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- Genre: Doctoral Dissertation
Description
A commonly held belief among educators, researchers, and students is that high-quality texts are easier to read than low-quality texts, as they contain more engaging narrative and story-like elements. Interestingly, these assumptions have typically failed to be supported by the writing literature. Research suggests that higher quality writing is typically associated with decreased levels of text narrativity and readability. Although narrative elements may sometimes be associated with high-quality writing, the majority of research suggests that higher quality writing is associated with decreased levels of text narrativity, and measures of readability in general. One potential explanation for this conflicting evidence lies in the situational influence of text elements on writing quality. In other words, it is possible that the frequency of specific linguistic or rhetorical text elements alone is not consistently indicative of essay quality. Rather, these effects may be largely driven by individual differences in students' ability to leverage the benefits of these elements in appropriate contexts. This dissertation presents the hypothesis that writing proficiency is associated with an individual's flexible use of text properties, rather than simply the consistent use of a particular set of properties. Across three experiments, this dissertation relies on a combination of natural language processing and dynamic methodologies to examine the role of linguistic flexibility in the text production process. Overall, the studies included in this dissertation provide important insights into the role of flexibility in writing skill and develop a strong foundation on which to conduct future research and educational interventions.
ContributorsAllen, Laura (Author) / McNamara, Danielle S. (Thesis advisor) / Glenberg, Arthur (Committee member) / Connor, Carol (Committee member) / Duran, Nicholas (Committee member) / Arizona State University (Publisher)
Created2017
Description
Emotions are an important part of persuasion. Experimental research suggests that White and male jurors can use emotion to increase their influence, while other jurors cannot. This research builds on prior research by examining the relationship between naturally occurring emotion during mock jury deliberations and the influence that jurors hold. Participants (N = 708) in 153 mock juries watched a murder trial video and deliberated on a verdict. Participants self-reported their experienced emotions and rated their perceptions of the other jurors’ emotion and influence. After data was collected, I extracted acoustic indicators of expressed emotion from each deliberation and used a speech emotion recognition model to classify each mock juror’s emotional expression. I hypothesized that there would be an overall effect of emotional expression on influence such that as mock jurors’ emotion increased, their influence would also increase. However, I hypothesized that a juror’s race and gender would moderate the relationship between emotion and influence such that White male jurors will be seen as more influential when they are more emotional, and that female jurors and jurors of color will be seen as less influential when they are more emotional. I also hypothesized that female jurors of color will be doubly penalized for being emotional, due to their “double-minority” status. Bayesian model averaging suggested that the data was most probable under models that included perceived emotion, race, and the interaction between the two, compared to models that did not. Consistent with the hypothesis, as participants were perceived as more emotional, their influence increased. In contrast to the hypotheses, being perceived as more emotional increased influence for both White and non-White mock jurors but the effect was stronger for non-White jurors. In other words, while all jurors benefited from being perceived as more emotional, non-White jurors benefited more than White jurors. Male jurors were more influential than female jurors, and gender did not interact with emotion.. Although being perceived as more emotional predicted increased influence for all participants, this research demonstrates that there are racial and gender disparities in the level of influence that someone might hold on a jury.
ContributorsPhalen, Hannah J (Author) / Salerno, Jessica (Thesis advisor) / Schweitzer, Nicholas (Committee member) / Duran, Nicholas (Committee member) / Arizona State University (Publisher)
Created2023
Description
Computer-based environments provide a window into the complex and multifaceted learning process. These systems often collect a vast amount of information concerning how users choose to engage and behave within the interface (i.e., click streams, language input, and choices). Researchers have begun to use this information to gain a deeper understanding of users’ cognition, attitudes, and abilities. This dissertation is comprised of two published articles that describe how post-hoc and real-time analyses of trace data provides fine-grained details about how users regulate, process, and approach various learning tasks within computer-based environments. This work aims to go beyond simply understanding users’ skills and abilities, and instead focuses on understanding how users approach various tasks and subsequently using this information in real-time to enhance and personalize the user’s learning experience.
ContributorsSnow, Erica L (Author) / McNamara, Danielle S. (Thesis advisor) / Connor, Carol (Committee member) / Winne, Phillip (Committee member) / Duran, Nicholas (Committee member) / Arizona State University (Publisher)
Created2015