Tag Archives: Published student work

Anna K. Jarschke Gets Published in Student Pulse

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



Publications from the Psychology Program!

Hello All,

I am excited to share SNC psychology student published work!  Publishing is hard work and this process requires dedication.  Here, we celebrate achievement!!!

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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