Research conducted in the Cognitive Ctrl Lab assessing the impact of autobiographical growth narratives on women’s math performance was presented at the APS Annual Convention in Boston, MA on May 25th, 2017. In this work, we tested whether requiring women to write about a time in their life where they showed growth in some area (growth narrative) would lead to better performance in math. While performance improved relative to controls, the growth narrative condition lead to similar levels of performance compared with existing interventions. Future work will test the durability of growth narratives.
Research assistants Aileen and Sigi will be conducting research in the Cognitive Ctrl Lab this summer as a part of the Bard Summer Research Institute (BSRI) Program. Primary research topics for the summer include the implementation of eye tracking technology as well as a Grade Visualization program to improve students’ experience in the classroom.
Prof. Hutcheon recieved a 2017 Early Career Psychologist Travel Grant from the Society for the Teaching of Psychology (STP). This grant will be used to fund Prof. Hutcheon’s travel to the annual Northeast Conference for Teachers of Psychology (NECTOP) in October, 2017 where he will present recent work which attempts to understand how providing students with a visualization of their grades can impact their performance and experience within the classroom.
On November 17th, the lab attended the 57th annual Psychonomics conference in Boston, held at the Sheraton Hotel. Prof. Hutcheon along with lab members Anna Richard, Aileen Lian, and Elizabeth Fitzgerald presented at the first poster session, where they discussed their novel findings regarding the implementation of stimulus driven control vs. contingency learning in item level manipulations of the Stroop task. For more information, click here.
Meet our new lab members! Sigi Nielsen and Elizabeth Fitzgerald, who are both junior psychology majors at Bard, are excited to be the latest research assistants to join the Cognitive Ctrl Lab. In the upcoming weeks, they’ll join the other lab members in running participants through an experiment that examines the effects of memory load (the amount of information a person holds, at any given time, in their working memory) on cognitive control. Stay tuned for updates on the researchers’ findings!
For work done in collaboration with undergraduate research assistants Aileen Lian and Anna Richard, Prof. Hutcheon received the Early Career Psychologist Poster Award at the Society for Teaching Psychology Annual Conference on Teaching. The poster entitled “The impact of a technology ban on student’s perceptions and performance in Introduction to Psychology” presented results from a cognitive ctrl lab study which suggest a technology ban negatively impacts students experience in the classroom.
Research conducted in the cognitive ctrl lab assessing the impact of a technology ban on student’s perception of Introduction to Psychology was presented at the Society for Teaching Psychology (STP) Annual Conference on Teaching (ACT) in Atlanta, GA on October 21, 2016. In contrast to previous studies, our preliminary findings suggest that the implementation of a technology ban may have a negative impact on student experience within the class.
For more information, click here.
Context-driven control refers to the finding that participants are able to implement multiple attentional settings within a single task. Elsewhere, attentional settings have been shown to differ along various dimensions including location, font type, and gender. A recent paper published in the Quarterly Journal of Experimental Psychology by members of the Cognitive Ctrl Lab identifies limits on the generalizability of context-driven control. We argue that context-driven control emerges only when contextual dimensions are sufficiently salient for organizing information within the task.
For more information, click here.