The Influences of Pre-testing Reviews and Delays on Differential-associative Processing versus Conditions in which Students chose their Learning Strategy

Hannon, Brenda

doi:10.11114/jets.v1i2.225

Cited by 2 publications

(2 citation statements)

References 25 publications

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“…Specifically, an η 2 ≥ .14 was considered to be a large effect that is rare in the behavioural sciences, an η 2 between .06 and .139 was considered to be a medium effect, an η 2 between .011 and .059 was considered to be a small effect, and an η 2 ≤ .01 was considered to be a trivial effect. See Hannon (2012Hannon ( , 2013, Hannon and Daneman (2007), and Hannon et al (2010), for calculations and applications of effect sizes using eta-squared. In instances where interactions were marginal, and subsequent t tests were performed, effect sizes for the t tests were first calculated using Cohen's d and were then converted to η 2 for ease of interpretation.…”

Section: Resultsmentioning

confidence: 99%

Conscious and unconscious detection of semantic anomalies

Hannon

2015

Quarterly Journal of Experimental Psychology

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When asked What superhero is associated with bats, Robin, the Penguin, Metropolis, Catwoman, the Riddler, the Joker, and Mr. Freeze? people frequently fail to notice the anomalous word Metropolis. The goals of this study were to determine whether detection of semantic anomalies, like Metropolis, is conscious or unconscious and whether this detection is immediate or delayed. To achieve these goals, participants answered anomalous and nonanomalous questions as their reading times for words were recorded. Comparisons between detected versus undetected anomalies revealed slower reading times for detected anomalies-a finding that suggests that people immediately and consciously detected anomalies. Further, comparisons between first and second words following undetected anomalies versus nonanomalous controls revealed some slower reading times for first and second words-a finding that suggests that people may have unconsciously detected anomalies but this detection was delayed. Taken together, these findings support the idea that when we are immediately aware of a semantic anomaly (i.e., immediate conscious detection) our language processes make immediate adjustments in order to reconcile contradictory information of anomalies with surrounding text; however, even when we are not consciously aware of semantic anomalies, our language processes still make these adjustments, although these adjustments are delayed (i.e., delayed unconscious detection).

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Section: Resultsmentioning

confidence: 99%

Conscious and unconscious detection of semantic anomalies

Hannon

2015

Quarterly Journal of Experimental Psychology

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“…Some studies have demonstrated that leaving time to review before an examination can have positive effects on the candidate’s performance, especially if the review is executed in the form of a practice test (for example, the previous years’ examination), as opposed to a textbook review 45 - 47 . However, there are various reasons to disregard reviewing.…”

Section: Discussionmentioning

confidence: 99%

Participating in university entrance exam despite repeated failure: a qualitative study of participants’ experiences

et al. 2016

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ObjectivesTo explore the experiences of general practitioners who continue to sit a highly-competitive residency entrance examination, despite repeated failure.MethodsThis qualitative, exploratory study employed semi-structured, in-depth interviews with 35 candidates of a residency entrance exam who had failed the examination at least twice and were preparing to sit it again. Interview questions addressed the challenges they faced and how they managed these challenges. Interview data were audiotaped, transcribed, and analysed to identify themes.ResultsThe results demonstrated that more than 50% (n=19) of candidates struggled continuously and internally with different aspects of the exam. These include being under a great deal of pressure to succeed, failing to prioritize study materials, inefficient review during the final days of preparation, and sitting the exam with an afflicted body. Furthermore, during the examination, they frequently used inefficient strategies to answer questions. Afterwards, they experienced feelings of freedom associated with having finished the exam. ConclusionsParticipation in a highly-competitive examination exerts a considerable amount pressure on low-performing candidates. This climate not only results in burn out of participants, but it also influences their learning styles and identities as future physicians. It is therefore necessary to design a syllabus for both test candidates and policy makers, in order better to manage this environment. Candidates also should be aware of their individual weaknesses, in order to improve their studying skills.

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The Influences of Pre-testing Reviews and Delays on Differential-associative Processing versus Conditions in which Students chose their Learning Strategy

Cited by 2 publications

References 25 publications

Conscious and unconscious detection of semantic anomalies

Conscious and unconscious detection of semantic anomalies

Participating in university entrance exam despite repeated failure: a qualitative study of participants’ experiences

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