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The current study compared an online academic integrity tutorial modified from Belter & du Pre (2009) to a pre-recorded online academic integrity lecture in reducing incidents of plagiarism among undergraduate students at a science and technology university. Participants were randomized to complete either the tutorial or the pre-recorded lecture and then completed an academic integrity quiz. We hypothesized that students who completed the tutorial would exhibit fewer incidents of plagiarism and complete the quiz with fewer attempts. Results revealed no statistically significant difference in incidents of plagiarism between the groups. There was a significant positive relation between the number of quiz attempts and the incidents of plagiarism (r (31) = .388, p = .03). Results suggest that an online tutorial is equally effective as a pre-recorded online lecture in addressing issues of plagiarism in the classroom. These results are discussed in the context of education strategies, intrinsic motivation, and time-saving methods.

Nine-and twelve-year-old children named target words which were preceded by sentences ending in words having more than one meaning. Sentences biased the ambiguous word toward its dominant (more frequent) or subordinate (less frequent) meaning. Targets were related to the same meaning as that biased by the sentence, the other meaning, or were unrelated. Targets were presented 0, 300, or 700 ms following the sentence. For both ages, dominant sentences facilitated responses only to the contextually appropriate target. However, subordinate sentences led to facilitation of the appropriate meaning only for the younger group. Older children showed greater facilitation for the inappropriate (but more common) meaning. These results indicate that younger children are more sensitive to the sentence context in which an ambiguous word appears, while the processing of the older children is determined more by the relative frequencies of the words meanings. RESUMEOn observe couramment qu'un lecteur a besoin de moins de temps pour identifier un mot prtsentt en contexte que le m&me mot apparaissant avec une information sans relation avec lui. On a tgalement montrt B plusieurs reprises que cet effet de facilitation contextuelle decroit systtmatiquement avec l'sge, c'est-&dire que le contexte est plus utilist par les jeunes lecteurs que par leurs aints. La recherche prtsentte ici concerne les effets de contexte pour des mots ayant plus d'une signification. Le theme de I'ambigui'tt lexicale convient t r b bien a l'ttude des caracttristiques de la facilitation contextuelle, puisqu'il est possible de stparer l'activation de chacune des significations et d'examiner ensuite 1'Ctendue de l'information activte par le mot. Notre prtctdente recherche a montrt qu'il y a des changements lits a l'ige dans le traitement des mots ambigus. Dans cette recherche, des enfants

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