scholarly journals The Impact of Threat Appeals on Fear Arousal and Driver Behavior: A Meta-Analysis of Experimental Research 1990–2011

PLoS ONE ◽  
2013 ◽  
Vol 8 (5) ◽  
pp. e62821 ◽  
Author(s):  
Rachel N. Carey ◽  
Daragh T. McDermott ◽  
Kiran M. Sarma
2021 ◽  
pp. 1932202X2098616
Author(s):  
Katherine Picho-Kiroga ◽  
Ashley Turnbull ◽  
Ariel Rodriguez-Leahy

Despite the explosive growth in stereotype threat (ST) research over the decades, a substantive amount of variability in ST effects still cannot be explained by extant research. While some attribute this unexplained heterogeneity to yet unidentified ST mechanisms, we explored an alternate hypothesis that ST theory is often misspecified in experimental research design, which introduces experimental noise (and hence variability) in stereotype threat effects unlikely to be explained by extant moderators. This study used multilevel meta-analysis to examine the impact of ST misspecification in research design on ST outcomes. Results revealed that ST effects were artificially inflated in studies that failed to include essential conditions necessary for its occurrence. Because most studies in the meta-analysis had either excluded or partially included these conditions, findings from this study suggest that ST effects on women’s performance might be smaller than previously reported in primary and secondary (meta-analytic) studies.


2004 ◽  
Author(s):  
Bruce Blaine ◽  
Jennifer McElroy ◽  
Hilary Vidair
Keyword(s):  

Author(s):  
Csilla Rákosi

Psycholinguistic research into metaphor processing is burdened with empirical problems as experiments provide diverging evidence on the impact of conventionality, familiarity and aptness, and with conceptual issues as the interpretation and operationalization of the three concepts mentioned, as well as the related predictions which can be drawn from theories of metaphor processing, are controversial in the literature. This paper uses tools of statistical meta-analysis in order to bring us closer to the solution of these problems and reveal future lines of research.


2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.


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