The Experts below are selected from a list of 156 Experts worldwide ranked by ideXlab platform
Jeroen J. G. Van Merriënboer - One of the best experts on this subject based on the ideXlab platform.
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combining shared control with variability over surface features effects on transfer test performance and Task Involvement
Computers in Human Behavior, 2009Co-Authors: Gemma Corbalan, Liesbeth Kester, Jeroen J. G. Van MerriënboerAbstract:Positive effects of learner control decrease when learners do not perceive the control given to them, make suboptimal choices, or are cognitively overloaded by the amount of choice. This study proposes shared control (i.e., learners choose from a pre-selection of suitable Tasks) over highly variable Tasks to tackle these problems. Ninety-four students participated in a 2x2 factorial experiment with the factors control (system, shared) and variability of surface features (low, high). Results show superior effects on training performance, transfer test performance, and Task Involvement of shared control when learners can choose from pre-selected Tasks with surface features that are different from the surface features of previous Tasks.
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selecting learning Tasks effects of adaptation and shared control on learning efficiency and Task Involvement
Contemporary Educational Psychology, 2008Co-Authors: Gemma Corbalan, Liesbeth Kester, Jeroen J. G. Van MerriënboerAbstract:Corbalan, G., Kester, L., & Van Merrienboer, J.J.G. (2008). Selecting learning Tasks: Effects of adaptation and shared control on efficiency and Task Involvement. Contemporary Educational Psychology, 33(4), 733-756.
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Selecting learning Tasks: Effects of adaptation and shared control on learning efficiency and Task Involvement☆
Contemporary Educational Psychology, 2008Co-Authors: Gemma Corbalan, Liesbeth Kester, Jeroen J. G. Van MerriënboerAbstract:Corbalan, G., Kester, L., & Van Merriënboer, J.J.G. (2008). Selecting learning Tasks: Effects of adaptation and shared control on efficiency and Task Involvement. Contemporary Educational Psychology, 33(4), 733-756.Complex skill acquisition by performing authentic learning Tasks is constrained by limited working memory capacity (Baddeley, 1992). To prevent cognitive overload, Task difficulty and support of each newly selected learning Task can be adapted to the learner’s competence level and perceived Task load, either by some external agent, the learner herself, or both. Health sciences students (N = 55) participated in a study using a 2x2 factorial design with the factors adaptation (present or absent) and control over Task selection (program control or shared control). As hypothesized, adaptation led to more efficient learning; that is, higher learning outcomes combined with less effort invested in performing the learning Tasks. Shared control over Task selection led to higher Task Involvement, that is, higher learning outcomes combined with more effort directly invested in learning. Adaptation also produced greater Task Involvement
Gemma Corbalan - One of the best experts on this subject based on the ideXlab platform.
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combining shared control with variability over surface features effects on transfer test performance and Task Involvement
Computers in Human Behavior, 2009Co-Authors: Gemma Corbalan, Liesbeth Kester, Jeroen J. G. Van MerriënboerAbstract:Positive effects of learner control decrease when learners do not perceive the control given to them, make suboptimal choices, or are cognitively overloaded by the amount of choice. This study proposes shared control (i.e., learners choose from a pre-selection of suitable Tasks) over highly variable Tasks to tackle these problems. Ninety-four students participated in a 2x2 factorial experiment with the factors control (system, shared) and variability of surface features (low, high). Results show superior effects on training performance, transfer test performance, and Task Involvement of shared control when learners can choose from pre-selected Tasks with surface features that are different from the surface features of previous Tasks.
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selecting learning Tasks effects of adaptation and shared control on learning efficiency and Task Involvement
Contemporary Educational Psychology, 2008Co-Authors: Gemma Corbalan, Liesbeth Kester, Jeroen J. G. Van MerriënboerAbstract:Corbalan, G., Kester, L., & Van Merrienboer, J.J.G. (2008). Selecting learning Tasks: Effects of adaptation and shared control on efficiency and Task Involvement. Contemporary Educational Psychology, 33(4), 733-756.
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Selecting learning Tasks: Effects of adaptation and shared control on learning efficiency and Task Involvement☆
Contemporary Educational Psychology, 2008Co-Authors: Gemma Corbalan, Liesbeth Kester, Jeroen J. G. Van MerriënboerAbstract:Corbalan, G., Kester, L., & Van Merriënboer, J.J.G. (2008). Selecting learning Tasks: Effects of adaptation and shared control on efficiency and Task Involvement. Contemporary Educational Psychology, 33(4), 733-756.Complex skill acquisition by performing authentic learning Tasks is constrained by limited working memory capacity (Baddeley, 1992). To prevent cognitive overload, Task difficulty and support of each newly selected learning Task can be adapted to the learner’s competence level and perceived Task load, either by some external agent, the learner herself, or both. Health sciences students (N = 55) participated in a study using a 2x2 factorial design with the factors adaptation (present or absent) and control over Task selection (program control or shared control). As hypothesized, adaptation led to more efficient learning; that is, higher learning outcomes combined with less effort invested in performing the learning Tasks. Shared control over Task selection led to higher Task Involvement, that is, higher learning outcomes combined with more effort directly invested in learning. Adaptation also produced greater Task Involvement
Liesbeth Kester - One of the best experts on this subject based on the ideXlab platform.
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combining shared control with variability over surface features effects on transfer test performance and Task Involvement
Computers in Human Behavior, 2009Co-Authors: Gemma Corbalan, Liesbeth Kester, Jeroen J. G. Van MerriënboerAbstract:Positive effects of learner control decrease when learners do not perceive the control given to them, make suboptimal choices, or are cognitively overloaded by the amount of choice. This study proposes shared control (i.e., learners choose from a pre-selection of suitable Tasks) over highly variable Tasks to tackle these problems. Ninety-four students participated in a 2x2 factorial experiment with the factors control (system, shared) and variability of surface features (low, high). Results show superior effects on training performance, transfer test performance, and Task Involvement of shared control when learners can choose from pre-selected Tasks with surface features that are different from the surface features of previous Tasks.
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selecting learning Tasks effects of adaptation and shared control on learning efficiency and Task Involvement
Contemporary Educational Psychology, 2008Co-Authors: Gemma Corbalan, Liesbeth Kester, Jeroen J. G. Van MerriënboerAbstract:Corbalan, G., Kester, L., & Van Merrienboer, J.J.G. (2008). Selecting learning Tasks: Effects of adaptation and shared control on efficiency and Task Involvement. Contemporary Educational Psychology, 33(4), 733-756.
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Selecting learning Tasks: Effects of adaptation and shared control on learning efficiency and Task Involvement☆
Contemporary Educational Psychology, 2008Co-Authors: Gemma Corbalan, Liesbeth Kester, Jeroen J. G. Van MerriënboerAbstract:Corbalan, G., Kester, L., & Van Merriënboer, J.J.G. (2008). Selecting learning Tasks: Effects of adaptation and shared control on efficiency and Task Involvement. Contemporary Educational Psychology, 33(4), 733-756.Complex skill acquisition by performing authentic learning Tasks is constrained by limited working memory capacity (Baddeley, 1992). To prevent cognitive overload, Task difficulty and support of each newly selected learning Task can be adapted to the learner’s competence level and perceived Task load, either by some external agent, the learner herself, or both. Health sciences students (N = 55) participated in a study using a 2x2 factorial design with the factors adaptation (present or absent) and control over Task selection (program control or shared control). As hypothesized, adaptation led to more efficient learning; that is, higher learning outcomes combined with less effort invested in performing the learning Tasks. Shared control over Task selection led to higher Task Involvement, that is, higher learning outcomes combined with more effort directly invested in learning. Adaptation also produced greater Task Involvement
Siegfried L. Sporer - One of the best experts on this subject based on the ideXlab platform.
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Content versus source cue information as a basis for credibility judgments: The impact of Task Involvement.
Social Psychology, 2010Co-Authors: Marc-andré Reinhard, Siegfried L. SporerAbstract:Basic assumptions of dual-process theories are used to explain the process of credibility attribution. Three experiments test the assumption that high Task Involvement leads to intensive processing of content information, whereas low Task Involvement leads to the use of noncontent information like source cues when people make credibility judgments. In Experiment 1, as predicted, when Task Involvement is low, only source attractiveness influences credibility attributions; when Task Involvement is high, content information also influences credibility attributions. Experiments 2 and 3 replicate these results with different source cue and message content manipulations. These findings demonstrate the fruitfulness of applying basic assumptions of dual-process theories to the field of deceptive communication research. Practical implications for forensic credibility assessment are outlined.
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Verbal and nonverbal behaviour as a basis for credibility attribution: The impact of Task Involvement and cognitive capacity
Journal of Experimental Social Psychology, 2008Co-Authors: Marc-andré Reinhard, Siegfried L. SporerAbstract:Abstract Three experiments were able to demonstrate the usefulness of dual-process models for the understanding of the process of credibility attribution. According to the assumptions of dual-process models, only high Task Involvement and high cognitive capacity leads to intensive processing of verbal and nonverbal information when making credibility judgments. Under low Task Involvement and/or low cognitive capacity, people predominantly use nonverbal information for their credibility attribution. In Experiment 1, participants under low or high Task Involvement saw a film in which the nonverbal behaviour (fidgety vs. calm) and the verbal information (low versus high credibility) of a source were manipulated. As predicted, when Task Involvement was low, only the nonverbal behaviour influenced participants’ credibility attribution. Participants with high Task Involvement also used the verbal information. In Experiment 2 and 3, the cognitive capacity of the participants was manipulated. Participants with high cognitive capacity, in contrast to those of low cognitive capacity, used the verbal information for their credibility attribution.
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Verbal and nonverbal behaviour as a basis for credibility attribution: The impact of Task Involvement and cognitive capacity
Journal of Experimental Social Psychology, 2008Co-Authors: Marc-andré Reinhard, Siegfried L. SporerAbstract:International audienc
Robert S. Feldman - One of the best experts on this subject based on the ideXlab platform.
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Detecting Deception and Judge’s Involvement: Lower Task Involvement Leads to Better Lie Detection
Personality and Social Psychology Bulletin, 2000Co-Authors: James A. Forrest, Robert S. FeldmanAbstract:Videotaped samples of target individuals making honest or dishonest statements were shown to 66 male and female participants who judged each sample in terms of honesty. The participants were either highly involved in the judging Task or relatively uninvolved. It was assumed that highly involved participants would engage in central route processing and therefore attend more to the verbal message, whereas less-involved participants would engage in peripheral route processing and therefore attend more to the nonverbal behavior of the targets. Because nonverbal cues are most indicative of deception, it was hypothesized—and found—that low-Involvement participants would be more accurate at detecting deception than would high-Involvement participants. Furthermore, gender differences and support for a motivational impairment effect were found, in which lies told by people who were highly motivated to lie successfully were more easily detected.
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detecting deception and judge s Involvement lower Task Involvement leads to better lie detection
Personality and Social Psychology Bulletin, 2000Co-Authors: James A. Forrest, Robert S. FeldmanAbstract:Videotaped samples of target individuals making honest or dishonest statements were shown to 66 male and female participants who judged each sample in terms of honesty. The participants were either highly involved in the judging Task or relatively uninvolved. It was assumed that highly involved participants would engage in central route processing and therefore attend more to the verbal message, whereas less-involved participants would engage in peripheral route processing and therefore attend more to the nonverbal behavior of the targets. Because nonverbal cues are most indicative of deception, it was hypothesized—and found—that low-Involvement participants would be more accurate at detecting deception than would high-Involvement participants. Furthermore, gender differences and support for a motivational impairment effect were found, in which lies told by people who were highly motivated to lie successfully were more easily detected.
