The bits and bytes of computer/internet addiction: A factor analytic approach

A factor analytic approach was used to explore possible constructs underlying so-called computer/Internet addiction. A 94-item survey was developed, from which two major and two minor factors were derived. Factor 1 focused on problematic computer-related behaviors in heavy users of the Internet, whereas Factor 2 focused on the usefulness and general purpose nature of computers and the Internet. Factor 3 isolated a combination of use of the Internet for sexual gratification and shyness/introversion, and Factor 4 focused on an absence of problems related to Internet use that were coupled with a mild aversion or a disinterest in this technology. These data support the notion that some individuals have a mixture of obsessive-like characteristics related specifically to their computer/Internet use but that, not surprisingly, they also exhibit a preference for on-line, rather than in-person, interactions.     

Cognitive Level and Achievement in Computer Literacy

This study measured to what degree achievement in a computer literacy course related to each of the following variables: general cognitive level, computer aptitude and prior experience using computers, and inherent stress. Subjects were 60 students enrolled in an undergraduate business course designed to teach the use of software packages. Achievement was measured by three course exams. Achievement early in the course was moderately related to measures of computer aptitude and cognitive level, but by the end of the course prior experience using computers emerged as the most important variable. Despite the logical and empirical connections drawn between general cognitive abilities and the ability to learn how to use computers, general abilities may be only marginally relevant to the task of learning to use software.     

The computer as a tool in instructional computing: Students as software architects

The computer-rich environment that exists when every student has a computer provides a variety of new opportunities for instructional use of computers, including new opportunities for the use of microcomputer application programs. After arguing that computer programming has a limited role in instructional computing, this paper describes the assumptions, development, and structure of a psychology course in which students make use of the microcomputer and its application programs as a tool in software design. However, programming is not required. Rather, the personal computer and its application programs provide an environment in which the student has the freedom to develop software design and explore course content without being constrained by the mind-numbing minutiae involved in programming a rigid, inflexible tutee.     

The Relationships Between Korean University Students’ Reading Attitude,Reading Strategy Use,and Reading Proficiency

This present study investigated the relationships among L2 readers’ reading attitude, reading strategy use, and reading proficiency in order to identify patterns caused by individuals’ differences. For this study, 153 Korean university students replied to a reading attitude and reading strategy questionnaire. An ANOVA and frequency analysis were employed to analyze the data. The results showed that of the six components used to measure reading attitude in this study, only discomfort was found to be related to reading proficiency. With regards to reading strategy use, metacognitive strategy use was identified as having a significant relationship with reading proficiency, suggesting its important role in reading skill. Interestingly, discomfort and linguistic value were more closely associated with their cognitive strategy use, while comfort and intellectual value were strongly related to metacognitive strategy use. The pedagogical implications based on the findings from this study are offered to assist students in developing their L2 reading skills.     

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.     

A survey of microcomputer use in small psychology departments

A survey of microcomputer use in psychology showed equal frequency of use for teaching, research, and administration. Respondents with computer experience evaluated microcomputer contributions more highly than did those respondents without experience but with an interest in using computer systems. Apple IIes were the most popular machines, word processing the most popular use, and experimental and statistical psychology the most popular courses for using computers. Sixty percent of the users wrote their own software.     

Using computers to teach behavior analysis

When it is impractical to provide behavior analysis students with extensive laboratory experience using real organisms, computers can provide effective demonstrations, simulations, and experiments. Furthermore, such computer programs can establish contingency-shaped behavior even in lecture classes, which usually are limited to establishing rule-governed behavior. We describe the development of computerized shaping simulations and the development of software that teaches students to discriminate among reinforcement schedules on the basis of cumulative records.     

On-line computers in psychology: A laboratory course for advanced psychology majors

This course is structured as a series of increasingly difficult projects which involve students in all aspects of using computers for experimentation. Projects range from programming simple experiments utilizing monitor displays and keyboard responses to the use of hardware interfaces to connect complex peripherals. Students not only design and develop their projects, but also engage in data collection and analysis. The course provides experience with hardware and software as well as the intricacies of debugging the resulting project.     

自动化情绪调节策略对特质焦虑大学生应激反应的影响

研究采用句子整理任务诱发自动化情绪调节策略,特里尔社会应激测试模拟应激过程,以探讨认知重评和表达抑制对不同特质焦虑倾向大学生在应激状态下的影响。结果发现,自动化认知重评和表达抑制能获得适应性生理反应。自动化情绪调节策略适用于不同特质焦虑倾向的个体。特质焦虑对个体应激反应的影响主要体现在情绪体验上,高焦虑特质个体更易体验到焦虑情绪。但个体在压力性任务中的生理反应和行为表现不受特质焦虑因素的影响。     

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.     

Factors predicting the use of technology: findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE)

The successful adoption of technology is becoming increasingly important to functional independence. The present article reports findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE) on the use of technology among community-dwelling adults. The sample included 1,204 individuals ranging in age from 18-91 years. All participants completed a battery that included measures of demographic characteristics, self-rated health, experience with technology, attitudes toward computers, and component cognitive abilities. Findings indicate that the older adults were less likely than younger adults to use technology in general, computers, and the World Wide Web. The results also indicate that computer anxiety, fluid intelligence, and crystallized intelligence were important predictors of the use of technology. The relationship between age and adoption of technology was mediated by cognitive abilities, computer self-efficacy, and computer anxiety. These findings are discussed in terms of training strategies to promote technology adoption.     

生成性绘图与合作对高中生科学知识学习的影响

生成性绘图是学习心理学中一种有效的学习策略,能够促进学习者对科学文本知识的表征和深层理解。目前关于学习者生成性绘图的研究主要集中在个体学习领域,很少有研究探讨合作学习中生成性绘图的作用。本研究将合作学习与学习者生成性绘图相结合,探讨生成性绘图和合作对高中生科学知识学习的影响。实验1采用单因素(绘图、阅读)被试间设计来验证生成性绘图对学习效果以及认知负荷等主观体验的影响;实验2采用2(合作、个体)×2(绘图、阅读)被试间设计来探讨合作与生成性绘图对学习效果和学习者主观体验的影响。研究表明,生成性绘图和合作都可以有效促进高中生科学知识的学习效果;生成性绘图能够降低学习者的内在认知负荷;合作能够降低学习者的内在和外在认知负荷,提高学习者的相关认知负荷和学习兴趣。     

Using microcomputer-based eeg to enable and encourage student-designed projects

Microcomputer-based electrophysiological recording systems enhance undergraduates’ understanding of neural activity and enable them to design independent research projects. The physiological psychology class at Alma College has employed BIOPAC Systems MP100 hardware with Acq-Knowledge software and Macintosh computers to record and analyze electroencephalograms (EEG). After examining progressive changes in brain waves during sleep, student researchers have proceeded to study the effects of a variety of factors such as caffeine, cognitive tasks, and prior experiences. The simplicity of the system allows undergraduates to concentrate on experimental design and data analysis rather than instrumentation.     

Personality facets and RIASEC interests: An integrated model

Research examining links between personality and interest have typically focused on links between measures of the five factor model and Holland’s RIASEC types. However, the five factor model of personality can be divided in to a larger set of narrow domain personality scales measuring facets of the ‘big five’ traits. Research in a number of fields indicates that facet scales are effective for clarifying the relationship between personality and other broad constructs, including academic achievement, job performance, stress and coping, and achievement motivation. In the present study links between personality facets and the RIASEC model were examined using property vector fitting. Obtained results are consistent with previous research suggesting that the use of facet-level personality measures can clarify relations between personality and other constructs, and provides new information linking personality facets and interests. The use of facet-level measures of personality expands the range of personality concepts that can be presented to individuals who are exploring career options.     

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.     

个体权力高低对其损失规避的影响

摘 要 以中国大学生为被试,采用问卷的方式,探讨权力对损失规避倾向的影响。实验一发现,与低权力被试相比,高权力被试具有较少的损失规避。实验二进一步考察权力影响损失规避的原因机制,结果发现,权力对收益的价值估计没有影响,但降低了个体对损失的价值估计,从而导致损失规避的减少。结果表明,权力除了激活个体对收益的趋近,还可能抑制个体对损失的感知,权力也是影响决策的因素之一。 关键词 权力 损失规避 估计价值     

Arousal, affect, and attention as components of temperament

Contemporary models of human temperament have been based on the general constructs of arousal, emotion, and self-regulation. In order to more precisely investigate these constructs, they were theoretically decomposed into 19 subconstructs, and homogeneous scales were developed to assess them. The scales were constructed through an item-selection technique that maximized internal consistency and minimized conceptual overlap. Correlational and factor analyses suggested that arousal can be usefully assessed in terms of its central, autonomic, and motor components. The emotions of sadness, relief, and low-intensity pleasure were most closely related to the measures of central arousal. Emotions of fear, frustration, discomfort, and high-intensity pleasure were more closely related to measures of attentional control. We discuss these findings in terms of the functional relations between arousal, emotion, and attention.     

Marijuana-related problems and social anxiety: the role of marijuana behaviors in social situations

Individuals with elevated social anxiety appear particularly vulnerable to marijuana-related problems. In fact, individuals with social anxiety may be more likely to experience marijuana-related impairment than individuals with other types of anxiety. It is therefore important to determine whether constructs particularly relevant to socially anxious individuals play a role in the expression of marijuana-related problems in this vulnerable population. Given that both social avoidance and using marijuana to cope with negative affect broadly have been found to play a role in marijuana-related problems, the current study utilized a new measure designed to simultaneously assess social avoidance and using marijuana to cope in situations previously identified as anxiety-provoking among those with elevated social anxiety. The Marijuana Use to Cope with Social Anxiety Scale (MCSAS) assessed behaviors regarding 24 social situations: marijuana use to cope in social situations (MCSAS-Cope) and avoidance of social situations if marijuana was unavailable. In Study 1, we found preliminary support for the convergent and discriminant validity and internal consistency of the MCSAS scales. In Study 2, we examined if MCSAS scores were related to marijuana problems among those with (n = 44) and without (n = 44) clinically elevated social anxiety. Individuals with clinically meaningful social anxiety were more likely to use marijuana to cope in social situations and to avoid social situations if marijuana was unavailable. Of importance, MCSAS-Cope uniquely mediated the relationship between social anxiety group status and marijuana-related problems. Results highlight the importance of contextual factors in assessing marijuana-related behaviors among high-risk populations.     

Issues in the effective use of computers in introductory and advanced courses in psychology

The recent proliferation of time-shared terminals, computers, and instructional software is producing a dramatic change in undergraduate education in psychology. Although computers have been used for many years in research in psychology, their use as instructional alternatives only recently has been thrust upon the academic community, a development for which many faculty-even experienced computer users—are ill prepared. The use of computers and microcomputers in instruction can provide the instructor, and more importantly, the student, with an effective pedagogical tool. However, computers cannot be introduced into the curriculum in a piecemeal or haphazard fashion. In this paper, issues involved in the effective introduction and use of computers in teaching are outlined.     

Listener: A tool for client-side investigation of hypermedia navigation behavior

Behavioral researchers have employed hypermedia-based software applications in their experiments for some time. More recently, interest in the World-Wide Web has developed among researchers in the social sciences, and popular use of this new medium continues to grow at an incredible rate. This paper describes Listener, a tool developed to log users’ hypermedia and World-Wide Web navigation behavior using Apple Macintosh computers in a laboratory setting. Listener is able to capture navigation actions through cached documents, overcoming some of the problems associated with analyzing standard web server logs.