (committee member).
Subjects/Keywords: motivation; undermining effect
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APA (6th Edition):
Wehe, H. S. (2013). Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/81061
Chicago Manual of Style (16th Edition):
Wehe, Hillary S. “Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?.” 2013. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/81061.
MLA Handbook (7th Edition):
Wehe, Hillary S. “Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?.” 2013. Web. 15 Jan 2021.
Vancouver:
Wehe HS. Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?. [Internet] [Masters thesis]. Colorado State University; 2013. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/81061.
Council of Science Editors:
Wehe HS. Intrinsic motivation to learn: can individual differences decrease susceptibility to undermining effects?. [Masters Thesis]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/81061
Colorado State University
12.
Mattingly, Victoria Prescott.
Counteracting student resistance to spaced learning using the Theory Of Planned Behavior.
Degree: MS(M.S.), Psychology, 2015, Colorado State University
URL: http://hdl.handle.net/10217/170337
► Despite the proven benefits of spaced learning, students are reluctant to use this study technique. I proposed that students do not space their studying because…
(more)
▼ Despite the proven benefits of spaced learning, students are reluctant to use this study technique. I proposed that students do not space their studying because they lack basic competencies needed to successfully engage in this behavior. According to the Theory of Planned Behavior, behaviors are the product of one’s intentions, which are derived from attitudes and beliefs. Using this theoretical framework, I designed and evaluated a classroom intervention with the goal of changing debilitating attitudes towards spaced learning. I hypothesized that students exposed to this spaced learning classroom intervention would have stronger intentions to space, higher rates of spaced learning behaviors, and consequently higher exam scores compared to the control group. Intentions to space and the beliefs and attitudes contributing to those intentions were improved by the classroom intervention. Students who spaced their studying also performed better on the exam compared to students who did not space. However, the classroom intervention did not significantly predict whether or not students would space their studying. Implications and future research directions based on the study's findings are also discussed.
Advisors/Committee Members: Kraiger, Kurt (advisor), Rhodes, Matthew (committee member), Beier, Margaret (committee member), Chermack, Thomas (committee member).
Subjects/Keywords: distributed practice; spaced learning; spacing effect; theory of planned behavior
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APA (6th Edition):
Mattingly, V. P. (2015). Counteracting student resistance to spaced learning using the Theory Of Planned Behavior. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/170337
Chicago Manual of Style (16th Edition):
Mattingly, Victoria Prescott. “Counteracting student resistance to spaced learning using the Theory Of Planned Behavior.” 2015. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/170337.
MLA Handbook (7th Edition):
Mattingly, Victoria Prescott. “Counteracting student resistance to spaced learning using the Theory Of Planned Behavior.” 2015. Web. 15 Jan 2021.
Vancouver:
Mattingly VP. Counteracting student resistance to spaced learning using the Theory Of Planned Behavior. [Internet] [Masters thesis]. Colorado State University; 2015. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/170337.
Council of Science Editors:
Mattingly VP. Counteracting student resistance to spaced learning using the Theory Of Planned Behavior. [Masters Thesis]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/170337
Colorado State University
13.
Bates, Lauren Elizabeth.
Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory.
Degree: PhD, Psychology, 2019, Colorado State University
URL: http://hdl.handle.net/10217/199757
► Research promotes the use of frequent quizzing, as well as the use of feedback to promote long-lasting learning. In this dissertation, I propose a method…
(more)
▼ Research promotes the use of frequent quizzing, as well as the use of feedback to promote long-lasting learning. In this dissertation, I propose a method for promoting long-lasting learning using mastery quizzing. Participants read an expository text and then answered questions about that text. Some participants were required to take quizzes until they achieve a perfect score, which I refer to as mastery quizzing, whereas other participants were forced to take quizzes a certain number of times. I explored how mastery quizzing can contribute to students' classroom learning and whether this method is more effective than traditional quizzing. In Experiment 1 I first looked at whether the benefits of mastery quizzing may emerge due to the benefits associated with frequent testing and feedback. Next, In Experiment 2 I explored the role that feedback may play in the mastery model, exploring students' use of feedback and how that may impact final test scores. Experiment 3 explored whether attending to and processing feedback led to increased performance on a final test. My results supported an overall benefit of mastery quizzing relative to standard quizzing techniques, even when controlling for number of quiz attempts, the presence of feedback, and conditions meant to simulate a need to use the feedback to improve performance. These results imply that the mastery technique may be a more effective method to improve student learning than standard quizzing techniques.
Advisors/Committee Members: DeLosh, Edward (advisor), Rhodes, Matthew (committee member), Graham, Daniel (committee member), Folkestad, James (committee member).
Subjects/Keywords: learning; memory; testing; mastery; feedback; quiz
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APA (6th Edition):
Bates, L. E. (2019). Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/199757
Chicago Manual of Style (16th Edition):
Bates, Lauren Elizabeth. “Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory.” 2019. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/199757.
MLA Handbook (7th Edition):
Bates, Lauren Elizabeth. “Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory.” 2019. Web. 15 Jan 2021.
Vancouver:
Bates LE. Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/199757.
Council of Science Editors:
Bates LE. Mastery quizzing: assessing a novel testing technique in the classroom and the laboratory. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/199757
Colorado State University
14.
Wehe, Hillary.
Undermining learning: the impact of rewards on learning behavior.
Degree: PhD, Psychology, 2016, Colorado State University
URL: http://hdl.handle.net/10217/178907
► The undermining effect suggests that external rewards can decrease levels of internal motivation. Research exploring student motivation shows that internally motivated students appear to engage…
(more)
▼ The undermining effect suggests that external rewards can decrease levels of internal motivation. Research exploring student motivation shows that internally motivated students appear to engage longer and in more challenging tasks compared to students focused on external rewards or performance feedback. The current study tested variables that may decrease susceptibility to motivational undermining for learning behaviors. In all studies, students were assigned to either a reward or non-reward condition and completed a word-learning task followed by a final test. Subjects were given the option to choose to re-study the words at two times during the task—pre- (while reward is still achievable) and post-test (after reward is given and no further extrinsic reward is achievable). Across all studies, an undermining effect was expected: Non-reward subjects would spend a greater amount of time reviewing the words during the post-test interval compared to the reward group. Study 1 directly tested the hypothesis by observing whether or not the reward groups behaved differentially at the pre- and post-test choice. Reward subjects spent significantly less time engaging in the task during the post-test review phase, supporting the presence of the undermining effect (t (1,60)=2.06, p = .02, 1-tailed) but a 2 (group: reward x non-reward) x 2 (study time: pre-test x post-test) repeated measures ANOVA comparing the mean study times for the reward and non-reward subjects’ pre-test study and post-test review time revealed that the interaction between group and study time did not reach significance (F (1,60) = 3.52, p = .065). Study 2 was identical to the first study but with the addition of a surprise, 24-hour delayed memory test to examine whether the extra post-test study had beneficial effects on long-term retrieval. Non-reward subjects were hypothesized to recall more items on a delayed memory test compared to reward subjects due to increased study time. A 2 (group: reward x non-reward) x 2 (study time: pre-test x post-test) repeated measures ANOVA was conducted to compare the mean study times for the reward and non-reward subjects’ pre-test study and post-test review times. The interaction between group and time spent on task was significant (F (1,241) = 4.24, p < .05) but there was not a significant main effect for the between subjects variable of reward on the amount of time spent engaging in the task during the pre- and post-test phases (F (1)= .63, p = .44). A 2 (group: reward vs. non-reward group) x 2 (test performance: immediate x delayed) repeated measures ANOVA was conducted to compare the average accuracy between groups on the delayed memory test. There was not a main effect of group on performance (F (1, 110) = .82, p = .38) and the interaction between reward group and immediate or delayed test was not significant (F (1,156) = .201, p = .65). Study 3 was similar to the first study but subjects were allowed to choose the material they were learning (i.e., Swahili or Lithuanian words). The element of choice was expected…
Advisors/Committee Members: Seger, Carol (advisor), Rhodes, Matthew (committee member), Conner, Bradley (committee member), Hoke, Kim (committee member).
Subjects/Keywords: motivation; memory; undermining
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APA (6th Edition):
Wehe, H. (2016). Undermining learning: the impact of rewards on learning behavior. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/178907
Chicago Manual of Style (16th Edition):
Wehe, Hillary. “Undermining learning: the impact of rewards on learning behavior.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/178907.
MLA Handbook (7th Edition):
Wehe, Hillary. “Undermining learning: the impact of rewards on learning behavior.” 2016. Web. 15 Jan 2021.
Vancouver:
Wehe H. Undermining learning: the impact of rewards on learning behavior. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/178907.
Council of Science Editors:
Wehe H. Undermining learning: the impact of rewards on learning behavior. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/178907
Colorado State University
15.
Rowland, Christopher A.
Item content versus contextual strengthening following retrieval.
Degree: PhD, Psychology, 2015, Colorado State University
URL: http://hdl.handle.net/10217/167240
► Despite a substantial literature describing the memory benefit resulting from testing (i.e., memory retrieval), relatively few investigations have attempted to detail how retrieval acts as…
(more)
▼ Despite a substantial literature describing the memory benefit resulting from testing (i.e., memory retrieval), relatively few investigations have attempted to detail how retrieval acts as a memory modifier. One core issue concerns the extent to which testing and studying effect fundamentally similar or different processes or components of memories. The present paper introduces two computational models, both based in REM theory (Shiffrin & Steyvers, 1997) and designed to provide a plausible basis for describing the testing effect at a more mechanistic level than existing theories. The two models are derived from the same set of core assumptions about the functioning of the memory system, and differ only in their specifications of the components of memories that are modified as a result of retrieval. The “Item Model” (IM) assumes that retrieval serves primarily to strengthen the target item content representation of information that is retrieved. In contrast, the “Context Model” (CM) assumes that retrieval serves to embed additional contextual information into the target memory trace, facilitating the subsequent ability of the memory system to locate such items. This manuscript provides coverage of relevant areas in the literature that have bearing on the IM and CM, details the implementation of the models and their larger framework, and reports on 4 experiments designed to test contrasting predictions of the IM and CM. Experiment 1 observed a testing effect using a mixed list, but not a pure list design, implying that testing may serve to enhance the search process by strengthening context information in memory. Experiments 2-4 were designed to examine the effects of reinstating contextual information during final testing on the testing effect. Experiments 2 and 3 found that reinstating either perceptual contextual elements (Exp. 2), or semantic context cues (Exp. 3) at the time of final test did not significantly impact the magnitude of the testing effect. However, Experiment 4 found that reinstating the initial learning mental/temporal context at the time of final test mitigated the magnitude of the testing effect. Potential nuanced interactions between testing and context in memory are discussed.
Advisors/Committee Members: DeLosh, Edward (advisor), Rhodes, Matthew (committee member), Dik, Bryan (committee member), Robinson, Daniel (committee member).
Subjects/Keywords: context; retrieval; testing effect; memory; cognition; testing
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APA (6th Edition):
Rowland, C. A. (2015). Item content versus contextual strengthening following retrieval. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/167240
Chicago Manual of Style (16th Edition):
Rowland, Christopher A. “Item content versus contextual strengthening following retrieval.” 2015. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/167240.
MLA Handbook (7th Edition):
Rowland, Christopher A. “Item content versus contextual strengthening following retrieval.” 2015. Web. 15 Jan 2021.
Vancouver:
Rowland CA. Item content versus contextual strengthening following retrieval. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/167240.
Council of Science Editors:
Rowland CA. Item content versus contextual strengthening following retrieval. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167240
Colorado State University
16.
Stelman, Samantha A.
Employee engagement in the interpersonal context.
Degree: MS(M.S.), Psychology, 2016, Colorado State University
URL: http://hdl.handle.net/10217/176659
► To advance the theoretical understanding and research on engagement, I examined how engagement spreads within the interpersonal context. I developed and tested a theoretical framework…
(more)
▼ To advance the theoretical understanding and research on engagement, I examined how engagement spreads within the interpersonal context. I developed and tested a theoretical framework built upon Kahn’s (1990) conceptualization of employee engagement, Byrne’s (2015) newly proposed mechanism of engagement contagion, and research on team dynamics. The study sample included students (N = 148) working in teams on a semester-long course project. Through the measurement of engagement levels and individual differences related to emotional and cognitive contagion, I assessed two potential mechanisms for the transmission of engagement. Results showed that emotional contagion (as assessed with emotional contagion susceptibility) is not a significant predictor of change in affective engagement scores between two time points. Further, although cognitive contagion (as assessed with perceptions of shared mental models) significantly predicted change in cognitive engagement scores, students reporting higher levels of this construct experienced small changes in cognitive engagement. Based on these findings, recommendations for future research are discussed.
Advisors/Committee Members: Byrne, Zinta (advisor), Albert, Lumina (committee member), Kraiger, Kurt (committee member), Rhodes, Matthew (committee member).
Subjects/Keywords: engagement; contagion; teams
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APA (6th Edition):
Stelman, S. A. (2016). Employee engagement in the interpersonal context. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/176659
Chicago Manual of Style (16th Edition):
Stelman, Samantha A. “Employee engagement in the interpersonal context.” 2016. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/176659.
MLA Handbook (7th Edition):
Stelman, Samantha A. “Employee engagement in the interpersonal context.” 2016. Web. 15 Jan 2021.
Vancouver:
Stelman SA. Employee engagement in the interpersonal context. [Internet] [Masters thesis]. Colorado State University; 2016. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/176659.
Council of Science Editors:
Stelman SA. Employee engagement in the interpersonal context. [Masters Thesis]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/176659
Colorado State University
17.
Loaiza-Kois, Vanessa Maria.
Process estimates of recollection and familiarity in working memory and episodic memory.
Degree: PhD, Psychology, 2012, Colorado State University
URL: http://hdl.handle.net/10217/67570
► Working memory is consistently shown to be related to episodic memory, but the underlying processes that contribute to this relationship are poorly understood. The following…
(more)
▼ Working memory is consistently shown to be related to episodic memory, but the underlying processes that contribute to this relationship are poorly understood. The following dissertation outlines a study which investigated the relationship between working memory and episodic memory, with particular regard to the contribution of familiarity and recollection processes to both constructs. Updating measures were also included to examine the potential mediating effects of updating on the relationship between working memory and episodic memory. Measurement models of both task performance and process estimates indicated a three-factor solution, with separate working memory, updating, and episodic memory factors. Such findings suggest that working memory, updating, and episodic memory are related but distinguishable constructs at the latent level of both task and process estimate.
Advisors/Committee Members: Rhodes, Matthew G. (advisor), Cleary, Anne M. (committee member), Kraiger, Kurt (committee member), Diehl, Manfred (committee member).
Subjects/Keywords: structural equation modeling; memory; working memory; episodic memory; factor analysis
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APA (6th Edition):
Loaiza-Kois, V. M. (2012). Process estimates of recollection and familiarity in working memory and episodic memory. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/67570
Chicago Manual of Style (16th Edition):
Loaiza-Kois, Vanessa Maria. “Process estimates of recollection and familiarity in working memory and episodic memory.” 2012. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/67570.
MLA Handbook (7th Edition):
Loaiza-Kois, Vanessa Maria. “Process estimates of recollection and familiarity in working memory and episodic memory.” 2012. Web. 15 Jan 2021.
Vancouver:
Loaiza-Kois VM. Process estimates of recollection and familiarity in working memory and episodic memory. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/67570.
Council of Science Editors:
Loaiza-Kois VM. Process estimates of recollection and familiarity in working memory and episodic memory. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67570
Colorado State University
18.
Soderstrom, Nicholas C.
Investigation of the basis of judgments of remembering and knowing (JORKs), An.
Degree: PhD, Psychology, 2012, Colorado State University
URL: http://hdl.handle.net/10217/67949
► Previous research indicates that prospective metamemory accuracy can be improved if participants are asked to monitor whether contextual details will be remembered or not (i.e.,…
(more)
▼ Previous research indicates that prospective metamemory accuracy can be improved if participants are asked to monitor whether contextual details will be remembered or not (i.e., judgments of remembering and knowing; JORKs), as opposed to monitoring confidence (i.e., judgments of learning; JOLs), an important finding given that accurate memory monitoring has been linked to effective learning. Three experiments investigated whether the advantage for JORK is due to these judgments being based more on retrieval processes than JOLs. Experiment 1 showed that JORKs resemble retrospective confidence judgments (RCJs) – judgments known to be based on retrieval processes – in some ways but not in others. Experiment 2 demonstrated that JORKs benefit less from a delay than JOLs when judgments are made under some circumstances but not others, and Experiment 3 showed that JORKs are less susceptible to a manipulation of encoding fluency than JOLs. Thus, overall, the results provide mixed support for the idea that JORKs are more reliant on retrieval processes than JOLs, reinforcing the need for future research on this topic.
Advisors/Committee Members: Rhodes, Matthew G. (advisor), Cleary, Anne M. (committee member), Davalos, Deana B. (committee member), Rickey, Dawn (committee member).
Subjects/Keywords: metacognition; memory predictions; metamemory; episodic memory; judgments of learning
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APA (6th Edition):
Soderstrom, N. C. (2012). Investigation of the basis of judgments of remembering and knowing (JORKs), An. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/67949
Chicago Manual of Style (16th Edition):
Soderstrom, Nicholas C. “Investigation of the basis of judgments of remembering and knowing (JORKs), An.” 2012. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/67949.
MLA Handbook (7th Edition):
Soderstrom, Nicholas C. “Investigation of the basis of judgments of remembering and knowing (JORKs), An.” 2012. Web. 15 Jan 2021.
Vancouver:
Soderstrom NC. Investigation of the basis of judgments of remembering and knowing (JORKs), An. [Internet] [Doctoral dissertation]. Colorado State University; 2012. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/67949.
Council of Science Editors:
Soderstrom NC. Investigation of the basis of judgments of remembering and knowing (JORKs), An. [Doctoral Dissertation]. Colorado State University; 2012. Available from: http://hdl.handle.net/10217/67949
Colorado State University
19.
Martin, Angela.
Influence of ability to identify criteria on feedback acceptance, The.
Degree: MS(M.S.), Psychology, 2013, Colorado State University
URL: http://hdl.handle.net/10217/81043
► The criteria used in selection methods such as interviews, integrity tests and assessment centers are often unknown to candidates seeking employment. The individual difference variable…
(more)
▼ The criteria used in selection methods such as interviews, integrity tests and assessment centers are often unknown to candidates seeking employment. The individual difference variable of ability to identify criteria (ATIC) represents the degree to which some candidates are better able to correctly identify the situational demands in an ambiguous situation (Kleinman, 1993). Prior research has shown that ATIC is related to performance in the selection method and cognitive ability (Melchers et al., 2009). I tested whether two measures of candidates' ability to identify criteria (ATIC) in an assessment center exercise were related to cognitive ability, social intelligence, self-monitoring and feedback acceptance. Contrary to prediction, we found minimal relationships among measures, raising interesting questions regarding the nomological net and construct validity of ATIC measures.
Advisors/Committee Members: Gibbons, Alyssa Mitchell (advisor), Henle, Chris A. (committee member), Rhodes, Matthew G. (committee member), Thornton, George C. (committee member).
Subjects/Keywords: ability to identify criteria; feedback
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APA (6th Edition):
Martin, A. (2013). Influence of ability to identify criteria on feedback acceptance, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/81043
Chicago Manual of Style (16th Edition):
Martin, Angela. “Influence of ability to identify criteria on feedback acceptance, The.” 2013. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/81043.
MLA Handbook (7th Edition):
Martin, Angela. “Influence of ability to identify criteria on feedback acceptance, The.” 2013. Web. 15 Jan 2021.
Vancouver:
Martin A. Influence of ability to identify criteria on feedback acceptance, The. [Internet] [Masters thesis]. Colorado State University; 2013. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/81043.
Council of Science Editors:
Martin A. Influence of ability to identify criteria on feedback acceptance, The. [Masters Thesis]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/81043
20.
DeLozier, Sarah.
Metacognition in the own-race bias: Influences on restudy selection.
Degree: MS(M.S.), Psychology, 2015, Colorado State University
URL: http://hdl.handle.net/10217/167016
► The own-race bias (ORB), refers to the finding that learners demonstrate poorer memory for faces of other races or ethnicities, compared to those of their…
(more)
▼ The own-race bias (ORB), refers to the finding that learners demonstrate poorer memory for faces of other races or ethnicities, compared to those of their own. This memory bias has been examined from an encoding perspective, yet little has been done to examine the possible contribution of metacognition. Under the assumption that monitoring affects control, recognition memory was examined for own-race (White) and other-race (Black) faces. Pilot data suggested that participants might be aware of the ORB, as evinced by their monitoring judgments. The experiment permitted participants to select faces for restudy, make delayed JOLs and restudy selections, then restudy selected faces prior to test. Results demonstrated similar monitoring accuracy for own-race and other-race faces, suggesting that the ORB may not be due to monitoring deficits. Measures of control provided some evidence that learners make similar control judgments for own- and other-race faces, and follow-up experiments are discussed.
Advisors/Committee Members: Rhodes, Matthew G. (advisor), Clegg, Benjamin (committee member), Troup, Lucy (committee member), Martey, Rosa (committee member).
Subjects/Keywords: metacognition; own-race bias; monitoring; control
…Participants consisted of 35 Caucasian individuals from Colorado State University. The
use of only… …Caucasian participants is due to the ethnic diversity of Colorado State University.
According to… …the 2013-2014 Colorado State University Fact Book
(http://www.ir.colostate.edu/factbook… …individuals from Colorado State University. As
in the pilot experiment, testing only Caucasian… …students reflects the ethnic diversity of Colorado
State University.
Materials
All materials were…
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APA (6th Edition):
DeLozier, S. (2015). Metacognition in the own-race bias: Influences on restudy selection. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/167016
Chicago Manual of Style (16th Edition):
DeLozier, Sarah. “Metacognition in the own-race bias: Influences on restudy selection.” 2015. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/167016.
MLA Handbook (7th Edition):
DeLozier, Sarah. “Metacognition in the own-race bias: Influences on restudy selection.” 2015. Web. 15 Jan 2021.
Vancouver:
DeLozier S. Metacognition in the own-race bias: Influences on restudy selection. [Internet] [Masters thesis]. Colorado State University; 2015. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/167016.
Council of Science Editors:
DeLozier S. Metacognition in the own-race bias: Influences on restudy selection. [Masters Thesis]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167016
21.
Naude, Megan N.
Cognitive ability testing for employee selection: implications for age discrimination.
Degree: PhD, Psychology, 2018, Colorado State University
URL: http://hdl.handle.net/10217/191413
► Existing theory and empirical research suggest that tests of fluid cognitive abilities have the potential to lead to age-based adverse impact and may be stronger…
(more)
▼ Existing theory and empirical research suggest that tests of fluid cognitive abilities have the potential to lead to age-based adverse impact and may be stronger predictors of job performance for younger job candidates compared to older job candidates. However, the evidence suggests that tests of crystallized cognitive abilities are not as susceptible to age-based adverse impact issues and should be strong predictors of job performance for candidates of any age. The two present studies used cognitive ability test scores collected from management employees in a large company in the United States in conjunction with supervisory performance ratings to examine adverse impact based on age, linear relations of test scores with age, and differential validity and prediction based on age. In the first study, a sample of N = 214 employees completed a test of fluid cognitive abilities, and in the second study, a sample of N = 232 employees completed a test of crystallized cognitive abilities. Contrary to hypotheses, results indicated that age-based adverse impact was more likely to be present for the test of crystallized abilities, age was negatively related to test performance for both tests, and neither test resulted in significant differential validity or prediction for the two age subgroups. Implications for theory and practice are discussed.
Advisors/Committee Members: Fisher, Gwen (advisor), Gibbons, Alyssa (committee member), Rhodes, Matthew (committee member), Henle, Chris (committee member).
Subjects/Keywords: assessment; selection; cognitive ability; age discrimination
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APA (6th Edition):
Naude, M. N. (2018). Cognitive ability testing for employee selection: implications for age discrimination. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/191413
Chicago Manual of Style (16th Edition):
Naude, Megan N. “Cognitive ability testing for employee selection: implications for age discrimination.” 2018. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/191413.
MLA Handbook (7th Edition):
Naude, Megan N. “Cognitive ability testing for employee selection: implications for age discrimination.” 2018. Web. 15 Jan 2021.
Vancouver:
Naude MN. Cognitive ability testing for employee selection: implications for age discrimination. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/191413.
Council of Science Editors:
Naude MN. Cognitive ability testing for employee selection: implications for age discrimination. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191413
22.
DeLozier, Sarah J.
Binding deficit: value-directed remembering for item-specific vs. associative information, A.
Degree: PhD, Psychology, 2018, Colorado State University
URL: http://hdl.handle.net/10217/189281
► In a series of four experiments I examined whether value enhanced memory for item-specific or associative information. Value indicated the importance of an item at…
(more)
▼ In a series of four experiments I examined whether value enhanced memory for item-specific or associative information. Value indicated the importance of an item at study (i.e., 1 point = low importance, 12 points = high importance), with memory typically being enhanced for high-value information (e.g., Castel, 2008). Utilizing the feature-conjunction paradigm, in which recognition errors for conjunction lures provide a means of examining whether value-enhanced recognition is a result of recollection or familiarity, the Pilot Experiment revealed through increased conjunction errors that value enhanced memory only for item-specific information. In Experiment 1 participants were permitted to self-pace their study and made confidence learning judgments (CLJs) after each recognition judgment. Learners spent more time studying higher-valued words yet demonstrated a similar pattern of increased conjunction errors by value. In Experiment 2, participants were instructed to use either rote repetition or interactive imagery for all words at study. Under these controlled study strategy conditions, conjunction errors were similar across values. In Experiment 3, I examined the influence of value on feature lures. When both feature lures and conjunction lures were presented at test, learners' susceptibility to lures was similar across values, yet learners correctly recognized more high-value old words. Results indicated that both encoding processes and item-based familiarity may contribute to a deficit in binding components of high-value words. These findings are discussed in terms of the negative effects of value on memory for associative information.
Advisors/Committee Members: Rhodes, Matthew G. (advisor), Davalos, Deana (committee member), Folkestad, James (committee member), Cleary, Anne (committee member).
Subjects/Keywords: binding; memory; self-regulated learning; feature-conjunction; associative recognition; motivation
…errors.
18
Pilot Study
Participants
Fifty-four college students from Colorado State… …University participated for partial course
credit. An a priori power analysis was conducted to…
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APA (6th Edition):
DeLozier, S. J. (2018). Binding deficit: value-directed remembering for item-specific vs. associative information, A. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/189281
Chicago Manual of Style (16th Edition):
DeLozier, Sarah J. “Binding deficit: value-directed remembering for item-specific vs. associative information, A.” 2018. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/189281.
MLA Handbook (7th Edition):
DeLozier, Sarah J. “Binding deficit: value-directed remembering for item-specific vs. associative information, A.” 2018. Web. 15 Jan 2021.
Vancouver:
DeLozier SJ. Binding deficit: value-directed remembering for item-specific vs. associative information, A. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/189281.
Council of Science Editors:
DeLozier SJ. Binding deficit: value-directed remembering for item-specific vs. associative information, A. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/189281
23.
Braunlich, Kurt.
Categorical evidence, confidence and urgency during the integration of multi-feature information.
Degree: PhD, Psychology, 2015, Colorado State University
URL: http://hdl.handle.net/10217/167155
► The present experiment utilized a temporally-extended categorization task to investigate the neural substrates underlying our ability to integrate information over time and across multiple stimulus…
(more)
▼ The present experiment utilized a temporally-extended categorization task to investigate the neural substrates underlying our ability to integrate information over time and across multiple stimulus features. Importantly, the design allowed differentiation of three important decision functions: 1) categorical evidence, 2) decisional confidence (the choice-independent probability that a decision will lead to a desirable
state), and 3) urgency (a hypothetical signal representing a growing pressure to produce a behavioral response within each trial). In conjunction with model-based fMRI, the temporal evolution of these variables were tracked as participants deliberated about impending choices. The approach allowed investigation of the independent effects of urgency across the brain, and also the investigation of how urgency might modulate representations of categorical evidence and confidence. Representations associated with prediction errors during feedback were also investigated. Many cortical and striatal somatomotor regions tracked the dynamical evolution of categorical evidence, while many regions of the dorsal and ventral attention networks (Corbetta and Shulman, 2002) tracked decisional confidence and uncertainty. Urgency influenced activity in regions known to be associated with flexible control of the speed-accuracy trade-off (particularly the pre- SMA and striatum), and additionally modulated representations of categorical evidence and confidence. The results, therefore, link the urgency signal to two hypothetical mechanisms underling flexible control of decision thresholding (Bogacz et al., 2010): gain modulation of the striatal thresholding circuitry, and gain modulation of the integrated categorical evidence.
Advisors/Committee Members: Seger, Carol (advisor), Anderson, Charles (committee member), Rhodes, Matthew (committee member), Troup, Lucy (committee member).
Subjects/Keywords: categorization; FMRI; decision-making; attention
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APA (6th Edition):
Braunlich, K. (2015). Categorical evidence, confidence and urgency during the integration of multi-feature information. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/167155
Chicago Manual of Style (16th Edition):
Braunlich, Kurt. “Categorical evidence, confidence and urgency during the integration of multi-feature information.” 2015. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/167155.
MLA Handbook (7th Edition):
Braunlich, Kurt. “Categorical evidence, confidence and urgency during the integration of multi-feature information.” 2015. Web. 15 Jan 2021.
Vancouver:
Braunlich K. Categorical evidence, confidence and urgency during the integration of multi-feature information. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/167155.
Council of Science Editors:
Braunlich K. Categorical evidence, confidence and urgency during the integration of multi-feature information. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167155
24.
Mattingly, Victoria Prescott.
Glass kickers: training men as allies to promote women in leadership.
Degree: PhD, Psychology, 2018, Colorado State University
URL: http://hdl.handle.net/10217/193208
► Despite making up nearly half of today's workforce, women are disproportionately unrepresented in leadership roles—a phenomenon referred to as the glass ceiling. In an attempt…
(more)
▼ Despite making up nearly half of today's workforce, women are disproportionately unrepresented in leadership roles—a phenomenon referred to as the glass ceiling. In an attempt to achieve workplace gender parity, organizations invest considerable resources in diversity and inclusion training programs. Such programs often fail to achieve intended outcomes, however, commonly placing the onus of responsibility on women themselves and neglecting to address the systemic cultural biases that perpetuate gender discrimination. With men holding the vast majority of leadership positions, they are in a position to use their power to advance women in leadership initiatives by actively supporting aspiring female leaders and serving as change agents to eradicate culturally embedded gender biases. The purpose of this research was to build and evaluate a training program that equips men to effectively serve as allies to women in the workplace. This randomly-assigned, treatment-control evaluation design used self- and other-report data to assess training effectiveness on skill-based, cognitive, and attitudinal outcomes. Data was collected from a sample of senior male leaders (n = 37) from a global manufacturing company. The results provided mixed support for increased frequency of trained ally behaviors, enhanced knowledge about workplace gender equality, and more favorable attitudes about the participants' role as allies to women in the workplace. This study provides a promising first step toward effectively inviting men into workplace gender equality initiatives, empowering them to break the glass ceiling from their position above in partnership with women trying to break it from below.
Advisors/Committee Members: Kraiger, Kurt (advisor), Fisher, Gwen (committee member), Henle, Chris (committee member), Rhodes, Matthew (committee member).
Subjects/Keywords: gender equality; women in leadership; diversity training; allies; gender parity
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APA (6th Edition):
Mattingly, V. P. (2018). Glass kickers: training men as allies to promote women in leadership. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/193208
Chicago Manual of Style (16th Edition):
Mattingly, Victoria Prescott. “Glass kickers: training men as allies to promote women in leadership.” 2018. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/193208.
MLA Handbook (7th Edition):
Mattingly, Victoria Prescott. “Glass kickers: training men as allies to promote women in leadership.” 2018. Web. 15 Jan 2021.
Vancouver:
Mattingly VP. Glass kickers: training men as allies to promote women in leadership. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/193208.
Council of Science Editors:
Mattingly VP. Glass kickers: training men as allies to promote women in leadership. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/193208
25.
Hausman, Hannah.
Does retrieval activate related words more than presentation?.
Degree: MS(M.S.), Psychology, 2017, Colorado State University
URL: http://hdl.handle.net/10217/183857
► Retrieving information enhances learning more than restudying. One explanation of this effect is based on the role of mediators (e.g., sand-castle can be mediated by…
(more)
▼ Retrieving information enhances learning more than restudying. One explanation of this effect is based on the role of mediators (e.g., sand-castle can be mediated by beach). Retrieval is hypothesized to activate mediators more than restudying, but existing tests of this hypothesis have had mixed results (Carpenter, 2011; Lehman & Karpicke, 2016). The present experiments explored different explanations of the conflicting results. The pilot experiment tested—and found no evidence—that the results depended on whether a conceptual or perceptual measure of mediator activation was used. Experiments 1 and 2 tested whether mediator activation during a retrieval attempt depends on the accessibility of the target information. A target was considered less versus more accessible when fewer retrieval versus more cues were given during retrieval practice (Experiment 1), when the target had been studied once versus three times initially (Experiment 2), or when the target could not be recalled versus could be recalled during retrieval practice (Experiments 1 and 2). Although there was a trend for retrieval to activate mediators more than presentation, mediator activation was not reliably related to target accessibility. Thus, Experiments 1 and 2 neither strongly supported, nor disconfirmed, the role of mediators in enhancing learning from retrieval.
Advisors/Committee Members: Rhodes, Matthew G. (advisor), Cleary, Anne (committee member), Davalos, Deana (committee member), Burzynska, Agnieszka Z. (committee member).
Subjects/Keywords: mediator; testing; implicit memory; transfer appropriate processing; retrieval failure
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APA (6th Edition):
Hausman, H. (2017). Does retrieval activate related words more than presentation?. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/183857
Chicago Manual of Style (16th Edition):
Hausman, Hannah. “Does retrieval activate related words more than presentation?.” 2017. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/183857.
MLA Handbook (7th Edition):
Hausman, Hannah. “Does retrieval activate related words more than presentation?.” 2017. Web. 15 Jan 2021.
Vancouver:
Hausman H. Does retrieval activate related words more than presentation?. [Internet] [Masters thesis]. Colorado State University; 2017. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/183857.
Council of Science Editors:
Hausman H. Does retrieval activate related words more than presentation?. [Masters Thesis]. Colorado State University; 2017. Available from: http://hdl.handle.net/10217/183857
Colorado State University
26.
Loaiza-Kois, Vanessa Maria.
Nature of processing in working memory: temporal-contextual cues and characteristics, The.
Degree: MS(M.S.), Psychology, 2010, Colorado State University
URL: http://hdl.handle.net/10217/171024
► The primary-secondary memory hypothesis proposes that processing in working memory requires maintaining activated representations in a capacity-limited primary memory while re-accessing representations from secondary memory…
(more)
▼ The primary-secondary memory hypothesis proposes that processing in working memory requires maintaining activated representations in a capacity-limited primary memory while re-accessing representations from secondary memory that have been displaced when the limits of primary memory have been exceeded. An implication is that simple span list lengths that exceed primary memory involve the same temporal-contextual search of secondary memory that is utilized in all trials of a complex span task. A series of experiments tested whether a) temporal-contextual cues could successfully elicit items that were studied during operation span and supra-span trials of word span as opposed to sub-span word span trials, and b) whether temporal-contextual characteristics are more phenomenologically memorable for items studied in trials of operation span and supra-span trials of word span than for sub-span trials of word span. Temporal-contextual cues and characteristics, however, were more accessible for operation span items than for items from simple span at any list length. Implications are discussed in light of this recent theory of working memory capacity as well as models of temporal distinctiveness.
Advisors/Committee Members: McCabe, David P. (advisor), Tracy, Brian L. (committee member), Rhodes, Matthew G. (committee member), Chavez, Ernest L. (committee member).
Subjects/Keywords: Short-term memory
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APA (6th Edition):
Loaiza-Kois, V. M. (2010). Nature of processing in working memory: temporal-contextual cues and characteristics, The. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/171024
Chicago Manual of Style (16th Edition):
Loaiza-Kois, Vanessa Maria. “Nature of processing in working memory: temporal-contextual cues and characteristics, The.” 2010. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/171024.
MLA Handbook (7th Edition):
Loaiza-Kois, Vanessa Maria. “Nature of processing in working memory: temporal-contextual cues and characteristics, The.” 2010. Web. 15 Jan 2021.
Vancouver:
Loaiza-Kois VM. Nature of processing in working memory: temporal-contextual cues and characteristics, The. [Internet] [Masters thesis]. Colorado State University; 2010. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/171024.
Council of Science Editors:
Loaiza-Kois VM. Nature of processing in working memory: temporal-contextual cues and characteristics, The. [Masters Thesis]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/171024
Colorado State University
27.
Liff, Joshua Philip.
Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment.
Degree: PhD, Psychology, 2010, Colorado State University
URL: http://hdl.handle.net/10217/39058
► The current study employed a longitudinal design to examine the effects of implicit person theories (IPTs; Dweck & Leggett, 1988) on task performance over two…
(more)
▼ The current study employed a longitudinal design to examine the effects of implicit person theories (IPTs; Dweck & Leggett, 1988) on task performance over two measurement occasions and a week of temporal separation. This design allowed for a direct inquiry into the pivotal role that one's lay beliefs about the malleability of attributes play in a simulated task feedback environment. In addition to examining the direct effects of IPT on task performance, the study investigated the role of the mediated mechanisms of appraisal effectiveness (i.e., feedback reactions), goal setting, effort, and attributions in the IPT-task performance relationship. Further, the study investigated the conditional indirect effect of feedback sign (i.e., positive vs. negative) on the meditational mechanisms, otherwise known as moderated mediation. 242 psychology students participated in the study for course credit. Limited evidence for the proposed meditational models was provided. Overall, IPTs significantly positively predicted task performance following the receipt of feedback after a one-week lag in measurement. Furthermore, the sign of the feedback was a significant, positive predictor of the full class of feedback reactions. Notably, the full class of reactions to feedback were all positively related to task 2 performance, providing empirical evidence of the predictive validity of appraisal feedback reactions for subsequent performance. Implications of the results, future research directions, and limitations are discussed.
Advisors/Committee Members: Kraiger, Kurt, 1957- (advisor), Mulqueen, Casey (committee member), Rhodes, Matthew G. (committee member), Feller, Richard William (committee member).
Subjects/Keywords: reactions to feedback; implicit person theories; performance appraisal; Feedback (Psychology); Employee motivation; Performance standards
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APA (6th Edition):
Liff, J. P. (2010). Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/39058
Chicago Manual of Style (16th Edition):
Liff, Joshua Philip. “Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment.” 2010. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/39058.
MLA Handbook (7th Edition):
Liff, Joshua Philip. “Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment.” 2010. Web. 15 Jan 2021.
Vancouver:
Liff JP. Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment. [Internet] [Doctoral dissertation]. Colorado State University; 2010. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/39058.
Council of Science Editors:
Liff JP. Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment. [Doctoral Dissertation]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/39058
Colorado State University
28.
Wolfson, Natalie E.
Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers.
Degree: MS(M.S.), Psychology, 2010, Colorado State University
URL: http://hdl.handle.net/10217/45978
► The purpose of this study was to examine the effect of two instructional design principles, instructional coherence and advanced organizers, on the learning outcomes of…
(more)
▼ The purpose of this study was to examine the effect of two instructional design principles, instructional coherence and advanced organizers, on the learning outcomes of older and younger adults in a computer-based training context. Instructional coherence refers to the notion that people learn more deeply when information not directly relevant to the learning goal is removed from instruction. Advanced organizers are introductory organizing frameworks for the intended training content (e.g., outlines). Participants (49 younger adults and 52 older adults) completed a computer-based training program and were randomly assigned to a condition in which information was coherent or incoherent and to a condition in which learning material was preceded by an advanced organizer or not preceded by an advanced organizer. Results indicated that 1) overall, older adults performed worse on learning outcome measures compared to younger adults, 2) instructional coherence significantly improved the learning performance of both older and younger adults, and 3) advanced organizers improved the performance of older adults but did not affect the performance of younger adults in transfer tasks. Based on the results, it is recommended that future researchers explore age-specific instructional formats in order to optimize the performance of older adults in computer-based training contexts.
Advisors/Committee Members: Kraiger, Kurt, 1957- (advisor), Gibbons, Alyssa Anne Mitchell (committee member), Rhodes, Matthew G. (committee member), Mumford, Troy V. (committee member).
Subjects/Keywords: Computer-based instruction – Design; computer-based instruction; coherence; aging; advance organizers; Instructional systems – Design; Curriculum evaluation; Cognition – Age factors; Older people – Education
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APA (6th Edition):
Wolfson, N. E. (2010). Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/45978
Chicago Manual of Style (16th Edition):
Wolfson, Natalie E. “Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers.” 2010. Masters Thesis, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/45978.
MLA Handbook (7th Edition):
Wolfson, Natalie E. “Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers.” 2010. Web. 15 Jan 2021.
Vancouver:
Wolfson NE. Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers. [Internet] [Masters thesis]. Colorado State University; 2010. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/45978.
Council of Science Editors:
Wolfson NE. Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers. [Masters Thesis]. Colorado State University; 2010. Available from: http://hdl.handle.net/10217/45978
Colorado State University
29.
Hawker, Morgan Johanna.
Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations.
Degree: PhD, Chemistry, 2016, Colorado State University
URL: http://hdl.handle.net/10217/178839
To view the abstract, please see the full text of the document.
Advisors/Committee Members: Fisher, Ellen R. (advisor), Rickey, Dawn (committee member), Menoni, Carmen S. (committee member), Barisas, George (committee member), Rhodes, Matthew G. (committee member).Subjects/Keywords: characterization; plasma; three-dimensional; metacognition; biomedical; polymer
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APA (6th Edition):
Hawker, M. J. (2016). Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/178839
Chicago Manual of Style (16th Edition):
Hawker, Morgan Johanna. “Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations.” 2016. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021.
http://hdl.handle.net/10217/178839.
MLA Handbook (7th Edition):
Hawker, Morgan Johanna. “Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations.” 2016. Web. 15 Jan 2021.
Vancouver:
Hawker MJ. Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations. [Internet] [Doctoral dissertation]. Colorado State University; 2016. [cited 2021 Jan 15].
Available from: http://hdl.handle.net/10217/178839.
Council of Science Editors:
Hawker MJ. Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications: Exploring general chemistry students' metacognitive monitoring on examinations. [Doctoral Dissertation]. Colorado State University; 2016. Available from: http://hdl.handle.net/10217/178839
. 
Open Access Theses and Dissertations
