Anna K. Jarschke along with mentor and co-author, Christina M. Frederick, Ph.D., are now published in The International Student Journal, Student Pulse. The title of the published work is The Influence of Gender on Long-Term Incidental Memory. The article can be accessed at the following link: http://www.studentpulse.com/authors/2153/anna-k-jarschke-and-christina-m-Frederick
I am excited to share SNC psychology student published work! Publishing is hard work and this process requires dedication. Here, we celebrate achievement!!!
Troy Mott and Karen Duran conquered the challenge of publication with independent research projects designed and implemented as part of their Bachelor’s program in psychology.
Karen Duran’s paper Information Comprehension: Handwritten vs. Typed Notes can be found in the International Journal of Human Sciences. Abstract: Ever advancing trends in technology, and implemented in educational settings, inspired the current study, which examined the impact, on comprehension, of note-taking method. 72 undergraduate participants, aged 18-26, viewed a projected documentary in a classroom setting and took notes for a later assessment via either paper or computer keyboard. The Mann-Whitney U (Ryan & Joiner, 2001) showed a significant difference between the test scores produced via typed notes and written notes (p = .006).
Experimental and survey results converge and dictate that the best and preferred practice for student note taking is writing.
Read the full article by clicking this link: Duran, K. & Frederick, C. 2013 Handwritten vs. typed notes
Troy Mott’s paper The Relation Between Text Medium and Critical Reading Scores can be found in the International Journal of Human Sciences. Abstract: Post-secondary educational institutions have incorporated tablets in the educational curriculum (Woodford, 2001). To investigate how reading medium impacts critical reading ability, I performed two studies. In the first study,
participants read an SAT practice test passage (Mathur, 2012) from either paper or an iPad 2 tablet. The identical passages were 949 words. Once the reading was complete, participants responded to 12 critical reading assessment questions about the passage. 116 participants completed the critical reading assessment study. A second study, a self-response survey, which
examined the reading preferences and demographics (gender and age) of 115 participants was also conducted. A two-way ANOVA was used to analyze the results of the critical reading comprehension test. No significant difference was found between critical reading comprehension scores between mediums and academic standing (p = .911). The
self-response survey was assessed using a chi-square analysis. There was no significant difference in preference between upper and lower division undergraduates (p = .157). Females showed a stronger preference for reading from paper than males (p = .045), and a significant
preference was found among the total sample population for reading from paper over other surveyed forms of media (p < 0.001). The implications of this study are relevant to the future of education and sustainability efforts in the classroom.
Read the full article by clicking this link: Mott, T. & Frederick, C. 2013 Text medium and critical reading scores