Data from Web-delivered experiments conducted in browsers by remote users of PsychExperiments, a public on-line psychology laboratory, reveal experiment effects that mirror lab-based findings, even for experiments that require nearly millisecond accuracy of displays and responses. Textbook results are obtained not just for within-subjects effects, but for between-subjects effects as well. These results suggest that existing technology is adequate to permit Web delivery of many cognitive and social psychological experiments and that the added noise created by having participants in different settings using different computers is easily compensated for by the sample sizes achievable with Web delivery.
PsychExps (http://www.olemiss.edulPsychExps) is an interactive on-line psychology laboratory designed to facilitate teaching and conducting research over the Internet. With the increased use of the Web among students and the development of technology enabling the deployment of experiments via the Internet, a laboratory such as PsychExps appears to offer numerous advantages over the solely classroom-based laboratory. As part of the development of PsychExps, a survey was conducted, to assess the utility of this novel approach to the traditional computer-based psychology laboratory classes. Responses generally indicate interest in and a need for cost-effective resources such as an Internetbased laboratory. In addition, PsychExps offers several advantages over the mostly pedagogical and demonstration-based psychology sites on the Internet. Advancements in computer technology have placed today's psychology students and professors in the unique and exciting position of being the first generation to be able to conduct truly interactive experiments via the Internet. In the past, psychology departments fortunate enough to have computer labs have based their classes around expensive hardware and software that was quickly outdated. Now, with the advent of such interactive Web sites as PsychExps (http://www.olemiss.eduiPsychExps), IPL (http://kahuna.psych.uiuc.edu/ipl/), and CogLab (http://www.psych.purdue.edul-coglab/), students can run complex experiments from virtually all Internet-connected computers. An immediate application of the new technology is for laboratory classes in psychology, at least for those that use experiment packages installed on local computers. Rather than depend solely on department-owned computers and software to conduct these experiments, departments can depend on student-or university-owned computers and on software provided free at Internet sites. The dollar savings in software and equipment is enhanced by valuable space savings. In addition to financial arguments favoring the new technology, there are functional arguments. Sample sizes for research conducted in traditional department-based laboratory experiments are often limited by the size ofthe class itself. Since the typical lab class contains fewer than
Equations are formulated and numerical results presented for electromagnetic scattering from an infinitely long circular cylinder of homogeneous dielectric coated with a dielectric shell. The permittivity of the dielectric shell varies
This article presents efforts to improve the presentation of material in high frequency, microwave, and electronics laboratories using multimedia technology. A crowded undergraduate curriculum leaves little time to dwell on difficult concepts in these areas of study, yet the laboratory experience is enhanced by greater understanding. A moderate or small-sized electrical engineering department is well suited for a one-on-one approach to teaching where close faculty-student interaction serves to fill many student needs. Even in this environment, better visualization tools may increase learning by reinforcing material introduced in the classroom. This project uses multimedia to enhance instruction and presentation in the high frequency, microwave, and electronics laboratories.
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