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Open Access Publications from the University of California

Scholarly Works (9 results)

  • Thesis
  • Peer Reviewed
UC Santa Cruz Electronic Theses and Dissertations (2017)

Existing research differentiates beliefs about success and intelligence into two categories: fixed and growth mindset. This popular categorical view aims to account for differences in performance, success and failure, but does not address the influences of task parameters. To better explain nuanced performance differences as a result of individual beliefs and task parameters, the current set of experiments proposes the Strategic Mindset Model as an alternative. This model posits that (1) fixed mindsets may be adaptive in some circumstances, (2) mindset interacts with task parameters to influence performance and (3) that mindset is malleable and can be influenced by experience. The experiments presented here provide evidence for all three tenets of the Strategic Mindset Model, suggesting that mindset may be a strategic choice that exists on a continuum, and that participants may select a degree of fixed or growth orientation dependent on task parameters and objectives. Results from these experiments call into question some of the assumptions made in Mindset Theory, and may be used in practice by educators, coaches, and researchers to elicit improved performance in the face of varying task parameters.

    Cover page: The Strategic Mindset Model: An Integrative Approach to Motivation and Performance
    • Article
    • Peer Reviewed
    UCLA Previously Published Works (2009)
    Although the traditional “lie detector” test is used frequently in forensic contexts, it has (like most test of deception) some limitations. The concealed knowledge test (CKT) focuses on participants’ recognition of privileged knowledge rather than lying per-se and has been studied extensively using a variety of measures. A “guilty” suspect’s interaction with and memory of crimescene items may vary. Furthermore, memory for crimescene items may diminish over time. The interaction of encoding quality and test delay on CKT efficiency has been previously implied, but not yet demonstrated. We used a response-time based CKT to detect concealed knowledge from shallow and deep study procedures after 10-min, 24-h, and 1-week delays. Results show that more elaborately encoded information afforded higher detection accuracy than poorly encoded items. Although classification accuracy following deep study was unaffected by delay, detection of poorly elaborated information was initially high, but compromised after 1 week. Thus, choosing optimal test items requires considering both test delay and initial encoding level.
      Cover page: Time and Encoding Effects in the Concealed Knowledge Test
      • Article
      • Peer Reviewed
      Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 25 (2003)
        Cover page: Extending the Response-Time “Guilty Knowledge” Test
        • Article
        • Peer Reviewed
        Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 20 (1998)
        Recent alternatives to the polygraph-based Guilty Knowledge Test by (Farwell & Donchin, 1991; Seymour, Mosmann, & Seifert 1997) raise important questions about automatic access to knowledge already in memory. Despite subjects' intentions, "guilty" knowledge in memory can be detected because its automatic access interferes with other recognition tasks (Seymour, et al., 1997). To account for this finding, we present a model based on classic models of recognition (e.g. Kintch 1970; Anderson & Bower 1972). We posit that 'recognition' is a dual process involving & familiarity component where recent occurrence is quickly assessed, and a slower source resolution component, where the source of the familiar information is identified. Our model of the Guilty Knowledge Effect can account for patterns of response time and accuracy used to measure access to guilty knowledge (Seymour, et al., 1997). We also explain why strategies used to mask the Guilty Knowledge Effect are likely to fail given constraints on the recognition process, and discuss potentially successful strategies suggested by the model.
          Cover page: A Model of the "Guilty Knowledge Effect:" Dual Processes in Recognition
          • Article
          • Peer Reviewed
          Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 37 (2015)
          Digital devices are becoming ubiquitous fixtures in classrooms nationwide. Despite this, the costs and benefits of digitization are understudied. For example, Mangen et al. (2013) found advantages in reading with physical books compared to digital readers. The current study extends these findings to physical and digital versions of spatial puzzles. Participants completing a series of physical tangram puzzles were both faster and more accurate than those completing digital versions of identical puzzles on tablet computers. Those in the physical condition were also faster and less error-prone on a subsequent arithmetic test. These results suggest that the current trend of increased digitization in education may have far-reaching and unexpected implications that could compromise learning. Follow-up studies aim to identify the cognitive mechanisms that cause these differences. These findings can be used to develop a set of best practices for incorporating digital teaching tools in the classroom.
            Cover page: The Increased Use of Tablets In Education: Why Physical Learning Is Sometimes Better
            • Article
            • Peer Reviewed
            Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 21 (1999)
              Cover page: Have You Read this Before? Evaluating Familiarity Using Response Times
              • Article
              • Peer Reviewed
              Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 18 (1996)
                Cover page: Oppurtunistic planning : The influence of abstract features on reminding
                • Article
                • Peer Reviewed
                Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 18 (1996)
                  Cover page: Planning Within a Virtual Environment
                  • Article
                  • Peer Reviewed
                  Proceedings of the Annual Meeting of the Cognitive Science Society, Volume 19 (1997)
                    Cover page: Using Reaction Time to Measure "Guilty Knowledge"
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