Differences between general computer attitudes and perceived computer attributes: development and validation of a scale

The aim of this study was to develop a tool for measuring individuals' dispositions toward the use of computers in their work environment. The study reports the construction and validation of a general computer attitude and perceived computer attribute scale. Exploratory factor analytical evidence with a sample of 381 employees indicated a structure underpinned by two constructs, an attitudinal factor and a perceived computer attribute factor. The internal consistency estimates of reliability of scores were .81 for the attitudinal factor and .89 for the perceived computer attribute factor. Compared to the computer attitude subscale, scores on the perceived computer attribute subscale correlated higher with computer experience and professional computer use within the sample.     

Gender and information and communication technologies (ICT) anxiety: male self-assurance and female hesitation.

This article presents the results of a quantitative study (n = 1,058) of the gender divide in ICT attitudes. In general, females had more negative attitudes towards computers and the Internet than did men. Results indicate a positive relationship between ICT experience and ICT attitudes. This experience is measured by period of time using a computer and self-perceived computer and Internet experience. Further analyses on the impact of gender on this correlation of ICT experience and ICT attitudes were conducted by means of a multivariate model. General Linear Model (GLM) analysis revealed that there was a significant effect of gender, computer use, and self-perceived computer experience on computer anxiety attitudes, as well as several significant interaction effects. Males were found to have less computer anxiety than females; respondents who have used computers for a longer period of time and respondents with a higher self-perception of experience also show less computer anxiety. However, the GLM plot shows that the influence of computer experience works in different ways for males and females. Computer experience has a positive impact on decreasing computer anxiety for men, but a similar effect was not found for women. The model was also tested for computer liking and Internet-liking factors.     

Suicide Risk Prediction: A New Approach*

A computer program that collects suicide risk factors by computer interview from persons with thoughts of suicide and processes the data to provide risk predictions has been written and pilot tested. Patient acceptance of the interviewing technique was good; more than half of the patients interviewed preferred the computer to a doctor as an interviewer. Bayes Theorem is used to process the data collected against a subjective data base. In a retrospective study comparing risk predictions made by the computer with predictions by experienced clinicians, the computer was more accurate in predicting suicide attempters (p .01) and slightly less accurate in predicting nonattempters. The program is economical, can be used wherever a telephone and a computer terminal are available, and is readily and uniformly modified to include new data.     

A Trial of Psychopharmacologic Measurement with Projective Techniques

An interactive computer program was developed in the BASIC language to present the performance and inquiry phases of the Rorschach Inkblot Test. As the subjects handled the traditional cards they entered their perceptions into the computer database, guided by instructions presented on the computer display. No assumptions were made about the percepts, but the Klopfer scoring questions were asked directly by the computer during the inquiry. The program scored the test as the subject answered the scoring questions on the keyboard. Thirty subjects were assessed using a test-retest design. One subgroup was tested first by a psychologist, and the other was tested first by the computer. The determinants of the psychologist and computer testing situations were found to be correlated and overall not significantly different except in location and time scores where the media differed.     

The development and evaluation of an online computer-assisted Rorschach Inkblot Test

An interactive computer program was developed in the BASIC language to present the performance and inquiry phases of the Rorschach Inkblot Test. As the subjects handled the traditional cards they entered their perceptions into the computer database, guided by instructions presented on the computer display. No assumptions were made about the percepts, but the Klopfer scoring questions were asked directly by the computer during the inquiry. The program scored the test as the subject answered the scoring questions on the keyboard. Thirty subjects were assessed using a test-retest design. One subgroup was tested first by a psychologist, and the other was tested first by the computer. The determinants of the psychologist and computer testing situations were found to be correlated and overall not significantly different except in location and time scores where the media differed.     

Methodological issues in judgment and decision-making research: Concurrent verbal protocol validity and simultaneous traces of process

This paper examines two dimensions of concurrent verbal protocol validity. First, whether verbalization affects process and outcome (reactivity) was examined by comparing concurrent verbal protocol traces with those from a computer search process tracing method, the latter being a complete trace of information acquisition from experimental materials. Earlier findings that verbalization affects time were confirmed. However, verbalization did not affect amount and pattern of acquisition or accuracy of judgments. Second, whether concurrent verbal protocols are complete was examined by comparing concurrent verbal protocol and computer traces that were simultaneously obtained in a treatment in which subjects verbalized as they acquired information from the computer. The verbal traces less completely captured information acquisition behavior than computer search. This suggests that, although concurrent verbal protocols provide greater insight into decision behavior than computer search, the latter is a more reliable information-acquisition trace. Thus, if information acquisition is of primary interest and if computer search activities can be naturally integrated into performing the primary task, computer search is preferred to concurrent verbal protocols. However, if information use or retrieval from long-term memory is of primary interest, concurrent verbal protocols are preferred to computer search. Finally, this paper examined whether the simultaneous use of concurrent verbal protocols and computer search provides traces of information acquisition and use that are as complete as when each method is independently applied. Although computer search tended to limit subjects verbalizations of evaluative operators, this effect may be eliminated by practice on the computer prior to collecting data.     

The Internet and sexuality education: Tapping into the wild side

To see whether observing information exchanges in “cyberspace” had a positive effect on computer usage and attitudes, students in an advanced undergraduate sexuality class were given an Internet project. Their pre- and postproject computer attitude and utilization reports were compared with those of a traditional computer usage research methods course taught by the same instructor. Overall, the e-mail/Internet project did not have a positive effect on computer usage and attitudes, whereas the more traditional computer as research tool usage taught in the methods class did have a positive effect.     

Lack of association of computer use and ability with spontaneous mental visualization

Relationships between frequency of computer use or ability to use the computer effectively with the tendency to construct and process visual mental images were investigated by administering a computer-use questionnaire and a visualization questionnaire to a sample of 185 Italian and Spanish undergraduates. Analysis did not support associations between either (a) frequent computer use of any kind or (b) high competence in using the computer for various purposes and spontaneous use of imagery.     

New approaches to the design of computerized interviewing and testing systems

Most computer interviewing and testing systems have adopted paper-and-pencil approaches to information gathering with little modification. However, computer technology offers two fundamental advantages over paper-and-pencil technology for psychological information gathering: (1) A computer can record ancillary data such as latencies and pressure on response keys during an interviewing session, and (2) A computer can react adaptively to special events as these arise during a session. Ways to capitalize on these advantages are outlined. A pilot study of interviewee behavior during a computer problem-screening interview is described, and the implications of the results for future research in the area are discussed. Passive and active computer testing systems occupy positions on a continuum between paper-based psychological testing and the flexible, but less well controlled, technology represented by the human. With its unique capabilities, computer technology has a special role to play in the future of psychological measurement.     

On teaching computer ethics within a computer science department

The author has surveyed a quarter of the accredited undergraduate computer science programs in the United States. More than half of these programs offer a “social and ethical implications of computing” course taught by a computer science faculty member, and there appears to be a trend toward teaching ethics classes within computer science departments. Although the decision to create an “in house” computer ethics course may sometimes be a pragmatic response to pressure from the accreditation agency, this paper argues that teaching ethics within a computer science department can provide students and faculty members with numerous benefits. The paper lists topics that can be covered in a computer ethics course and offers some practical suggestions for making the course successful. An earlier version of this paper was presented at the 2005 conference, Ethics and Social Responsibility in Engineering and Technology, Linking Workplace Ethics and Education, co-hosted by Gonzaga University and Loyola Marymount University, Los Angeles, California, 9–10 June 2005.     

Simulations of schedule-controlled behavior

A computer model that simulates the patterns of responding of infrahuman subjects under several schedules of reinforcement is described. The model is dynamic in that it continuously assesses the values of several interacting variables that are, in turn, affected by simulated environ-mental events that are scheduled by a procedure program. The data generated by the computer model, including cumulative records, closely conform to reported experimental data. The results indicate that computer simulations are a very useful tool for developing quantitative theories of operant behavior.     

The relationship of computer self-efficacy expectations to computer interest and course enrollment in college

Gender differences in perceived self-efficacy for computer use may help account for differential computer interest and course enrollment at the college level. Three hundred sixty-eight students completed a two-page questionnaire assessing perceived computer self-efficacy, plans to take a computer science course, perceived importance of computing skills, and interest in learning about computers. Men rated themselves higher than did women for perceived self-efficacy. They were also more positive on the cognitive outcome measures, but with computer self-efficacy held constant, the magnitude of these differences was decreased, suggesting that perceived self-efficacy may be an important consideration when examining gender differences in computer interest and use.The author wishes to thank Dr. Martin Ford and Dr. Albert Bandura for their helpful comments on an earlier version of this article. This research was supported by a grant from the San Jose State University Foundation. Portions of this research were reported at the annual meetings of the American Educational Research Association in San Francisco, April 1986.     

Investigation of the computer experiences and attitudes of pre-service mathematics teachers: new evidence from Turkey

This study aimed to investigate the experiences of pre-service mathematics (PSM) teachers with computers and their attitudes toward them. The Computer Attitude Scale, Computer Competency Survey, and Computer Use Information Form were administered to 180 Turkish PSM teachers. Results revealed that most PSM teachers used computers at home and at Internet cafes, and that their competency was generally intermediate and upper level. The study concludes that PSM teachers' attitudes about computers differ according to their years of study, computer ownership, level of computer competency, frequency of computer use, computer experience, and whether they had attended a computer-aided instruction course. However, computer attitudes were not affected by gender.     

A device for the computer processed analysis of video frames

This article briefly describes a system of analyzing movement sequences extracted from video images. The system uses an IBM-PC or compatible computer, equipped with a CGA screen and a mouse, and a videotape recorder and monitor. The coordinates of the points selected from the images with the mouse are stored in an ASCII-format file by a computer program. The principle behind this system is that it projects video images on a computer screen through a one-way mirror while avoiding parallax effects.     

Are People Polite to Computers? Responses to Computer-Based Interviewing Systems1

The present studies were designed to test whether people are “polite” to computers. Among people, an interviewer who directly asks about him- or herself will receive more positive and less varied responses than if the same question is posed by a third party. Two studies were designed to determine if the same phenomenon occurs in human–computer interaction. In the first study (N= 30), participants performed a task with a text-based computer and were then interviewed about the performance of that computer on 1 of 3 loci: (a) the same computer, (b) a paper-and-pencil questionnaire, or (c) a different (but identical) text-based computer. Consistent with the politeness prediction, same-computer participants evaluated the computer more positively and more homogeneously than did either paper-and-pencil or different-computer participants. Study 2 (N= 30) replicated the results with voice-based computers. Implications for computer-based interviewing are discussed.     

A computer interview language: Programming the on-line interactive computer

Seven computer interview and two disk file commands are executed by a computer program to display multiple-choice questions on a CRT video screen, to record clients’ answers, and to branch to various sets of questions. The program interpreting these commands uses little computer memory and does not require change each time the interview is altered or expanded. It can be written in almost any general-purpose programming language.     

An evaluation of three methods of saying "no" to avoid an escalating response class hierarchy

We evaluated the effects of three different methods of denying access to requested high-preference activities on escalating problem behavior. Functional analysis and response class hierarchy (RCH) assessment results indicated that 4 topographies of problem behaviors displayed by a 13-year-old boy with high-functioning autism constituted an RCH maintained by positive (tangible) reinforcement. Identification of the RCH comprised the baseline phase, during which computer access was denied by saying "no" and providing an explanation for the restriction. Two alternative methods of saying "no" were then evaluated. These methods included (a) denying computer access while providing an opportunity to engage in an alternative preferred activity and (b) denying immediate computer access by arranging a contingency between completion of a low-preference task and subsequent computer access. Results indicated that a hierarchy of problem behavior may be identified in the context of denying access to a preferred activity and that it may be possible to prevent occurrences of escalating problem behavior by either presenting alternative options or arranging contingencies when saying "no" to a child's requests.     

The computer that simulated John Searle in the Chinese Room

The thought experiment of the Chinese Room, whereby Searle takes on the function of a computer program for processing the Chinese language, aroused opposition and many disputes. The purposes of the present article are to reinforce the conclusion reached by this experiment (that the computer does not think) and to reply to two important counter arguments: the “System” argument (according to which Searle is a part of the system) and the “Connectionist” argument (according to which a parallel and not a serial program will think). These goals are attained by shifting the focus of the discussion from Searle in the Chinese Room to the computer that simulates Searle in the Chinese Room. This new thought experiment creates a set of situations that are all impossible except for one, in which the computer is no more than a machine devoid of understanding and consciousness.