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ItemRepeated Testing of Working Memory Capacity(Georgia Institute of Technology, 2008-05-05) Carter, LauraWorking memory capacity is measured by a variety of memory span tasks and can account for about 40% of inter-individual variation in fluid intelligence (Broadway &Engle, in preparation). In the present study, ten participants performed a widely accepted valid test of WMC, the Running Memory Span task (Pollack, Johnson, &Knaff, 1959), twenty-five times over five sessions to assess test-retest reliability and the extent of practice effects. Results confirmed expectations that memory performance would improve but that the rank ordering of individuals on performance would remain consistent over repeated testing.
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ItemVisual and Auditory Velocity Perception and Multimodal Illusions(Georgia Institute of Technology, 2008-05-05) Gasaway, Katherine S.Although ambiguous and conflicting sensory information from different sensory modalities is common, people seldom experience perceptual ambiguities or conflict between senses. Just as the retinal nerve blind spot is filled in and seldom seen, conflicting or otherwise confusing sensory information is resolved in favor of the most appropriate modality, eliminating the confusion from conscious experience. The ventriloquism effect and auditory driving are two examples of perceptual phenomena arising from this sensory override. This research explores the hypothesis that velocity perception is subject to the same effects. Subjects were presented with two bimodal (auditory-visual) stimulus pairs and asked to determine which of the visual stimuli was moving faster. In a V2A2/V2A1 condition, participants responded significantly more frequently that the first visual stimulus was faster than in any non-target condition. This effect was not found for V2A2/V2A3 trials.
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ItemThe implications of attention control on working memory span(Georgia Institute of Technology, 2008-05-05) Gay, Catherine E.Previous research has suggested that attention control is strongly implicated in working memory span. The current study utilized participants who had previously been tested for working memory capacity with the operation span, symmetry span and reading span tasks. Participants with high or low working memory spans where included in this study. These participants completed the Go/No-Go, Global/Local and Stop-Signal tasks, which examined different aspects of attention control. No significant differences were found between the working memory span groups on these three tasks.
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ItemIndividual Differences and Academic Behavior(Georgia Institute of Technology, 2008-05-05) Morford, Zachary H.SUMMARY This study investigates the relationship between procrastination and goal-setting behaviors. Undergraduate students (20 male, 24 female) completed a measure of the Five-Factor Model of personality (Mini-Markers) a test of procrastination (PASS), the Achievement Goal Questionnaire, a goal commitment questionnaire for a specific goal and a goal commitment questionnaire for a non-specific goal. In addition, a measure was created for this study that measures how many incidents of being late the students have had this semester. Also, the students completed three situational questions measuring academic procrastination tendencies.
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ItemDriver Onset Braking Time: The Uncertainty Involved With Approaching an Intersection(Georgia Institute of Technology, 2008-05-05) Ryan, ChristopherMany automobile accidents occur at intersections, which are often controlled by stop signs and traffic lights. Understanding how a driver interprets, anticipates, and responds to stop signs and traffic lights could help increase the safety and usability of these devices. How drivers brake when approaching traffic control devices of differing levels of uncertainty was examined and compared. The uncertainty associated with the variable message presented in a traffic light was compared to a stop sign. A series of videos depicting these scenarios were shown to drivers, and their brake onset times were recorded. It was discovered that drivers began braking sooner when approaching a stop sign compared to approaching a traffic light. Several other interactions were also investigated, but found to be of no significance.
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ItemNonverbal Feedback Integration: A Controlled System(Georgia Institute of Technology, 2008-05-05) Rice, Nathaniel C.Conversations involve the exchanging of feedback, both verbal and nonverbal, and the importance of these cues is well understood. The cognitive processes used in integrating the feedback have yet to examined, especially concerning how automatic and controlled the integration of nonverbal feedback is. Participants viewed a series of pictures that made up children s stories and gave a summary of the events under various feedback conditions: positive, negative, and neutral. The speech samples were analyzed for fluency using measures of pause duration and syllable count, and there were no significant results due to the various feedback conditions. The self-report measures of fluency indicated that participants thought their fluency changed as a function of the feedback despite no observed change in fluency.
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ItemThe Effects of Experience with a Technology on Privacy Concerns and Disclosure of Health Information(Georgia Institute of Technology, 2008-05-05) Burnham, Kaylee E.Although the ubiquity of technology can make many aspects of life more convenient, it may simultaneously raise concerns about the privacy of personal information. While the link between privacy, self-disclosure, and new technology has been suggested, a clear understanding of these variables remains lacking. Explanation for the need for information has been suggested to increase one s comfort level and in turn lead to increased disclosure. The goal of the present study was to assess how experience with a technology affects attitudes toward levels of disclosure of personal information. Older adult (ages 65-74) and younger adult (ages 18-22) participants were exposed to one of two systems, either providing feedback or no feedback relating to the purpose of the question, designed to gather personal health information. Participants provided a rating about how much information they believed they would disclose to the system. Results indicate that younger adults alter their self-disclosure attitudes based on the sensitivity of the question asked, but older adults do not. Neither age group was affected by feedback related to the purpose of the question.
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ItemEfficiency of Spearcon-Enhanced Navigation of One Dimensional Electronic Menus(Georgia Institute of Technology, 2008-05) Palladino, Dianne K.This study simulated and compared cell phone contact book menu navigation using combinations of both auditory (text-to-speech and spearcons) and visual cues. A total of 127 undergraduates participated in a study that required using one of five conditions of alphabetically listed menu cues to find a target name. Participants using visual cues (either alone or combined with auditory cues) outperformed those using only auditory cues. Performance was not found to be significantly different among the three auditory only conditions. When combined with visual cues, spearcons improved navigational efficiency more than both text-to-speech cues and menus using no sound, and provided evidence for the ability of sound to enhance visual menus. Research results provide evidence applicable to efficient auditory menu creation.