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Description
Multimodal presentations have been found to facilitate learning, however, may be a disadvantage for low spatial ability students if they require spatial visualization. This disadvantage stems from their limited capacity to spatially visualize and retain information from both text and diagrams for integration. Similarly, working memory capacity (WMC) likely plays a key role in a learner's ability to retain information presented to them via both modalities. The present study investigated whether or not the act of self-explaining helps resolve deficits in learning caused by individual differences in spatial ability, working memory capacity, and prior knowledge when learning with text, or text and diagrams. No interactions were found, but prior knowledge consistently predicted performance on like posttests. The author presents methodological and theoretical explanations as to the null results of the present study.
ContributorsGutierrez, Pedro J (Author) / Craig, Scotty D. (Thesis advisor) / Branaghan, Russell (Committee member) / Sanchez, Cristopher (Committee member) / Arizona State University (Publisher)
Created2014
Description
Multimedia learning has become increasingly popular as it proceeds to understand how different senses such as the visual and auditory systems work together to present information. The aim of the present study was to examine the effect of temporal contiguity, a principle of multimedia learning, while displaying images and narration of fruits and vegetables to increase memorization of content. 21 preschool students between the ages of 4 and 5 from Arizona State University’s Child Study Lab were recruited for the purpose of the study. Students received one of two versions of a short video while inside the classroom. The two videos displayed information either at the same time or successively. Children’s knowledge was assessed with a drag and drop categorization game. The findings show there were no significant differences between the two conditions. Future studies should consider a longer training period when developing multimedia learning technology to ensure content is retained.
ContributorsLang, Destiny Hope (Author) / Craig, Scotty D. (Thesis advisor) / Roscoe, Rod (Committee member) / Kupfer, Anne (Committee member) / Arizona State University (Publisher)
Created2019
Description
Social categories such as race and gender are associated by people with certain characteristics (e.g. males are angry), which unconsciously affects how people evaluate and react to a person of specific social categories. This phenomenon, referred to as implicit bias, has been the interest of many social psychologists. However, the implicit bias research has been focusing on only one social category at a time, despite humans being entities of multiple social categories. The research also neglects the behavioral contexts in which implicit biases are triggered and rely on a broad definition for the locus of the bias regulation mechanism. These limitations raise questions on whether the current bias reduction strategies are effective. The current dissertation sought to address these limitations by introducing an ecologically valid and multidimensional method. In Chapters 1 and 2, the mouse-tracking task was integrated into the implicit association task to examine how implicit biases were moderated in different behavioral contexts. The results demonstrated that the manifestation of implicit biases depended on the behavioral context as well as the distinctive identity created by the combinations of different social categories. Chapter 3 laid groundwork for testing working memory as the processing capacity for the bias regulation mechanism. The result suggested that the hand-motion tracking indices of working memory load could be used to infer the capacity of an individual to suppress the influence of implicit bias. In Chapter 4, the mouse-tracking paradigm was integrated into the Stroop task with implicit associations serving as the Stroop targets. The implicit associations produced various effects including the conflict adaptation effect, like the Stroop targets, which suggested that implicit associations and Stroop stimuli are handled by overlapping cognitive mechanisms. Throughout these efforts, the current dissertation, first, demonstrated that a more ecologically valid and multidimensional approach is required to understand biased behaviors in detail. Furthermore, the current dissertation suggested the cognitive control mechanism as a finer definition for the locus of the bias regulation mechanism, which could be leveraged to offer solutions that are more adaptive and effective in the environment where collaboration and harmony are more important than ever.
ContributorsRheem, Hansol (Author) / Becker, D. Vaughn (Thesis advisor) / Craig, Scotty D. (Committee member) / Gutzwiller, Robert S. (Committee member) / Arizona State University (Publisher)
Created2019