The present set of studies examines how working memory capacity (WMC) relates to performance on a Remote Associates Task (RAT), originally designed by Mednick (1962) as a quantifiable creative problem solving assessment. The source of fixation was manipulated across two sets of RAT items. One set was neutral with no specific fixation embedded in them, while the second set was baseball-misleading, designed so that prior knowledge of baseball would lead to an incorrect solution attempt (Wiley, 1998). WMC scores were positively related to performance on RAT items in all conditions, except one. High baseball knowledge participants' WMC scores did not relate to performance on the baseball-misleading RAT. While in general WMC may lead to better RAT performance, these results suggest that when there is a candidate solution strongly activated by prior knowledge, WMC may actually lead to too much focus on the incorrect solution and exacerbate mental sets.

No abstract

No abstract

The design and development of an outreach activity targeted at 6th grade middle school students, which aims to determine the level of phosphate in samples of water from nearby lakes and streams, are detailed. Several parameters were noted as key to the successful implementation of this activity in a school setting and to it being well-received by both students and teachers. These include the hands-on nature of the experiment, the use of professional scientific equipment and protocols, and the relevance to everyday life and nearby societal issues. Incorporation of the activity into the middle school science curriculum and educational standards are discussed. Qualitative data indicate that the outreach activity was positively received by students and teachers alike. Statistical differences were found between schools and gender even before performing the activity, suggesting that not all student audiences have the same predisposition for science. Overall, the outreach activity appeared to increase stronger endorsements of positive attitudes toward science. Cumulatively, these results suggest that the outreach activity was well-received and engaging and indicate that it increases positive attitudes toward science, though more in-depth and longitudinal analyses are necessary for future studies.

Does having more knowledge or interest in the topics used in example problems facilitate or hinder learning in statistics? Undergraduates enrolled in Introductory Psychology received a lesson on central tendency. Following the lesson, half of the students completed a worksheet with a baseball cover story while the other half received a weather cover story. Learning was assessed using a quiz that contained two kinds of items: computation and explanation. Measures of baseball knowledge and interest in baseball were collected. The results indicated that overall the students performed better on computation items than explanation items. The weather example led to better performance on the explanation items than the baseball example. No differences were seen in performance on the quiz as a function of gender, prior knowledge, or interest. If anything, the results indicated that interest in baseball seemed to hinder learning in the baseball condition. Possible reasons for differences in performance due to the cover story are discussed.

No abstract

No abstract

No abstract