A framework for developing word fragment completion tasks

Koopman, Joel; Howe, Michael; Johnson, Russell E.; Tan, James A.; Chang, Chu–Hsiang

doi:10.1016/j.hrmr.2012.12.005

Cited by 22 publications

(20 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is counter to the majority of the literature (e.g., Hirshman and Bjork, 1988;Richland et al, 2005) and we present several explanations for this finding. First, the word fragment task was not well executed in terms of using a standardized method for developing materials as suggested by Koopman et al (2013). Because an item analysis was not done prior to using these word fragment tasks, it may not be a reliable measure for distinguishing between participants' performance.…”

Section: Discussionmentioning

confidence: 99%

The effect of selected “desirable difficulties” on the ability to recall anatomy information

Dobson

Linderholm

2014

Anatomical Sciences Ed

View full text Add to dashboard Cite

"Desirable difficulties" is a theory from cognitive science used to promote learning in a variety of contexts. The basic premise is that creating a cognitively challenging environment at the learning acquisition phase, by actively engaging learners in the retrieval of to-be-learned materials, promotes long-term retention. In this study, the degree of desirable difficulties was varied to identify how cognitively challenging the learning acquisition phase must be to benefit university-level students' learning of anatomy concepts. This is important to investigate as applied studies of desirable difficulties are less frequent than laboratory-based studies and the implementation of this principle may need to be tailored to the specific field of study, such as anatomy. As such, a read-read-read-read (R-R-R-R) condition was compared to read-generate-read-generate (R-G-R-G) and read-test-read-test (R-T-R-T) conditions. The three conditions varied in terms of how effortful the retrieval task was during the learning acquisition phase. R-R-R-R required little effort because participants passively read the materials four times. R-G-R-G required some effort to generate a response as participants completed a word fragment task during the learning acquisition phase. R-T-R-T was thought to be most demanding as participants performed a free recall task twice during the learning phase. With regard to the absolute amount of anatomy information recalled, the R-T-R-T condition was superior at both immediate and delayed (one week) assessment points. Thus, instructors and learners of anatomy would benefit from embedding more free recall components, or self-testing, into university-level course work or study practices.

show abstract

Section: Discussionmentioning

confidence: 99%

The effect of selected “desirable difficulties” on the ability to recall anatomy information

Dobson

Linderholm

2014

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…Completion Task (e.g., Johnson & Lord, 2010;Vargas et al, 2007) that had been modified to assess implicit safety and fear construct activation when participants were primed with images of either White male police officers or civilians. Creation of the Word Fragment Completion Task followed the guidelines outlined by Koopman, Howe, Johnson, Tan, and Chang (2013). In the process of creating the task, words relating to the constructs of safety and fear were compiled from the sample population (i.e., college students); students were asked to provide words that were closely related to safety or fear, and the seven most frequently reported words were used for the task.…”

Section: Implicit Attitude Measure Participants Completed a Version mentioning

confidence: 99%

“…In the process of creating the task, words relating to the constructs of safety and fear were compiled from the sample population (i.e., college students); students were asked to provide words that were closely related to safety or fear, and the seven most frequently reported words were used for the task. Although Koopman et al (2013) recommended 12-15 words per construct, the study design required additional "filler" words, making the burden on participants too high.…”

Section: Implicit Attitude Measure Participants Completed a Version mentioning

confidence: 99%

An Investigation of Civilian Implicit Attitudes Toward Police Officers

Sargent

Newman

2019

J Police Crim Psych

View full text Add to dashboard Cite

“…The 10‐s time limit was implemented to prevent extensive reflection during word completions. Following Koopman, Howe, Johnson, Tan, and Chang's () recommendations, some of the word fragments had specific letters missing, and others were incomplete word stems. In total, the word fragment/stem completion material was composed of 40 word fragments: 20 were target words, which could be completed to form helpfulness‐related words, and 20 were neutral words with regard to helpfulness.…”

Section: Methodsmentioning

confidence: 99%

Facilitating disclosure in intelligence interviews: The joint influence of helpfulness priming and interpersonal approach

Neequaye

Ask

Granhag

et al. 2018

Journal Invest Psychology

View full text Add to dashboard Cite

This study examined the joint influence of helpfulness priming and a helpfulness-focused interpersonal approach on information disclosure in an intelligence interview. We based the research on the theoretical proposition that consistency between an interviewee's primed dispositions and an interviewer's interpersonal approach would facilitate disclosure.Participants (N = 116) took on the role of an informant with information about an upcoming terror attack. Afterwards, an interviewer solicited information about the attack using an interpersonal approach that exhibited either high (helpfulness-focused) or low (control) fit with helpfulness concerns.Prior to the interview, in a seemingly unrelated experiment, we primed participants' helpfulness motivation and assessed their cognitive accessibility to helpfulness-related constructs.We observed that helpfulness priming increased information disclosure when the helpfulness-focused interpersonal approach was used but not when the control protocol was used. This research suggests that implementation of an interpersonal approach that complements an interviewee's primed dispositions may function symbiotically with the previous priming to facilitate information disclosure.

show abstract

A framework for developing word fragment completion tasks

Cited by 22 publications

References 66 publications

The effect of selected “desirable difficulties” on the ability to recall anatomy information

The effect of selected “desirable difficulties” on the ability to recall anatomy information

An Investigation of Civilian Implicit Attitudes Toward Police Officers

Facilitating disclosure in intelligence interviews: The joint influence of helpfulness priming and interpersonal approach

Contact Info

Product

Resources

About