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Browsing by Author "Rhodes, Matthew G., committee member"

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    Cognitive aging and computer-based instruction: the role of coherence level and advanced organizers
    (Colorado State University. Libraries, 2010) Wolfson, Natalie E., author; Kraiger, Kurt, 1957-, advisor; Gibbons, Alyssa Anne Mitchell, committee member; Rhodes, Matthew G., committee member; Mumford, Troy V., committee member
    The purpose of this study was to examine the effect of two instructional design principles, instructional coherence and advanced organizers, on the learning outcomes of older and younger adults in a computer-based training context. Instructional coherence refers to the notion that people learn more deeply when information not directly relevant to the learning goal is removed from instruction. Advanced organizers are introductory organizing frameworks for the intended training content (e.g., outlines). Participants (49 younger adults and 52 older adults) completed a computer-based training program and were randomly assigned to a condition in which information was coherent or incoherent and to a condition in which learning material was preceded by an advanced organizer or not preceded by an advanced organizer. Results indicated that 1) overall, older adults performed worse on learning outcome measures compared to younger adults, 2) instructional coherence significantly improved the learning performance of both older and younger adults, and 3) advanced organizers improved the performance of older adults but did not affect the performance of younger adults in transfer tasks. Based on the results, it is recommended that future researchers explore age-specific instructional formats in order to optimize the performance of older adults in computer-based training contexts.
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    Effects of in-group bias on face recognition using minimal group procedures
    (Colorado State University. Libraries, 2014) Nguyen, Maia T., author; Troup, Lucy J., advisor; Draper, Bruce, committee member; Rhodes, Matthew G., committee member
    The current series of experiments examined the effects of social categorization on face recognition. The use of minimal group procedures was expected to enhance recognition for in-group members compared to out-group members. In Experiment 1, participants were assigned to 1 of 3 conditions: name study--participants studied a list of 16 names associated with their in-group [red or green], numerical estimation--participants were randomly divided into 2 groups [red or green] after estimating the number of dots in a series of 10 images, and the control condition. This was followed by a study phase in which participants were presented with a total of 32 female and male Caucasian faces on red or green backgrounds. A final recognition test was given following a filler task. Experiment 2 had two of the previously used conditions, name study and control. Faces were presented on red and green backgrounds during test--with old faces presented on the same background as seen at study. Experiment 3 presented a subset of stimuli used in Experiment 2 with a longer presentation time (10 seconds). Findings suggest only moderate difference in response bias between experimental and control groups overall in Experiments 2 and 3. Moderate differences in hits, false alarms, and d' were also found in Experiment 3 between experimental conditions. Group membership did not elicit significant effects on measures of accuracy, reaction time, and confidence ratings.
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    Expanding the social-cognitive framework: understanding the role of implicit person theories in a complex task feedback environment
    (Colorado State University. Libraries, 2010) Liff, Joshua Philip, author; Kraiger, Kurt, 1957-, advisor; Mulqueen, Casey, committee member; Rhodes, Matthew G., committee member; Feller, Richard William, committee member
    The current study employed a longitudinal design to examine the effects of implicit person theories (IPTs; Dweck & Leggett, 1988) on task performance over two measurement occasions and a week of temporal separation. This design allowed for a direct inquiry into the pivotal role that one's lay beliefs about the malleability of attributes play in a simulated task feedback environment. In addition to examining the direct effects of IPT on task performance, the study investigated the role of the mediated mechanisms of appraisal effectiveness (i.e., feedback reactions), goal setting, effort, and attributions in the IPT-task performance relationship. Further, the study investigated the conditional indirect effect of feedback sign (i.e., positive vs. negative) on the meditational mechanisms, otherwise known as moderated mediation. 242 psychology students participated in the study for course credit. Limited evidence for the proposed meditational models was provided. Overall, IPTs significantly positively predicted task performance following the receipt of feedback after a one-week lag in measurement. Furthermore, the sign of the feedback was a significant, positive predictor of the full class of feedback reactions. Notably, the full class of reactions to feedback were all positively related to task 2 performance, providing empirical evidence of the predictive validity of appraisal feedback reactions for subsequent performance. Implications of the results, future research directions, and limitations are discussed.
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    Local structure studies in functional materials and self-regulated learning interventions in general chemistry courses
    (Colorado State University. Libraries, 2020) Paecklar, Arnold A., author; Neilson, James R., advisor; Reynolds, Melissa M., advisor; Rhodes, Matthew G., committee member; Finke, Richard G., committee member; Menoni, Carmen S., committee member
    The first part of this dissertation is dedicated to understanding how the origin of the chemical and physical properties of functional materials is correlated to their structure. The standard approach to determining the structure of a crystalline material is to measure the average structure of regular, repeating units. However, this approach is not sufficient for more complex compounds including disorder. Hence, to fully understand the structure-property relationships of these advanced materials, identifying the local structure is crucial. This work focuses on designing approaches for optimizing the measurement of local structure data based on X-ray and neutron total scattering techniques as well as computational approaches for analyzing and understanding these data sets. The main focus lies in designing a novel system for collecting neutron total scattering data involving the controlled exposure of gasses to solid samples. Combining this setup with a Steady-State Isotopic Transient Kinetic Analysis system further enables the collection of kinetics data simultaneously with the structural data. This system was successfully used for studying and identifying the adsorption and reaction sites in porous materials such as zeolites and metal-organic frameworks. The disorder in these systems is based on the adsorbate which is a major contributor to the structure. However, there are also materials in which a single solid phase itself contains all the disorder. Some examples for disordered materials, covered in this work, are semiconducting perovskite materials with the general formula A2BX6. Computational approaches ranging from single to high-throughput Reverse Monte Carlo modeling were developed to gain more insight into anharmonicity and the interplay of the local structural features. Understanding how these specific local structural features influence desired physical properties will help guide the design of new materials covering a wide range of applications ranging from photovoltaics to biomedical devices. While the creation of such new knowledge in material science is important, we must also ensure that this knowledge is understood and transferred effectively. This effort does not only contain educating the general public but also fostering their curiosity and providing them the tools needed to learn that content knowledge. Succeeding in these endeavors is especially important during the first exposure to science courses. The second part of this dissertation focuses on the aspect of learning by looking at educational interventions in two different introductory general chemistry courses. The effectiveness of these interventions was evaluated based on data collected with paper-based, in-class surveys over the course of the semester. A multitude of self-regulated learning (SRL) measures were assessed and range from extrinsic motivation over self-efficacy to help seeking. Statistical analyses were used to identify differences between entire courses and individual sections exposed to the interventions. Additionally, the students' combined grades were also compared. Identifying the effective tools for helping students in chemistry courses is expected to have a major impact on changing the rate of failing students in such courses. This is the step needed for students to decide to become the next researchers contributing to the field with new scientific discoveries themselves.
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    Part I: Development of plasma surface modification and characterization strategies for three-dimensional polymer constructs used in biological applications and Part II: Exploring general chemistry students' metacognitive monitoring on examinations
    (Colorado State University. Libraries, 2016) Hawker, Morgan Johanna, author; Fisher, Ellen R., advisor; Rickey, Dawn, committee member; Menoni, Carmen S., committee member; Barisas, George, committee member; Rhodes, Matthew G., committee member
    To view the abstract, please see the full text of the document.
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    Testing effects in context memory
    (Colorado State University. Libraries, 2011) Rowland, Christopher A., author; DeLosh, Edward L., advisor; Rhodes, Matthew G., committee member; Anderson, Charles, committee member
    Retrieving a previously learned piece of information can have profound positive effects on the later retention of such information. However, it is not clear if test-induced memory benefits are restricted to the specific information which was retrieved, or if they can generalize more completely to the full study episode. Two experiments investigated the role of retrieval practice on memory for both target and non-target contextual information. Experiment 1 used a remember-know task to assess the subjective quality of memory as a function of earlier retrieval practice or study. Additionally, memory for context information (target font color) from the initial study episode was assessed. Experiment 2 used paired associates to investigate the effect of testing on non-tested but associated contextual information. Successful retrieval practice, compared with study, resulted in large benefits in target, target-associated, and context information retention across both experiments. Moreover, successful retrieval practice was associated with a greater contribution of remember responses informing recognition decisions. The results suggest that retrieving information may serve to both boost item memory about a target and strengthen the bind between target and associated contextual information. In sum, the present study adds to an emerging literature that test-induced mnemonic benefits may "spill over" to non-tested information.
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    The influence of ability to identify criteria on feedback acceptance
    (Colorado State University. Libraries, 2013) Martin, Angela, author; Gibbons, Alyssa Mitchell, advisor; Henle, Chris A., committee member; Rhodes, Matthew G., committee member; Thornton, George C., committee member
    The criteria used in selection methods such as interviews, integrity tests and assessment centers are often unknown to candidates seeking employment. The individual difference variable of ability to identify criteria (ATIC) represents the degree to which some candidates are better able to correctly identify the situational demands in an ambiguous situation (Kleinman, 1993). Prior research has shown that ATIC is related to performance in the selection method and cognitive ability (Melchers et al., 2009). I tested whether two measures of candidates' ability to identify criteria (ATIC) in an assessment center exercise were related to cognitive ability, social intelligence, self-monitoring and feedback acceptance. Contrary to prediction, we found minimal relationships among measures, raising interesting questions regarding the nomological net and construct validity of ATIC measures.
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    The nature of processing in working memory: temporal-contextual cues and characteristics
    (Colorado State University. Libraries, 2010) Loaiza-Kois, Vanessa Maria, author; McCabe, David P., advisor; Tracy, Brian L., committee member; Rhodes, Matthew G., committee member; Chavez, Ernest L., committee member
    The primary-secondary memory hypothesis proposes that processing in working memory requires maintaining activated representations in a capacity-limited primary memory while re-accessing representations from secondary memory that have been displaced when the limits of primary memory have been exceeded. An implication is that simple span list lengths that exceed primary memory involve the same temporal-contextual search of secondary memory that is utilized in all trials of a complex span task. A series of experiments tested whether a) temporal-contextual cues could successfully elicit items that were studied during operation span and supra-span trials of word span as opposed to sub-span word span trials, and b) whether temporal-contextual characteristics are more phenomenologically memorable for items studied in trials of operation span and supra-span trials of word span than for sub-span trials of word span. Temporal-contextual cues and characteristics, however, were more accessible for operation span items than for items from simple span at any list length. Implications are discussed in light of this recent theory of working memory capacity as well as models of temporal distinctiveness.