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1. Identity the purpose of the study, state why the authors believed the study was important to conduct? 2. Identity the hypothesis of the study and clearly write it in complete sentences. 3. Identity the final number of participants in the study and state some important characteristics that were stated in the study. 4. Identify if this study is an experiment do correlational study? State how you know this in 2-4 sentences.

1. Identity the purpose of the study, state why the authors believed the study was important to conduct? 2. Identity the hypothesis of the study and clearly write it in complete sentences. 3. Identity the final number of participants in the study and state some important characteristics that were stated in the study. 4. Identify if this study is an experiment do correlational study? State how you know this in 2-4 sentences.

Ciccarelli: Psychology_5 (5th Edition)
Ciccarelli: Psychology_5 (5th Edition)
5th Edition
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:Saundra K. Ciccarelli, J. Noland White
Chapter1: The Science Of Psychology
Section: Chapter Questions
Problem 1TY
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Using the images of a study attached, answer the following questions:

1. Identity the purpose of the study, state why the authors believed the study was important to conduct?

2. Identity the hypothesis of the study and clearly write it in complete sentences.

3. Identity the final number of participants in the study and state some important characteristics that were stated in the study.

4. Identify if this study is an experiment do correlational study? State how you know this in 2-4 sentences.

Abstract Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-style information and could improve student performance in class. Keywords note-taking strategies, state-dependent learning, classroom technology Recent studies have found that 72% (Patterson & Patterson, 2017) to 79% (Carter et al., 2017) of students report using laptops in the classroom. Although some studies have described the benefits of incorporating this technology in the classroom (e.g., Bui et al., 2013; Gulek & Demirtas, 2005), such as taking more organized and comprehensive notes, other work has highlighted the negative impact that laptop use has on academic performance (e.g., Fried, 2007; Mueller & Oppen- heimer, 2014; Patterson & Patterson, 2017). For example, Pat- terson and Patterson (2017) examined laptop use at a private liberal arts college in which teachers required laptops for class, allowed laptops in class, or prohibited laptops in class. Com- puter use in the classroom was associated with poor academic performance, such as lower course grades and a lower grade point average (GPA). Similarly, Fried (2007) found that laptop use is distracting resulting in reduced attention during class and an increase in confusion regarding the material. The current study will focus on the relationship between using a laptop for note-taking purposes and quiz performance. Mueller and Oppenheimer (2014) compared the effective- ness of taking notes on a computer to that of taking notes by hand. In order to assess this relationship, participants watched one of five 15 minute TED talks and took notes either by hand or on a computer. Participants then completed an assessment of factual and conceptual questions. Prior research has described factual questions as inquiries that could be answered by taking information directly from the TED talk, while conceptual ques- tions ask one to apply lessons from the video to prior knowl- edge or a new situation (Kornmann et al., 2016; O'Connor & Klein, 2004). Individuals who took notes by hand were found to perform better on conceptual questions than individuals who took notes on a computer, but performance on factual questions did not significantly differ between these two groups (Mueller & Oppenheimer, 2014). Rochester Institute of Technology, Rochester, NY, USA Corresponding Author: Tina M. Sutton, Department of Psychology, Rochester Institute of Technology, 18 Lomb Memorial Drive, Eastman 2386, Rochester, NY 14623, USA. Email: tmsgsh@rit.edu
Transcribed Image Text:Abstract Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-style information and could improve student performance in class. Keywords note-taking strategies, state-dependent learning, classroom technology Recent studies have found that 72% (Patterson & Patterson, 2017) to 79% (Carter et al., 2017) of students report using laptops in the classroom. Although some studies have described the benefits of incorporating this technology in the classroom (e.g., Bui et al., 2013; Gulek & Demirtas, 2005), such as taking more organized and comprehensive notes, other work has highlighted the negative impact that laptop use has on academic performance (e.g., Fried, 2007; Mueller & Oppen- heimer, 2014; Patterson & Patterson, 2017). For example, Pat- terson and Patterson (2017) examined laptop use at a private liberal arts college in which teachers required laptops for class, allowed laptops in class, or prohibited laptops in class. Com- puter use in the classroom was associated with poor academic performance, such as lower course grades and a lower grade point average (GPA). Similarly, Fried (2007) found that laptop use is distracting resulting in reduced attention during class and an increase in confusion regarding the material. The current study will focus on the relationship between using a laptop for note-taking purposes and quiz performance. Mueller and Oppenheimer (2014) compared the effective- ness of taking notes on a computer to that of taking notes by hand. In order to assess this relationship, participants watched one of five 15 minute TED talks and took notes either by hand or on a computer. Participants then completed an assessment of factual and conceptual questions. Prior research has described factual questions as inquiries that could be answered by taking information directly from the TED talk, while conceptual ques- tions ask one to apply lessons from the video to prior knowl- edge or a new situation (Kornmann et al., 2016; O'Connor & Klein, 2004). Individuals who took notes by hand were found to perform better on conceptual questions than individuals who took notes on a computer, but performance on factual questions did not significantly differ between these two groups (Mueller & Oppenheimer, 2014). Rochester Institute of Technology, Rochester, NY, USA Corresponding Author: Tina M. Sutton, Department of Psychology, Rochester Institute of Technology, 18 Lomb Memorial Drive, Eastman 2386, Rochester, NY 14623, USA. Email: tmsgsh@rit.edu
process of writing where not as much information can be recorded. The results of Mueller and Oppenheimer (2014) in which longhand notes improved performance, conflict with the find- ings of Buiet al. (2013) during which those who took notes on a computer recalled more information than those who took notes by hand. According to the encoding specificity principle, the context of encoding (e.g., environmental cues or words in the surrounding area) is stored alongside learned information in a way that enables this environmental material to later serve as a retrieval cue (Bloch & Vakil, 2017; Tulving & Thomson, 1973). As a result, individuals who complete an assessment under conditions that match the initial learning environment recall more information than those who complete learning and testing under differing conditions (Tulving & Thomson, 1973). Therefore, if one's mode of note taking (i.e., by hand or on a computer) is among the contextual information that is stored at the time of learning, then completing the test in the same way may lead to better performance. This idea is consistent with the results of Bui et al. (2013) because the assessments were com- pleted on computers, and individuals who took notes on a computer demonstrated better performance than those who took notes by hand. This concept was further explored by Barrett et al. (2014). The research of Barrett et al. (2014) assessed whether con- gruent note and test taking modes could improve test perfor- mance. This was examined by asking participants to watch a 15 minute lecture about writing term papers in APA style while taking notes either by hand or on a computer. After collecting these notes, all participants were given a test consisting of free- response questions based on the lecture material either on a computer or by hand. This resulted in two congruent condi- tions: (1) individuals who took their notes and test by hand and (2) individuals who completed their notes and assessment on a computer. Relatedly, there were two incongruent conditions: (1) taking notes by hand then completing the test on a computer and (2) recording notes on a computer then filling out the assessment by hand. Individuals in congruent conditions per- formed better on assessments than individuals in incongruent conditions, supporting the idea of note taking mode as contex- tual information that may be stored and later used to facilitate memory retrieval (Barrett et al., 2014). The current study aimed to assess how test performance is impacted by congruency between mode of note taking and mode of test taking. We aimed to replicate and expand the work of Barrett et al. (2014) by testing whether their findings remain consistent when participants are tested following a delay and are provided the opportunity to study their notes. Furthermore, we implemented both factual and conceptual questions for a different type of lecture material. The findings of Barrett et al. (2014) demonstrated that individuals with congruent note tak- ing and testing modes performed better on assessments than individuals who had incongruent note taking and testing modes. In addition, the findings of Bui et al. (2013) appear to reinforce this concept because participants completed their assessments on a computer, and those who took notes on a computer performed better than those who took notes by hand. As a result, it is hypothesized that note taking mode is stored as part of one's learning environment and can thus be reinstated during the quiz resulting in better test performance. In this way, it is predicted that individuals who are in congruent conditions will score higher than individuals in incongruent conditions. Method Participants Eighty undergraduate students from Rochester Institute of Technology consented to participate in the current study in exchange for research credit in their Psychology course. Parti- cipants included 44 females and 36 males. The age of partici- pants ranged from 18 to 22 with a mean age of 19.14 (SD = 1.06). The participants were asked to report the main method they use to take notes in their classes. Forty-two participants (52.5%) reported taking notes by hand, 29 (36.25%) reported taking notes by hand in some classes and using a laptop in others, and nine participants (11.25%) reported using only a laptop to take notes. Participants were assigned to one of four conditions: (1) take notes by hand and complete the quiz by hand (congruent), (2) take notes by hand and complete the quiz using a laptop (incon- gruent), (3) take notes using a laptop and take the quiz using a laptop (congruent), or (4) take notes using a laptop and take the quiz by hand (incongruent). Materials Demographic sheet 1. On the first day, participants were pre- sented with Demographic Sheet 1, which included open-ended inquiries of age, gender, ethnicity, and major. This form addi- tionally included both multiple choice and open-ended ques- tions regarding phone and online distractions that one experienced during the presentation (e.g., "Did you go on social media, email, or other unrelated websites during the presentation?"). TED talk presentations. Four TED Talks of about 15 minutes in length were selected as learning materials for participants in this study. These TED Talks discussed psychological research and constructs that the participants were unlikely to have encountered previously. The topics included why we laugh, the relationship between frustration and creativity, stress and beha- vior, and the feeling of regret. As part of the first day, each group of one to three participants took notes on one of these videos as it was projected onto white boards located at the front and right side of the room. Computers. Dell Latitude E5470 laptops with screen dimensions of 13.2" x 9.1" were used by participants in all computer conditions. Memory assessments. During the second day, participants were given an assessment corresponding to the viewed TED Talk. These tests were formatted with the TED Talk title and link at
Transcribed Image Text:process of writing where not as much information can be recorded. The results of Mueller and Oppenheimer (2014) in which longhand notes improved performance, conflict with the find- ings of Buiet al. (2013) during which those who took notes on a computer recalled more information than those who took notes by hand. According to the encoding specificity principle, the context of encoding (e.g., environmental cues or words in the surrounding area) is stored alongside learned information in a way that enables this environmental material to later serve as a retrieval cue (Bloch & Vakil, 2017; Tulving & Thomson, 1973). As a result, individuals who complete an assessment under conditions that match the initial learning environment recall more information than those who complete learning and testing under differing conditions (Tulving & Thomson, 1973). Therefore, if one's mode of note taking (i.e., by hand or on a computer) is among the contextual information that is stored at the time of learning, then completing the test in the same way may lead to better performance. This idea is consistent with the results of Bui et al. (2013) because the assessments were com- pleted on computers, and individuals who took notes on a computer demonstrated better performance than those who took notes by hand. This concept was further explored by Barrett et al. (2014). The research of Barrett et al. (2014) assessed whether con- gruent note and test taking modes could improve test perfor- mance. This was examined by asking participants to watch a 15 minute lecture about writing term papers in APA style while taking notes either by hand or on a computer. After collecting these notes, all participants were given a test consisting of free- response questions based on the lecture material either on a computer or by hand. This resulted in two congruent condi- tions: (1) individuals who took their notes and test by hand and (2) individuals who completed their notes and assessment on a computer. Relatedly, there were two incongruent conditions: (1) taking notes by hand then completing the test on a computer and (2) recording notes on a computer then filling out the assessment by hand. Individuals in congruent conditions per- formed better on assessments than individuals in incongruent conditions, supporting the idea of note taking mode as contex- tual information that may be stored and later used to facilitate memory retrieval (Barrett et al., 2014). The current study aimed to assess how test performance is impacted by congruency between mode of note taking and mode of test taking. We aimed to replicate and expand the work of Barrett et al. (2014) by testing whether their findings remain consistent when participants are tested following a delay and are provided the opportunity to study their notes. Furthermore, we implemented both factual and conceptual questions for a different type of lecture material. The findings of Barrett et al. (2014) demonstrated that individuals with congruent note tak- ing and testing modes performed better on assessments than individuals who had incongruent note taking and testing modes. In addition, the findings of Bui et al. (2013) appear to reinforce this concept because participants completed their assessments on a computer, and those who took notes on a computer performed better than those who took notes by hand. As a result, it is hypothesized that note taking mode is stored as part of one's learning environment and can thus be reinstated during the quiz resulting in better test performance. In this way, it is predicted that individuals who are in congruent conditions will score higher than individuals in incongruent conditions. Method Participants Eighty undergraduate students from Rochester Institute of Technology consented to participate in the current study in exchange for research credit in their Psychology course. Parti- cipants included 44 females and 36 males. The age of partici- pants ranged from 18 to 22 with a mean age of 19.14 (SD = 1.06). The participants were asked to report the main method they use to take notes in their classes. Forty-two participants (52.5%) reported taking notes by hand, 29 (36.25%) reported taking notes by hand in some classes and using a laptop in others, and nine participants (11.25%) reported using only a laptop to take notes. Participants were assigned to one of four conditions: (1) take notes by hand and complete the quiz by hand (congruent), (2) take notes by hand and complete the quiz using a laptop (incon- gruent), (3) take notes using a laptop and take the quiz using a laptop (congruent), or (4) take notes using a laptop and take the quiz by hand (incongruent). Materials Demographic sheet 1. On the first day, participants were pre- sented with Demographic Sheet 1, which included open-ended inquiries of age, gender, ethnicity, and major. This form addi- tionally included both multiple choice and open-ended ques- tions regarding phone and online distractions that one experienced during the presentation (e.g., "Did you go on social media, email, or other unrelated websites during the presentation?"). TED talk presentations. Four TED Talks of about 15 minutes in length were selected as learning materials for participants in this study. These TED Talks discussed psychological research and constructs that the participants were unlikely to have encountered previously. The topics included why we laugh, the relationship between frustration and creativity, stress and beha- vior, and the feeling of regret. As part of the first day, each group of one to three participants took notes on one of these videos as it was projected onto white boards located at the front and right side of the room. Computers. Dell Latitude E5470 laptops with screen dimensions of 13.2" x 9.1" were used by participants in all computer conditions. Memory assessments. During the second day, participants were given an assessment corresponding to the viewed TED Talk. These tests were formatted with the TED Talk title and link at
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Step 1: Introduction

This study examines how different methods of taking notes affect exam performance. It examines if match-up between the method used in taking notes with that of quizzing could improve a student’s score on a test. The main purpose of doing this research was because there has been an increased use of technology in education, especially taking notes using laptops and their implications for students’ achievement. The authors wanted to investigate if there is any gain when one’s modus operand for note making matches that for the completion of a test, and also to find out if there could be some kind of dependency on the environment.

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