Effects of Induced Arousal on Preference for Visual Complexity

1978 ◽  
Vol 46 (3_suppl) ◽  
pp. 1155-1158 ◽  
Author(s):  
J. Rainer Twiford ◽  
Richard H. Haude ◽  
Harvey L. Sterns
Keyword(s):  
Undergraduate Students ◽  
Visual Complexity ◽  
Visual Stimuli ◽  
Control Group ◽  
Complexity Level ◽  
Male Undergraduate ◽  
Arousal Group

Preferences for visual stimuli varying in level of complexity were obtained from 58 male undergraduate students. Subjects in an induced-arousal group showed preferences that were monotonically related to complexity level, while subjects in a non-aroused control group expressed highest preferences for intermediate levels of complexity. The data conform most closely with the psychological complexity notion of Walker (1964, 1973).

Sexually Degrading Music Videos and Lyrics

2012 ◽  
Vol 24 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Eric L. Sprankle ◽  
Christian M. End ◽  
Miranda N. Bretz
Keyword(s):  
Undergraduate Students ◽  
Rape Myths ◽  
Music Videos ◽  
Sexual Content ◽  
Sexual Stereotypes ◽  
Male Undergraduate ◽  
The Media ◽  
The Many ◽  
Sexually Degrading ◽  
Music Lyrics

Utilizing a 2 (lyrics: present or absent) × 2 (images: present or absent) design, this study examined the unique effects of sexually degrading music videos and music lyrics on males’ aggressive behavior toward women, as well as males’ endorsement of rape myths and sexual stereotypes. Under the guise of a media memory study, 187 male undergraduate students were randomly assigned to one of four conditions. Despite the many psychological theories predicting an effect, the presentation of sexually degrading content in a visual or auditory medium (or combination thereof) did not significantly alter the participants’ aggression and self-reported endorsement of rape myths and sexual stereotypes. The null findings challenge the many corporate and governmental restrictions placed on sexual content in the media over concern for harmful effects.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

Beyond visual clutter: the interplay among products, advertisements, and the overall webpage

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hyunjoo Im ◽  
Hae Won Ju ◽  
Kim K.P. Johnson
Keyword(s):  
Undergraduate Students ◽  
Visual Complexity ◽  
Content Type ◽  
Consumer Responses ◽  
Marketing Effectiveness ◽  
Consumer Experiences ◽  
Visual Clutter ◽  
Negative Relationships ◽  
Practical Implications

PurposeLittle research has been done to understand how individual elements (e.g. advertisements) within a webpage are processed and evaluated when visual complexity is increased. Thus, this study aimed to investigate how consumers allocate attention and evaluate products and advertisements on complex webpages when they are casually browsing.Design/methodology/approachThis study conducted two experiments to test the causal effects of different degrees of visual complexity on consumer responses to products and advertisements. An eye-tracking experiment (n = 90) and a follow-up online experiment (n = 121) were conducted using undergraduate students as participants.FindingsParticipants formed a global impression from the overall webpage complexity, which spilled over to evaluation of individual elements on the webpage (e.g. product, advertisement). The inverted U-shaped relationships (vs. linear negative relationships) between webpage visual complexity and attitude toward the webpage, products, and advertisements were observed. The focal product was given a consistent level of attention regardless of the complexity level.Practical implicationsThis study provides implications for website organization and design to maximize positive consumer experiences and marketing effectiveness. The findings provide implications for retailers and advertisement buyers.Originality/valueThis study expanded the knowledge by examining the interplay between individual elements of webpages and the whole webpage complexity when consumers browse visually complex webpages. It is a novel finding that the overall webpage complexity effect spills over to locally attended products or advertisements.

scholarly journals Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

2017 ◽  
Vol 10 (7) ◽  
pp. 65 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Jarnawi
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

scholarly journals IMPLEMENTATION OF PROBLEM-BASED LEARNING MODEL TO INCREASE SELF-CONFIDENCE AND UNDERGRADUATE STUDENTS UNDERSTANDING OF THE ELECTROCHEMISTRY CONCEPT IN CHEMICAL EDUCATION

2020 ◽  
Vol 17 (35) ◽  
pp. 216-226
Author(s):  
Ratu Betta RUDIBYANI
Keyword(s):  
Undergraduate Students ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Chemistry Teaching ◽  
Class A ◽  
Self Confidence ◽  
Class B ◽  
Post Test ◽  
Quasi Experimental

Chemistry is one of the scientific disciplines considered difficult for students to understand its microscopic and macroscopic concepts. Students also claim that this discipline is tedious and complicated. They are unable to connect what is shown in the visual structure to the process and phenomenon. In the context of self-motivation among university students, there is a higher chance of expanding the stimulation of learning. This study aimed to improve self-confidence and the mastery of concepts of chemistry teaching students using problem-based learning. The quasi-experimental method was used with the design of the non-equivalent pre-test-post-test control group. The population included all students in the electrochemistry class at Lampung University in 2019. The purposeful sampling technique employed divided the sample into two groups. The first group was called Class A and was considered as the experimental class - using problem-based learning -. The second group, Class B, was recognized as the control class - using the conventional model in which the teacher applied the speech method in the delivery of materials during the class -. Class A's self-confidence and mastery of concepts have a higher nGain value than class B, and the result of the effect size is that class B has a more significant effect than class A. Based on the outcome, one can conclude that problem-based learning has a significant influence on improving self-confidence and mastery of concepts on the electrochemical theme.

scholarly journals Prevalence of depression among undergraduate students: gender and age differences

2014 ◽  
Vol 7 (2) ◽  
pp. 38-50 ◽  
Author(s):  
Leila Ghaedi ◽  
Azlina Binti Mohd Kosnin
Keyword(s):  
Physical Activity ◽  
Undergraduate Students ◽  
Depressive Disorders ◽  
Female Athletes ◽  
Male Students ◽  
Female Undergraduate ◽  
Male And Female ◽  
Male Undergraduate ◽  
Increased Risk ◽  
Prevalence Of Depression

Depressive disorders are the most typical disease affecting many different factors of humanity. University students may be at increased risk of depression owing to the pressure and stress they encounter. Therefore, the purpose of this study is comparing the level of depression among male and female athletes and non-athletes undergraduate student of private university in Esfahan, Iran. The participants in this research are composed of 400 male and female athletes as well as no-athletes Iranian undergraduate students. The Beck depression test (BDI) was employed to measure the degree of depression. T-test was used to evaluate the distinction between athletes and non-athletes at P≤0.05. The ANOVA was conducted to examine whether there was a relationship between level of depression among non-athletes and athletes. The result showed that the prevalence rate of depression among non-athlete male undergraduate students is significantly higher than that of athlete male students. The results also presented that level of depression among female students is much more frequent compared to males. This can be due to the fatigue and lack of energy that are more frequent among female in comparison to the male students. Physical activity was negatively related to the level of depression by severity among male and female undergraduate students. However, there is no distinct relationship between physical activity and level of depression according to the age of athlete and non-athlete male and female undergraduate students. This study has essential implications for clinical psychology due to the relationship between physical activity and prevalence of depression.

scholarly journals Major Re-selection Advising and Academic Performance

2017 ◽  
Vol 37 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Deborah McKenzie ◽  
Tony Xing Tan ◽  
Edward C. Fletcher ◽  
Andrea Jackson-Williams
Keyword(s):  
Regression Analysis ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Grade Point Averages ◽  
Control Group ◽  
Control Group Design ◽  
Grade Point ◽  
Group Design ◽  
Quasi Experimental ◽  
Positive Effect

We sought to determine whether receiving major re-selection (MRS) advising benefits undergraduate students' grade-point averages (GPAs). We used a quasi-experimental nonequivalent control group design to compare a treatment group (n = 219) of undergraduates who changed their majors after receiving MRS advising with a control group (n = 206) who changed majors without advising during the same semester as the treatment group. Findings showed that, on average, students who received MRS experienced no change in their program GPA but an increase in their semester GPA; however, the control group experienced a decrease in program and semester GPAs. Multiple regression analysis confirmed that MRS advising had a positive effect on posttest semester GPAs (β = .33, p < .001) and program GPAs (β = .28, p < .001). Implications for student advising are discussed.

PERSONALITY AND SELF-CONCEPT IN SUBGROUPS OF PATIENTS WITH ANOREXIA NERVOSA AND BULIMIA NERVOSA

2002 ◽  
Vol 30 (4) ◽  
pp. 347-357 ◽  
Author(s):  
Erica B. FÄldt Ciccolo ◽  
Per Johnsson
Keyword(s):  
Anorexia Nervosa ◽  
Bulimia Nervosa ◽  
Undergraduate Students ◽  
Self Report ◽  
Self Concept ◽  
Control Group ◽  
Eating Disordered ◽  
Diagnostic And Statistical Manual ◽  
Group A ◽  
High Degree

The question of subgroups in eating disorders was addressed in this study. According to the Diagnostic and Statistical Manual of Mental Disorders, IV, the two subtypes for anorexia nervosa are restricting and binge-eating/purging. For bulimia nervosa, the subtypes are purging and nonpurging. An attempt was made here to examine alternative ways to create meaningful subgroups in the eating-disordered patient group. A cluster analysis was performed in a group of 52 female patients (AN=21, BN=31). Fifty-five undergraduate students served as a control group. Three self-report instruments were used: the Eating Disorder Inventory-2, Karolinska Scales of Personality, and Tennessee Self-Concept Scale. The results reveal three different groups of patients. Factors like poor interoceptive ability and high degree of somatization differentiate between the groups, and contribute to severity of pathology, as well as to lower levels of self-concept.The results reveal three different groups of patients. Factors like poor interoceptive ability and high degree of somatization differentiate between the groups, and contribute to severity of pathology, as well as to lower levels of self-concept.

The effect of perspective taking on negative cognitive responses induced by intergroup threat

2013 ◽  
Vol 41 (6) ◽  
pp. 901-905 ◽  
Author(s):  
Qing Yang ◽  
Yufang Zhao
Keyword(s):  
Undergraduate Students ◽  
Perspective Taking ◽  
Rural Areas ◽  
Urban Students ◽  
Control Group ◽  
Cognitive Responses ◽  
Intergroup Threat ◽  
Taking Condition

In two related studies, we explored the influence of perspective taking on the moderation of negative cognitive responses induced by intergroup threat. In Study 1 we recruited undergraduate students at Southwest University who came from rural areas in China. Participants were randomly assigned to either a threat condition group or a control group. We presented to all participants a policy advantageous to urban students and measured their level of opposition. Participants in the threat condition were more opposed to the policy than were the participants in the control condition. In Study 2 we manipulated perspective taking and again measured the level of opposition of a group of students from rural areas to a policy advantageous to urban students. Participants in the perspective-taking condition were less opposed to the policy than were those in the control condition. In summary, perspective taking positively influenced the moderation of negative cognitive responses induced by intergroup threat.

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