Voice’s Effect on Student Effort Ratings and Recall Performance While Under Cognitive Stress

2021 ◽  
Vol 65 (1) ◽  
pp. 576-580
Author(s):  
Thomas W. Morris ◽  
Hung-Tao M. Chen
Keyword(s):  
College Students ◽  
Recall Performance ◽  
Learning Situation ◽  
Pedagogical Agent ◽  
Cognitive Stress ◽  
Student Effort ◽  
Human Voice ◽  
Modern Computer ◽  
Growing Body ◽  
The Impact

Computer-generated speech is becoming more commonplace in classrooms, so it is important to examine the impact of computer voice on students’ cognition in a variety of learning situations. The current study investigated the effects of voice in a cognitively stressful, audio-only learning situation. In this experiment, 122 college students were recruited to listen to an audio lecture and respond to test questions. Our findings indicated that participants rated the classic voice engine as demanding the most effort and the human voice as demanding the least effort. Students also had the best recall performance in the human voice condition and the worst recall performance in the classic voice condition. Our results indicated that when learners are placed under cognitive stress, the human voice is the superior pedagogical agent. These results contribute to a growing body of research examining modern computer voice as a pedagogical agent.

scholarly journals Brightening the Mind: The Impact of Practicing Gratitude on Focus and Resilience in Learning

2016 ◽  
Vol 16 (4) ◽  
pp. 1-13 ◽  
Author(s):  
Jane Taylor Wilson
Keyword(s):  
College Students ◽  
Growing Body ◽  
The Face ◽  
The Mind ◽  
The Impact

A growing body of groundbreaking research shows that gratitude has the power to heal, energize, and transform lives by enhancing people psychologically, spiritually, physically, and cognitively. This study contributes to the study of gratitude by exploring its impact on focus and resilience in learning. Specifically, this study examines the impact that practicing gratitude has on college students’ ability to focus in class and remain resilient in the face of difficulties while learning.

The Impact of Neurotherapy on College Students' Cognitive Abilities and Emotions

2008 ◽  
Author(s):  
Krista K. Fritson ◽  
Theresa A. Wadkins ◽  
Pat Gerdes ◽  
David Hof
Keyword(s):  
College Students ◽  
Cognitive Abilities ◽  
The Impact

Impact Of Modernization Among College Students In Prayagraj District, Uttar Pradesh

2019 ◽  
Vol 5 (4) ◽  
pp. 21-26
Author(s):  
Purvi Nishad ◽  
Anjali Mathur ◽  
Anshu ◽  
Nisha Chacko
Keyword(s):  
College Students ◽  
Uttar Pradesh ◽  
Age Group ◽  
Adolescent Boys ◽  
The Impact

The present study was to assess the impact of modernization among the college students across gender, socio cultural settings and socio economic groups among adolescent boys and girls in the age group of 17 to 21 year.

Eating Behavior of Brazilian College Students: Influences of Lifestyle, Negative Affectivity, and Personal Characteristics

2020 ◽  
pp. 003151252098308
Author(s):  
Bianca G. Martins ◽  
Wanderson R. da Silva ◽  
João Marôco ◽  
Juliana A. D. B. Campos
Keyword(s):  
College Students ◽  
Eating Behavior ◽  
Emotional Eating ◽  
Eating Behaviors ◽  
Structural Model ◽  
Negative Affectivity ◽  
Personal Characteristics ◽  
Second Order ◽  
The Impact ◽  
The Relationship

In this study we proposed to estimate the impact of lifestyle, negative affectivity, and college students’ personal characteristics on eating behavior. We aimed to verify that negative affectivity moderates the relationship between lifestyle and eating behavior. We assessed eating behaviors of cognitive restraint (CR), uncontrolled eating (UE), and emotional eating (EE)) with the Three-Factor Eating Questionnaire-18. We assessed lifestyle with the Individual Lifestyle Profile, and we assessed negative affectivity with the Depression, Anxiety and Stress Scale-21. We constructed and tested (at p < .05) a hypothetical causal structural model that considered global (second-order) and specific (first-order) lifestyle components, negative affectivity and sample characteristics for each eating behavior dimension. Participants were 1,109 college students ( M age = 20.9, SD = 2.7 years; 65.7% females). We found significant impacts of lifestyle second-order components on negative affectivity (β = −0.57–0.19; p < 0.001–0.01) in all models. Physical and psychological lifestyle components impacted directly only on CR (β=−0.32–0.81; p < 0.001). Negative affectivity impacted UE and EE (β = 0.23–0.30; p < 0.001). For global models, we found no mediation pathways between lifestyle and CR or UE. For specific models, negative affectivity was a mediator between stress management and UE (β=−0.07; p < 0.001). Negative affectivity also mediated the relationship between thoughts of dropping an undergraduate course and UE and EE (β = 0.06–0.08; p < 0.001). Participant sex and weight impacted all eating behavior dimensions (β = 0.08–0.34; p < 0.001–0.01). Age was significant for UE and EE (β=−0,14– −0.09; p < 0.001–0.01). Economic stratum influenced only CR (β = 0.08; p = 0.01). In sum, participants’ lifestyle, negative emotions and personal characteristics were all relevant for eating behavior assessment.

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