How to Get Better: Taking Notes Mediates the Effect of a Video Tutorial on Number Series

In recent studies, test-score increases have been shown in rule-based intelligence test tasks, such as number series, after watching a corresponding video tutorial. An open question remains regarding the mechanisms involved. Specifically, taking notes to describe the relations between numbers might be linked to test scores, and is hypothesized to mediate the effect of a number series video tutorial on number series test scores. Therefore, an experimental group (EG) watching a number series video tutorial (n = 58) was compared with a control group (CG) watching an irrelevant tutorial (n = 52) before working on number series items. Results revealed higher number series scores in the EG than the CG (d = .48), more items with provided notes in the EG than in the CG (d = .41), and substantial correlations between the number of items with notes and the number series sum scores in both groups (EG: r = .66; CG: r = .75). The effect of the video tutorial on the number series sum score was mediated by the number of items with notes (indirect effect = 3.41, SE = 1.74). Theoretical and practical implications as well as future research directions are discussed.

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Facilitating Endurance Performance: The Effects of Cognitive Strategies and Analgesic Suggestions

The Sport Psychologist ◽

10.1123/tsp.2.2.97 ◽

1988 ◽

Vol 2 (2) ◽

pp. 97-104 ◽

Cited By ~ 13

Author(s):

Kevin S. Spink

Keyword(s):

Cognitive Strategies ◽

Endurance Performance ◽

Future Research ◽

Control Group ◽

Control Groups ◽

Research Directions ◽

Pain Ratings ◽

Subjective Pain ◽

Future Research Directions ◽

And Control

This study examined the effects of a cognitive strategy (dissociation) and an analgesic suggestion on the duration and pain ratings of individuals performing a muscular endurance task. Thirty-six individuals were randomly assigned to one of three experimental groups: dissociation group, dissociation/analgesic group, and a control group. Measures of leg-holding times and subjective pain ratings were obtained twice, once before the treatment and once after the treatment. Results indicated that individuals in the dissociation/analgesic group performed significantly better on the posttest than individuals in the dissociation and control groups. No significant differences in reported pain ratings were found between any of the three groups. The findings are discussed in terms of alternative explanations. Future research directions are also provided.

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Online Homework Managers and Intelligent Tutoring Systems: A Study of Their Impact on Student Learning in the Introductory Financial Accounting Classroom

Issues in Accounting Education ◽

10.2308/iace-50441 ◽

2013 ◽

Vol 28 (3) ◽

pp. 513-535 ◽

Cited By ~ 13

Author(s):

William Hahn ◽

Chris Fairchild ◽

William B. Dowis

Keyword(s):

Intelligent Tutoring Systems ◽

Intelligent Tutoring ◽

Intelligent Tutoring System ◽

Financial Accounting ◽

Future Research ◽

Control Group ◽

Online Homework ◽

Research Directions ◽

Tutoring Systems ◽

Future Research Directions

ABSTRACT: The online homework manager (OHM) and the intelligent tutoring system (ITS) are two supplemental teaching tools available for accounting educators' use in the introductory financial accounting course. While research related to these systems is limited, prior studies find a tenuous performance advantage related to their use. To advance the literature in this area, this paper evaluates the performance benefit related to an OHM and an ITS, each employed independently as an additional study aid during the first course unit in one of two sections of the introductory financial accounting course. A third section used paper-and-pencil only and served as a control group. Results of tests on several performance measures did not identify a learning advantage associated with either the OHM or the ITS. Nor was a learning advantage identified when this study's results were compared to exam results from 14 previous semesters. Implications for accounting educators and future research directions are discussed.

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