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
Gespeichert in:
| Autor*in: |
Chan, David [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2017transfer abstract |
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| Schlagwörter: |
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| Umfang: |
8 |
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| 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.] |
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| Übergeordnetes Werk: |
volume:141 ; year:2017 ; pages:317-324 ; extent:8 |
| Links: |
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| DOI / URN: |
10.1016/j.visres.2016.09.007 |
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ELV041360354 |
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| 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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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Go-getters and procrastinators: Investigating individual differences in visual cognition across university semesters |
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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. |
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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. |
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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. |
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