Chapter to be published in Essays from E-xcellence in Teaching

In response to the increased use of personal technologies, such as laptops and cell phones in the classroom, instructors have begun to implement technology bans.  The purpose of this essay is to review the evidence in favor of a technology ban, describe recent results which suggest a ban can be harmful to students’ engagement in the course, and to provide recommendations for instructors to aid in the development of a technology policy for their classrooms (http://teachpsych.org/E-xcellence-in-Teaching-Blog/5068179).

New Publication in Acta Psychologica

According to existing theories of context-driven control, participants unconsciously implement multiple control settings within a single task.  In our paper entitled “Properties of Context-driven Control Revealed through the Analysis of Sequential Congruency Effects,” we find that sequential congruency effects (the reduction in the congruency effect following incongruent relative to congruent trials) are present within but not across control settings.  In this way, participants are continually updating control settings over the course of an experiment. (link to .pdf)

Poster presented at Association for Psychological Science Annual Convention

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.

Prof. Hutcheon Receives Early Career Travel Grant from STP

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.

Poster Presented at Annual Psychonomics Conference

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.