Personality

Mathis, B. Claude; Cotton, John W.; Sechrest, Lee

doi:10.1016/b978-0-12-480150-9.50016-8

Cited by 3 publications

(3 citation statements)

References 43 publications

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“…According to Underwood (1961), who reviewed 10 years of distributed practice research, “Even under the most favorable conditions for facilitation by distributed practice, one could not recommend its use in an applied setting” (p. 230). Apparently following his lead, some older educational psychology texts advised that there were no clear practical implications to be drawn from distributed practice research (e.g., DeCecco, 1968; Mathis, Cotton, & Sechrest, 1970).…”

Section: Impediments To Applicationmentioning

confidence: 99%

The spacing effect: A case study in the failure to apply the results of psychological research.

Dempster¹

1988

American Psychologist

363

274

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The spacing effect would appear to have considerable potential for improving classroom learning, yet there is no evidence of its widespread application. I consider nine possible impediments to the implementation of research findings in the classroom in an effort to determine which, if any, apply to the spacing effect. I conclude that the apparent absence of systematic application may be due, in part, to the ahistorical character of research on the spacing effect and certain gaps in our understanding of both the spacing effect and classroom practice. However, because none of these concerns seems especially discouraging, and in view of what we do know about the spacing effect, classroom application is recommended.

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Section: Impediments To Applicationmentioning

confidence: 99%

The spacing effect: A case study in the failure to apply the results of psychological research.

Dempster¹

1988

American Psychologist

363

274

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“…One cognitive domain that has been shown to be abnormal in psychopathy involves attentional and orienting processes (see reviews by Arnett, 1997; Hare, 2003; Kosson & Harpur, 1997; Newman & Lorenz, 2002). In general, psychopaths tend to exhibit relatively small increases in skin conductance in anticipation of a variety of noxious stimuli (e.g., Flor, Birbaumer, Hermann, Ziegler, & Patrick, 2002; Hare, Frazelle, & Cox, 1978; Hare & Quinn, 1971; Lykken, 1957) as well as in response to emotional stimuli, including threatening images (Blair, Jones, Clark, & Smith, 1997), slides of mutilated faces (Mathis, 1970), and emotional sounds, both positive and negative (Verona, Patrick, Curtin, Bradley, & Lang, 2004). The skin conductance response is a component of the orienting reflex (Hare, 1973; Sokolov, 1963), which suggests that psychopathy is associated with abnormal orienting and attentional responses to salient or novel stimuli.…”

mentioning

confidence: 99%

Brain potentials implicate temporal lobe abnormalities in criminal psychopaths.

Kiehl¹,

Bates²,

Laurens³

et al. 2006

Journal of Abnormal Psychology

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Psychopathy is associated with abnormalities in attention and orienting. However, few studies have examined the neural systems underlying these processes. To address this issue, the authors recorded event-related potentials (ERPs) while 80 incarcerated men, classified as psychopathic or nonpsychopathic via the Hare Psychopathy Checklist--Revised (R. D. Hare, 1991, 2003), completed an auditory oddball task. Consistent with hypotheses, processing of targets elicited larger frontocentral negativities (N550) in psychopaths than in nonpsychopaths. Psychopaths also showed an enlarged N2 and reduced P3 during target detection. Similar ERP modulations have been reported in patients with amygdala and temporal lobe damage. The data are interpreted as supporting the hypothesis that psychopathy may be related to dysfunction of the paralimbic system--a system that includes parts of the temporal and frontal lobes.

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“…The results of the effects of written teacher comments about exam grades on student performance are inconsistent. Page (1958) reported positive effects (see, e.g., Mathis, Cotton, & Sechrest, 1970; Schmidt, 1978). Stewart and White (1976), however, surveyed 12 attempts to replicate Page's findings and found little agreement between Page's major finding and the replication studies.…”

mentioning

confidence: 99%

Differential effects of teacher comments.

Krampen¹

1987

Journal of Educational Psychology

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An analysis of the effects of three kinds of teacher comment (social-comparison, subject-matter, and intraindividuaUy oriented) accompanying grades in mathematics is presented. Subjects wen; 385 students from Grades 6 through 10 who were randomly assigned to one of three groups, each receiving one of the three types of comment, or to a control group. During the first half of the school year, teachers wrote comments concerning students' performance on mathematics examinations; during the second half, comments were not made so as to test the duration of effects resulting from the earlier comments. Students were observed at the beginning of the experiment, at the end of the treatment period, after the no-comment phase, and every time they received a grade in mathematics. Dependent variables (besides later performance in mathematics) were cognitive-motivational variables and some school-related personality characteristics, which were selected with reference to a differentiated expectancy-value theory of achievement motivation. In analyses of variance, an interaction between type of comment and the student's prior performance level was revealed for almost all dependent variables. Effects of comments persisted after the experimental period for school-related personality variables only (some aspects of scopespecific locus of control and test anxiety). Implications for teaching strategies as well as for developmental and educational psychology are suggested.

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Personality

Cited by 3 publications

References 43 publications

The spacing effect: A case study in the failure to apply the results of psychological research.

The spacing effect: A case study in the failure to apply the results of psychological research.

Brain potentials implicate temporal lobe abnormalities in criminal psychopaths.

Differential effects of teacher comments.

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