Hands-Free versus Hand-Held Cell Phone Conversation on a Braking Response by Young Drivers

2007 ◽  
Vol 105 (2) ◽  
pp. 514-522 ◽  
Author(s):  
Joy L. Hendrick ◽  
Jamie R. Switzer
Keyword(s):  
Cell Phone ◽  
Response Times ◽  
Cell Phones ◽  
Reaction Times ◽  
Free Cell ◽  
Visual Signal ◽  
Young Drivers ◽  
Speed Of Information Processing ◽  
Additional Support ◽  
The Right

As some states allow motorists to use hands-free cell phones only while driving, this study was done to examine some braking responses to see if conversing on these two types of cell phones affects quick responding. College-age drivers ( n = 25) completed reaction time trials in go/no-go situations under three conditions: control (no cell phone or conversation), and conversing on hands-free and hand-held cell phones. Their task involved moving the right foot from one pedal to another as quickly as possible in response to a visual signal in a lab setting. Significantly slower reaction times, movement times, and total response times were found for both cell phone conditions than for the control but no differences between hands-free and hand-held phone conditions. These findings provide additional support that talking on cell phones, regardless if it is hands-free or hand-held, reduces speed of information processing.

Efficacy of Cell Phones Within Instructional Design

2019 ◽  
Vol 11 (1) ◽  
pp. 12-25
Author(s):  
Sharon L Storch ◽  
Anna Victoria Ortiz Juarez-Paz
Keyword(s):  
Instructional Design ◽  
Mobile Devices ◽  
Cell Phone ◽  
Cell Phones ◽  
College Level ◽  
College Professors ◽  
Behavioral Expectations ◽  
The Right ◽  
Overall Effectiveness ◽  
Pedagogical Approaches

Through qualitative measures, this article seeks to explore the efficacy of cell phones within college-level instructional design specifically through the eyes of the professor. Three main themes evolved from this data: Pedagogical Approaches, Value, and Setting Behavioral Expectations. Based on interviews with ten college professors regarding their experiences with the use of mobile devices within instructional design, findings show that when establishing the right balance with intentional and/or impromptu pedagogical approaches, that value and motivation is evident. Setting behavioral expectations was recommended by all participants in order to convey solid expectations; all expectations were unique, yet successful within the participants' classroom. Participants discussed their experiences within all of those areas and how they utilize cell phones to motivate students, how they set appropriate boundaries, and the overall effectiveness of the cell phone usage in the college classroom is explored.

Efficacy of Cell Phones Within Instructional Design

2020 ◽  
pp. 474-488
Author(s):  
Sharon L Storch ◽  
Anna Victoria Ortiz Juarez-Paz
Keyword(s):  
Instructional Design ◽  
Mobile Devices ◽  
Cell Phone ◽  
Cell Phones ◽  
College Level ◽  
College Professors ◽  
Behavioral Expectations ◽  
The Right ◽  
Overall Effectiveness ◽  
Pedagogical Approaches

Through qualitative measures, this article seeks to explore the efficacy of cell phones within college-level instructional design specifically through the eyes of the professor. Three main themes evolved from this data: Pedagogical Approaches, Value, and Setting Behavioral Expectations. Based on interviews with ten college professors regarding their experiences with the use of mobile devices within instructional design, findings show that when establishing the right balance with intentional and/or impromptu pedagogical approaches, that value and motivation is evident. Setting behavioral expectations was recommended by all participants in order to convey solid expectations; all expectations were unique, yet successful within the participants' classroom. Participants discussed their experiences within all of those areas and how they utilize cell phones to motivate students, how they set appropriate boundaries, and the overall effectiveness of the cell phone usage in the college classroom is explored.

scholarly journals Cell Phones, Student Rights, and School Safety: Finding the Right Balance

2021 ◽  
pp. 49-64
Author(s):  
William T. Smale ◽  
Ryan Hutcheson ◽  
Charles J. Russo
Keyword(s):  
Academic Dishonesty ◽  
School Safety ◽  
Cell Phone ◽  
Cell Phones ◽  
Health And Safety ◽  
Well Being ◽  
Cell Phone Use ◽  
Improper Use ◽  
Potential Risks ◽  
The Right

Despite the potential instructional benefits of integrating devices such as cell phones into schools and classrooms, research reveals that their improper use can negatively impact student behaviour, learning, and well-being. This paper reviews the literature and litigation on cell phone use in schools due to controversies over cheating, cyberbullying, sexting, and searches of student cell phones. Recent studies suggested that the presence of cell phones and related technologies in classrooms could detract from students’ academic performances while contributing to higher rates of academic dishonesty and cyberbullying. The growing prevalence of cyberbullying is especially concerning because it can have severely negative, even tragic, effects on student mental health and safety. However, given the relatively discreet nature of cell phone use, regulations about their use can be difficult to enforce. After reviewing literature and litigation on the potential risks associated with inappropriate cell phone use in schools, this paper offers suggestions for educators to consider when devising or revising policies balancing students’ individual rights with their safety and well-being before ending with a brief conclusion.

Cell Phones and Classroom Management

2021 ◽  
pp. 165-185
Author(s):  
Rachel V. Hagerman
Keyword(s):  
Classroom Management ◽  
Cell Phone ◽  
Negative Reinforcement ◽  
Cell Phones ◽  
Management Strategies ◽  
Cell Phone Use ◽  
Classroom Management Strategies ◽  
Mobile Phone Usage ◽  
The Right ◽  
Reinforcement Strategies

This chapter outlines and analyzes various classroom management strategies for teachers to regulate cell phone use. Beginning with the background of why cell phones are known to cause distractions in the classroom, the chapter then focuses on using both positive and negative reinforcement strategies for teachers to structure and encourage proper mobile phone usage. The author also includes the benefits and challenges imposed by various classroom management systems in order to guide teachers in making the right decisions regarding cell phone use in their classrooms.

A Preliminary Examination of Cell Phone Use and Helping Behavior

2013 ◽  
Vol 113 (3) ◽  
pp. 1001-1003 ◽  
Author(s):  
Curtis Puryear ◽  
Stephen Reysen
Keyword(s):  
Cell Phone ◽  
Response Times ◽  
Cell Phones ◽  
Helping Behavior ◽  
Cell Phone Use ◽  
Preliminary Examination ◽  
A Cell

Use of a cell phone reduces attention and increases response times. 62 people (30 men, 32 women) were confronted with a confederate wearing a large leg brace, who dropped a stack of magazines and feigned difficulty retrieving them. Among the 33 people who talked on their cell phones only 9% offered their help, whereas among the 29 people who did not talk on their cell phones, 72% offered help. The use of cell phones affects helping behavior.

Time after time: support for memory accounts of temporal preparation.

2019 ◽  
Author(s):  
Joe Butler ◽  
Samuel Ngabo ◽  
Marcus Missal
Keyword(s):  
Response Times ◽  
Reaction Times ◽  
Evidence Base ◽  
Higher Order ◽  
Order Effects ◽  
Previous Trial ◽  
Adaptive Responses ◽  
Temporal Preparation ◽  
Subsequent Trial ◽  
Higher Order Effects

Complex biological systems build up temporal expectations to facilitate adaptive responses to environmental events, in order to minimise costs associated with incorrect responses, and maximise the benefits of correct responses. In the lab, this is clearly demonstrated in tasks which show faster response times when the period between warning (S1) and target stimulus (S2) on the previous trial was short and slower when the previous trial foreperiod was long. The mechanisms driving such higher order effects in temporal preparation paradigms are still under debate, with key theories proposing that either i) the foreperiod leads to automatic modulation of the arousal system which influences responses on the subsequent trial, or ii) that exposure to a foreperiod results in the creation of a memory trace which is used to guide responses on the subsequent trial. Here we provide data which extends the evidence base for the memory accounts, by showing that previous foreperiod exposures are cumulative with reaction times shortening after repeated exposures; whilst also demonstrate that the higher order effects associated with a foreperiod remain active for several trials.

Transport and Chronic Injuries Caused by Improper Use of Cell Phones：Evidences from 41 Studies (Preprint)

2020 ◽  
Author(s):  
Xinxi Cao ◽  
Yangyang Cheng ◽  
Chenjie Xu ◽  
Yabing Hou ◽  
Hongxi Yang ◽  
...  
Keyword(s):  
Human Body ◽  
Cell Phone ◽  
Injury Risk ◽  
Negative Impact ◽  
Mental Disease ◽  
Cell Phones ◽  
Cell Phone Use ◽  
Improper Use ◽  
Chronic Injuries ◽  
The Impact

BACKGROUND Cell phone use brought convenience to people, but using phones for a long period of time or in the wrong way and with a wrong posture might cause damage to the human body. OBJECTIVE To assess the impact of improper cell phone use on transport and chronic injuries. METHODS Studies were systematically searched in PubMed, EMBASE, Cochrane, and Web of Science up to April 4, 2019 and relevant reviews were searched to identify additional studies. A random-effects model was used to estimate the overall pooled estimates. RESULTS Cell phone users were at a higher risk for transport injuries (RR: 1.37, 95%CI: 1.221.55), long-term use of cell phones increased the transport injury risk to non-use or short-term use (RR: 2.10, 95% CI: 1.632.70). Neoplasm risk caused by cell phone use was 1.07 times that of non-use (95% CI: 1.011.14); Compared with non-use, cell phone use had a higher risk of eye disease, with a risk of 2.03 (95% CI: 1.273.23), the risk of mental disease was 1.26 (95% CI: 1.171.35), the risk of neurological disorder was 1.16 (95% CI: 1.021.32), and a pooled risk of other chronic injuries was 1.20 (95% CI: 0.981.59). CONCLUSIONS Cell phone use at inappropriate situations has a negative impact on the human body. Therefore, it is necessary to use cell phones correctly and reasonably.

scholarly journals Perceptions and Opinions towards Cell Phone Use as a Risk Factor of Brain Cancer among University Students in Malaysia

2013 ◽  
Vol 4 (1) ◽  
pp. 1-4
Author(s):  
Redhwan Ahmed Al-Naggar ◽  
Yuri V Bobryshev
Keyword(s):  
University Students ◽  
Mobile Phones ◽  
Brain Cancer ◽  
Cell Phone ◽  
Cell Phones ◽  
Medical Sciences ◽  
Cell Phone Use ◽  
The Past ◽  
Carcinogenic Effects ◽  
Study Participants

The worldwide use of cell phones has rapidly increased over the past decades. With the increasing use of mobile phones, concern has been raised about the possible carcinogenic effects as a result of exposure to radiofrequency electromagnetic fields. The objective of this study was to explore the perceptions and opinions towards brain cancer related to cell phone use among university students in Malaysia. The study revealed that the majority of the study participants believe that there is no relationship between brain cancer and hand phone use.DOI: http://dx.doi.org/10.3126/ajms.v4i1.7808 Asian Journal of Medical Sciences 4(2013) 1-4

scholarly journals Rethinking Cell Phone Use While Driving: Isolated Risk Behavior or a Pattern of Risk-Taking Associated with Impulsivity in Young Drivers?

2021 ◽  
Vol 18 (11) ◽  
pp. 5640
Author(s):  
Elizabeth A. Walshe ◽  
Flaura K. Winston ◽  
Dan Romer
Keyword(s):  
Personality Traits ◽  
Cell Phone ◽  
General Pattern ◽  
The United States ◽  
Equation Modeling ◽  
Risky Driving ◽  
Safe Driving ◽  
Cell Phone Use ◽  
Young Drivers ◽  
Related Personality

This study examines whether cell phone use stands apart from a general pattern of risky driving practices associated with crashes and impulsivity-related personality traits in young drivers. A retrospective online survey study recruited 384 young drivers from across the United States using Amazon’s Mechanical Turk to complete a survey measuring risky driving practices (including cell phone use), history of crashes, and impulsivity-related personality traits. Almost half (44.5%) of the drivers reported being involved in at least one crash, and the majority engaged in cell phone use while driving (up to 73%). Factor analysis and structural equation modeling found that cell phone use loaded highly on a latent factor with other risky driving practices that were associated with prior crashes (b = 0.15, [95% CI: 0.01, 0.29]). There was also an indirect relationship between one form of impulsivity and crashes through risky driving (b = 0.127, [95% CI: 0.01, 0.30]). Additional analyses did not find an independent contribution to crashes for frequent cell phone use. These results suggest a pattern of risky driving practices associated with impulsivity in young drivers, indicating the benefit of exploring a more comprehensive safe driving strategy that includes the avoidance of cell phone use as well as other risky practices, particularly for young drivers with greater impulsive tendencies.

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