On Friday, October 20th, Prof. Hutcheon presented work done in collaboration with research assistants Sigi Nielsen, Elizabeth Fitzgerald, and Aileen Lian at the Northeast Conference for Teachers of Psychology (NECTOP) annual meeting in Newton, Mass. The poster described preliminary results showing the impact of grade visualization on students self-reported academic related stress.
On Thursday, September 28, research assistants Aileen Lian and Sigi Nielsen presented research at the Bard Summer Research Institute poster session in Annandale-on-Hudson, NY. The research, conducted over the summer, explored the benefits of eye tracking technology in examining college students’ classroom experiences.
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.
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.
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.