Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters
University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign...
Ausführliche Beschreibung
Autor*in: |
Chan, David [verfasserIn] |
---|
Format: |
E-Artikel |
---|---|
Sprache: |
Englisch |
Erschienen: |
2017transfer abstract |
---|
Schlagwörter: |
---|
Umfang: |
8 |
---|
Übergeordnetes Werk: |
Enthalten in: Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy - Jain, Nikhil ELSEVIER, 2021, an international journal for functional aspects of vision, Amsterdam [u.a.] |
---|---|
Übergeordnetes Werk: |
volume:141 ; year:2017 ; pages:317-324 ; extent:8 |
Links: |
---|
DOI / URN: |
10.1016/j.visres.2016.09.007 |
---|
Katalog-ID: |
ELV041360354 |
---|
LEADER | 01000caa a22002652 4500 | ||
---|---|---|---|
001 | ELV041360354 | ||
003 | DE-627 | ||
005 | 20230625234405.0 | ||
007 | cr uuu---uuuuu | ||
008 | 180726s2017 xx |||||o 00| ||eng c | ||
024 | 7 | |a 10.1016/j.visres.2016.09.007 |2 doi | |
028 | 5 | 2 | |a GBV00000000000271A.pica |
035 | |a (DE-627)ELV041360354 | ||
035 | |a (ELSEVIER)S0042-6989(16)30110-9 | ||
040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
041 | |a eng | ||
082 | 0 | |a 610 | |
082 | 0 | 4 | |a 610 |q DE-600 |
082 | 0 | 4 | |a 610 |q VZ |
084 | |a 44.83 |2 bkl | ||
100 | 1 | |a Chan, David |e verfasserin |4 aut | |
245 | 1 | 0 | |a Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters |
264 | 1 | |c 2017transfer abstract | |
300 | |a 8 | ||
336 | |a nicht spezifiziert |b zzz |2 rdacontent | ||
337 | |a nicht spezifiziert |b z |2 rdamedia | ||
338 | |a nicht spezifiziert |b zu |2 rdacarrier | ||
520 | |a University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. | ||
520 | |a University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. | ||
650 | 7 | |a Visual cognition |2 Elsevier | |
650 | 7 | |a Individual differences |2 Elsevier | |
650 | 7 | |a Attention |2 Elsevier | |
650 | 7 | |a Semester effects |2 Elsevier | |
700 | 1 | |a Rajsic, Jason |4 oth | |
700 | 1 | |a Pratt, Jay |4 oth | |
773 | 0 | 8 | |i Enthalten in |n Elsevier Science |a Jain, Nikhil ELSEVIER |t Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy |d 2021 |d an international journal for functional aspects of vision |g Amsterdam [u.a.] |w (DE-627)ELV006716121 |
773 | 1 | 8 | |g volume:141 |g year:2017 |g pages:317-324 |g extent:8 |
856 | 4 | 0 | |u https://doi.org/10.1016/j.visres.2016.09.007 |3 Volltext |
912 | |a GBV_USEFLAG_U | ||
912 | |a GBV_ELV | ||
912 | |a SYSFLAG_U | ||
936 | b | k | |a 44.83 |j Rheumatologie |j Orthopädie |q VZ |
951 | |a AR | ||
952 | |d 141 |j 2017 |h 317-324 |g 8 | ||
953 | |2 045F |a 610 |
author_variant |
d c dc |
---|---|
matchkey_str |
chandavidrajsicjasonprattjay:2017----:oetradrcatntrivsiaigniiulifrneivsacgi |
hierarchy_sort_str |
2017transfer abstract |
bklnumber |
44.83 |
publishDate |
2017 |
allfields |
10.1016/j.visres.2016.09.007 doi GBV00000000000271A.pica (DE-627)ELV041360354 (ELSEVIER)S0042-6989(16)30110-9 DE-627 ger DE-627 rakwb eng 610 610 DE-600 610 VZ 44.83 bkl Chan, David verfasserin aut Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters 2017transfer abstract 8 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. Visual cognition Elsevier Individual differences Elsevier Attention Elsevier Semester effects Elsevier Rajsic, Jason oth Pratt, Jay oth Enthalten in Elsevier Science Jain, Nikhil ELSEVIER Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy 2021 an international journal for functional aspects of vision Amsterdam [u.a.] (DE-627)ELV006716121 volume:141 year:2017 pages:317-324 extent:8 https://doi.org/10.1016/j.visres.2016.09.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 44.83 Rheumatologie Orthopädie VZ AR 141 2017 317-324 8 045F 610 |
spelling |
10.1016/j.visres.2016.09.007 doi GBV00000000000271A.pica (DE-627)ELV041360354 (ELSEVIER)S0042-6989(16)30110-9 DE-627 ger DE-627 rakwb eng 610 610 DE-600 610 VZ 44.83 bkl Chan, David verfasserin aut Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters 2017transfer abstract 8 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. Visual cognition Elsevier Individual differences Elsevier Attention Elsevier Semester effects Elsevier Rajsic, Jason oth Pratt, Jay oth Enthalten in Elsevier Science Jain, Nikhil ELSEVIER Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy 2021 an international journal for functional aspects of vision Amsterdam [u.a.] (DE-627)ELV006716121 volume:141 year:2017 pages:317-324 extent:8 https://doi.org/10.1016/j.visres.2016.09.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 44.83 Rheumatologie Orthopädie VZ AR 141 2017 317-324 8 045F 610 |
allfields_unstemmed |
10.1016/j.visres.2016.09.007 doi GBV00000000000271A.pica (DE-627)ELV041360354 (ELSEVIER)S0042-6989(16)30110-9 DE-627 ger DE-627 rakwb eng 610 610 DE-600 610 VZ 44.83 bkl Chan, David verfasserin aut Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters 2017transfer abstract 8 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. Visual cognition Elsevier Individual differences Elsevier Attention Elsevier Semester effects Elsevier Rajsic, Jason oth Pratt, Jay oth Enthalten in Elsevier Science Jain, Nikhil ELSEVIER Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy 2021 an international journal for functional aspects of vision Amsterdam [u.a.] (DE-627)ELV006716121 volume:141 year:2017 pages:317-324 extent:8 https://doi.org/10.1016/j.visres.2016.09.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 44.83 Rheumatologie Orthopädie VZ AR 141 2017 317-324 8 045F 610 |
allfieldsGer |
10.1016/j.visres.2016.09.007 doi GBV00000000000271A.pica (DE-627)ELV041360354 (ELSEVIER)S0042-6989(16)30110-9 DE-627 ger DE-627 rakwb eng 610 610 DE-600 610 VZ 44.83 bkl Chan, David verfasserin aut Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters 2017transfer abstract 8 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. Visual cognition Elsevier Individual differences Elsevier Attention Elsevier Semester effects Elsevier Rajsic, Jason oth Pratt, Jay oth Enthalten in Elsevier Science Jain, Nikhil ELSEVIER Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy 2021 an international journal for functional aspects of vision Amsterdam [u.a.] (DE-627)ELV006716121 volume:141 year:2017 pages:317-324 extent:8 https://doi.org/10.1016/j.visres.2016.09.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 44.83 Rheumatologie Orthopädie VZ AR 141 2017 317-324 8 045F 610 |
allfieldsSound |
10.1016/j.visres.2016.09.007 doi GBV00000000000271A.pica (DE-627)ELV041360354 (ELSEVIER)S0042-6989(16)30110-9 DE-627 ger DE-627 rakwb eng 610 610 DE-600 610 VZ 44.83 bkl Chan, David verfasserin aut Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters 2017transfer abstract 8 nicht spezifiziert zzz rdacontent nicht spezifiziert z rdamedia nicht spezifiziert zu rdacarrier University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. Visual cognition Elsevier Individual differences Elsevier Attention Elsevier Semester effects Elsevier Rajsic, Jason oth Pratt, Jay oth Enthalten in Elsevier Science Jain, Nikhil ELSEVIER Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy 2021 an international journal for functional aspects of vision Amsterdam [u.a.] (DE-627)ELV006716121 volume:141 year:2017 pages:317-324 extent:8 https://doi.org/10.1016/j.visres.2016.09.007 Volltext GBV_USEFLAG_U GBV_ELV SYSFLAG_U 44.83 Rheumatologie Orthopädie VZ AR 141 2017 317-324 8 045F 610 |
language |
English |
source |
Enthalten in Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy Amsterdam [u.a.] volume:141 year:2017 pages:317-324 extent:8 |
sourceStr |
Enthalten in Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy Amsterdam [u.a.] volume:141 year:2017 pages:317-324 extent:8 |
format_phy_str_mv |
Article |
bklname |
Rheumatologie Orthopädie |
institution |
findex.gbv.de |
topic_facet |
Visual cognition Individual differences Attention Semester effects |
dewey-raw |
610 |
isfreeaccess_bool |
false |
container_title |
Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy |
authorswithroles_txt_mv |
Chan, David @@aut@@ Rajsic, Jason @@oth@@ Pratt, Jay @@oth@@ |
publishDateDaySort_date |
2017-01-01T00:00:00Z |
hierarchy_top_id |
ELV006716121 |
dewey-sort |
3610 |
id |
ELV041360354 |
language_de |
englisch |
fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">ELV041360354</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230625234405.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">180726s2017 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1016/j.visres.2016.09.007</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">GBV00000000000271A.pica</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)ELV041360354</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ELSEVIER)S0042-6989(16)30110-9</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">610</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">610</subfield><subfield code="q">DE-600</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">610</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">44.83</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Chan, David</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017transfer abstract</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">8</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Visual cognition</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Individual differences</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Attention</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Semester effects</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Rajsic, Jason</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Pratt, Jay</subfield><subfield code="4">oth</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="n">Elsevier Science</subfield><subfield code="a">Jain, Nikhil ELSEVIER</subfield><subfield code="t">Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy</subfield><subfield code="d">2021</subfield><subfield code="d">an international journal for functional aspects of vision</subfield><subfield code="g">Amsterdam [u.a.]</subfield><subfield code="w">(DE-627)ELV006716121</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:141</subfield><subfield code="g">year:2017</subfield><subfield code="g">pages:317-324</subfield><subfield code="g">extent:8</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1016/j.visres.2016.09.007</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ELV</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_U</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">44.83</subfield><subfield code="j">Rheumatologie</subfield><subfield code="j">Orthopädie</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">141</subfield><subfield code="j">2017</subfield><subfield code="h">317-324</subfield><subfield code="g">8</subfield></datafield><datafield tag="953" ind1=" " ind2=" "><subfield code="2">045F</subfield><subfield code="a">610</subfield></datafield></record></collection>
|
author |
Chan, David |
spellingShingle |
Chan, David ddc 610 bkl 44.83 Elsevier Visual cognition Elsevier Individual differences Elsevier Attention Elsevier Semester effects Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters |
authorStr |
Chan, David |
ppnlink_with_tag_str_mv |
@@773@@(DE-627)ELV006716121 |
format |
electronic Article |
dewey-ones |
610 - Medicine & health |
delete_txt_mv |
keep |
author_role |
aut |
collection |
elsevier |
remote_str |
true |
illustrated |
Not Illustrated |
topic_title |
610 610 DE-600 610 VZ 44.83 bkl Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters Visual cognition Elsevier Individual differences Elsevier Attention Elsevier Semester effects Elsevier |
topic |
ddc 610 bkl 44.83 Elsevier Visual cognition Elsevier Individual differences Elsevier Attention Elsevier Semester effects |
topic_unstemmed |
ddc 610 bkl 44.83 Elsevier Visual cognition Elsevier Individual differences Elsevier Attention Elsevier Semester effects |
topic_browse |
ddc 610 bkl 44.83 Elsevier Visual cognition Elsevier Individual differences Elsevier Attention Elsevier Semester effects |
format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
format_main_str_mv |
Text Zeitschrift/Artikel |
carriertype_str_mv |
zu |
author2_variant |
j r jr j p jp |
hierarchy_parent_title |
Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy |
hierarchy_parent_id |
ELV006716121 |
dewey-tens |
610 - Medicine & health |
hierarchy_top_title |
Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy |
isfreeaccess_txt |
false |
familylinks_str_mv |
(DE-627)ELV006716121 |
title |
Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters |
ctrlnum |
(DE-627)ELV041360354 (ELSEVIER)S0042-6989(16)30110-9 |
title_full |
Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters |
author_sort |
Chan, David |
journal |
Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy |
journalStr |
Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy |
lang_code |
eng |
isOA_bool |
false |
dewey-hundreds |
600 - Technology |
recordtype |
marc |
publishDateSort |
2017 |
contenttype_str_mv |
zzz |
container_start_page |
317 |
author_browse |
Chan, David |
container_volume |
141 |
physical |
8 |
class |
610 610 DE-600 610 VZ 44.83 bkl |
format_se |
Elektronische Aufsätze |
author-letter |
Chan, David |
doi_str_mv |
10.1016/j.visres.2016.09.007 |
dewey-full |
610 |
title_sort |
go-getters and procrastinators: investigating individual differences in visual cognition across university semesters |
title_auth |
Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters |
abstract |
University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. |
abstractGer |
University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. |
abstract_unstemmed |
University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments. |
collection_details |
GBV_USEFLAG_U GBV_ELV SYSFLAG_U |
title_short |
Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters |
url |
https://doi.org/10.1016/j.visres.2016.09.007 |
remote_bool |
true |
author2 |
Rajsic, Jason Pratt, Jay |
author2Str |
Rajsic, Jason Pratt, Jay |
ppnlink |
ELV006716121 |
mediatype_str_mv |
z |
isOA_txt |
false |
hochschulschrift_bool |
false |
author2_role |
oth oth |
doi_str |
10.1016/j.visres.2016.09.007 |
up_date |
2024-07-06T19:54:39.886Z |
_version_ |
1803860762833190912 |
fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">ELV041360354</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230625234405.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">180726s2017 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1016/j.visres.2016.09.007</subfield><subfield code="2">doi</subfield></datafield><datafield tag="028" ind1="5" ind2="2"><subfield code="a">GBV00000000000271A.pica</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)ELV041360354</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(ELSEVIER)S0042-6989(16)30110-9</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">610</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">610</subfield><subfield code="q">DE-600</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">610</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">44.83</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Chan, David</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017transfer abstract</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">8</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zzz</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">z</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">nicht spezifiziert</subfield><subfield code="b">zu</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">University-based psychological research typically relies on the participation of undergraduate students for data collection. Using this particular sample brings with it several possible issues, including the self-scheduling done by the participants. Research on performance between students who sign up early versus late in the semester has been inconsistent. Some research report benefits for early participant semesters, while others find no differences between the two groups. Anecdotally, it seems that the former holds true, as many researchers worry about the data collected late in the semester, sometimes opting for more motivated earlier participants in the next semester. The purpose of our study was to examine for the effect of time of semester across a well-known set of visual cognition tasks. To do so, participants completed canonical versions of a rapid serial visual presentation task, a flanker task, an additional singleton paradigm task, a multiple object tracking task and a visual working memory task. These tasks were chosen as typical measures of executive control, temporal selectivity, visual working memory capacity, resistance to distraction, and attentional capacity. Crucially, we correlated task performance with time of semester students chose to participate. Our results demonstrate that there were no significant differences in any of the tasks across semester timing. Furthermore, our findings support the validity of cognitive research relying on the system of recruiting undergraduate students from volunteer pools where students can self-select the time of the semester they undertake the experiments.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Visual cognition</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Individual differences</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Attention</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Semester effects</subfield><subfield code="2">Elsevier</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Rajsic, Jason</subfield><subfield code="4">oth</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Pratt, Jay</subfield><subfield code="4">oth</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="n">Elsevier Science</subfield><subfield code="a">Jain, Nikhil ELSEVIER</subfield><subfield code="t">Burden of preoperative opioid use and its impact on healthcare utilization after primary single level lumbar discectomy</subfield><subfield code="d">2021</subfield><subfield code="d">an international journal for functional aspects of vision</subfield><subfield code="g">Amsterdam [u.a.]</subfield><subfield code="w">(DE-627)ELV006716121</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:141</subfield><subfield code="g">year:2017</subfield><subfield code="g">pages:317-324</subfield><subfield code="g">extent:8</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1016/j.visres.2016.09.007</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ELV</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_U</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">44.83</subfield><subfield code="j">Rheumatologie</subfield><subfield code="j">Orthopädie</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">141</subfield><subfield code="j">2017</subfield><subfield code="h">317-324</subfield><subfield code="g">8</subfield></datafield><datafield tag="953" ind1=" " ind2=" "><subfield code="2">045F</subfield><subfield code="a">610</subfield></datafield></record></collection>
|
score |
7.400649 |