Thirtieth Annual Meeting
November 16, 2000
Hyatt Regency New Orleans
Greetings from the President...
Welcome to the 30th anniversary meeting of the Society for Computers in Psychology. Thanks to
David Washburn for putting together a great program, and to all those who are sharing their work
and ideas with us. A special welcome to those who are new to SCiP. If you are doing interesting
work with computers, please consider making a presentation at next year's conference. (See the
society's web site is at: www.lafayette.edu/~allanr/scip.html)...............................Wally Beagley,
President
Greetings from the Program Chair,
It is my pleasure to welcome you to New Orleans and the 30th meeting of SCiP. At no time in history has the computer been so intricately a part of psychology. This statement is true not only for the ways in which we conduct ourselves as psychologists - the tools with which we collect our data, teach our classes, communicate with our colleagues, and even submit (with occasional frustrations like server failures!) our talks to professional meetings. Computer-directed behavior and computer-related cognition are also increasingly important as subject areas within our field. Consider that only one year ago the world was transfixed on the "Y2K bug" and its potential consequences - a fascination that was above all a psychological rather than a technological event.
The program for this year's meeting reflects the diverse ways in which computers are "in"
contemporary psychology. I am excited to have Stevan Harnad at the meeting this year as our
invited speaker, and look forward to the panel and audience discussion of the issues surrounding
open archiving. I appreciate the contributions and patience of each of the program participants,
as well as the efforts of the SCiP members who helped with reviews. I am particularly grateful
for the assistance and direction of Wally Beagley and Chris Wolfe, who together with the
Steering Committee keep the Society operational.
Finally, I challenge each of you to begin thinking already of outstanding contributions that you
can make to the 31st annual program, and of colleagues who should also be participating in (and
benefitting from) the Society. Your responsiveness in this area will ensure that next year's
program chair enjoys the task as much as I did.....David Washburn, Program Chair
Session I COMPUTERS IN RESEARCH AND THEORY CHAIR: Cyndi McDaniel 8:00 Hypermnesia and the Primitive Processes of Cognition Gerald A. Epling, University of Texas at Dallas epling@mindjava.com The hypothesis that an item-specific encoding strategy can lead to observable increases in
memory over time after learning (hypermnesia) as measured by recognition testing is explored.
Hypermnesia was obtained following a specific incubation interval. This incubation period is
considered to be a measure of the time complexity fo the human visual system involved in
memory formation for the given stimuli. 8:20 Favored vs. surprising meaning activation in joke comprehension: A web-based
investigation Rachel G. Hull, Jyotsna Vaid, Francisco Martinez, & David P. Gerkens, Texas A&M University mrhull1@juno.com What is the temporal course of activation for meanings elicited by the premise and punchline of
joke texts? This study used a web-based design to introduce a semantic priming lexical decision
paradigm with joke texts to determine the relative pattern of priming for target words. The target
words were presented at different temporal points in the joke text and were related to either the
initially favored interpretation or the surprising interpretation of each joke. 8:40 Psychological theorizing considered as reverse engineering Thomas T. Hewett & Spiros Mancoridis Drexel University hewett@drexel.edu This paper begins a conceptual exploration of the analogical correspondence between research
and theorizing in psychology and the process of reverse engineering practiced by software
engineers. First there is a generic characterization of reverse engineering and psychological
research. Next the paper begins to explore the closeness of the analogy and describes some of
the points at which the analogy does and does not hold. 9:00 Using Genetic Algorithms to Evolve Adaptive Strategies for Matrix Games J. Neil Bearden The University of North Carolina at Chapel Hill Neil@unc.edu Genetic algorithms were used to evolve adaptive (Q-learning) strategies for the iterated prisoner's
dilemma and for other matrix games. The resulting strategies are more robust than deterministic
strategies, which have been the focus of most of the research in this area (e.g., Axelrod, 1987),
and are also more psychologically plausible. This methodology is computationally intensive and
well illustrates a level of theorizing that is not possible without computers. Session II AUTHORING AND EXPERIMENT GENERATION CHAIR: Stanley H. Cohen, West Virginia University Cohen 8:00 XML Markup of Web Documents David W. Stockburger Southwest Missouri State University dws148f@mail.smsu.edu Extensible Markup Language (XML) provides considerable advantages for the web developer
over Hypertext Markup Language (HTML). By marking a document for meaning and content
rather than display, the web developer has a single source document that can be transformed into
just about any current or future display form. The potential of XML markup will be
demonstrated using an on-line statistics textbook. 8:20 Inquisit Programming to Demonstrate Cognitive Psychology Experiments Scott Ottaway, Dale Dinnel, Jonathan Reed Western Washington University and East Carolina University ottaway@wwu.edu www.millisecond.com Inquisit is an easy-to-use, highly-flexible scripting language for use in MS Windows
environments. In addition to accurate timing and stimulus presentation, Inquisit allows
researchers easily to incorporate graphics/images, sound presentation, and speech recognition
into a research project. A brief overview of Inquisit will be provided, followed by a
demonstration of some of its primary capabilities. Advantages relevant to on-going research
programs, classroom demonstrations and data analysis will be discussed. 8:40 Real-time data collection in Linux: A case study Steven A. Finney Ohio State University finney.17@osu.edu Multi-user UNIX-like operating systems such as Linux are often considered unsuitable for
real-time data collection because of the potential for indeterminate timing latencies resulting
from preemptive scheduling. In this paper, I describe a data collection and auditory feedback
manipulation system for tapping and music experiments that runs under Linux with reliable
millisecond-level timing resolution. The implementation is discussed in detail, including
programming methods, real-time support in standard Linux, and benchmarking procedures. 9:00 Using Package Files to extend and upgrade experiment generators such as E-Prime Walter Schneider (University of Pittsburgh & Psychology Software Tools), Anthony Zuccolotto
(Psychology Software Tools), & Brandon Cernicky (Psychology Software Tools) walters@pstnet.com Experiment generators often need to be extended to address specialized experimental needs such
as biological recording, experimental tasks, and data base management. Package files provide
subroutines with a E-Studio graphical interface, provide documentation to support use, and allow
installation based automatic updating of previous programs. Examples of supporting brain
imaging, specialized functions such as RSVP and up/down procedures, and data export for
descriptive graphs are illustrated. Session III TEACHING STATISTICS WITH COMPUTERS CHAIR: David A. Washburn, Georgia State University 8:00 Evaluating Alternative Types Web-Based Activities in a Research Methods and Data
Analysis Laboratory Calvin P. Garbin, Marsha Bradley, Beryl Jean Mason, & John Orr (University of
Nebraska-Lincoln) cgarbin@unl.edu The advantages of using web-based activities to augment lectures, as substitutes for lectures and
to provide remedial instruction were examined. All three versions facilitated quiz and/or report
writing performance, while providing for different uses of class time. 8:20 Difference to Inference: Teaching students to integrate deductive, inductive and
statistical reasoning to make theoretical inferences through online interactivity. Thomas E. Malloy and Gary C. Jensen University of Utah malloy@psych.utah.edu www.utah.edu/stat/introstats www.psych.utah.edu/malloy/ Difference to Inference (www.utah.edu/stat/introstats) is a series of interrelated JAVA programs
which use probability tools and two puzzle solving games to enable students actively to integrate
statistical reasoning with deductive, inductive and inferential logic. Students must strategically
plan a series of studies and then use the data from those studies to eliminate competing theories. 8:40 Teaching Anova with Spreadsheets Thomy Nilsson University of Prince Edward Island nilsson@upei.ca Most introductory statistics books still emphasize calculator methods, but few students will ever
use calculators afterwards. Statistical programs such as SPSS provide little understanding of
what happens. The otherwise tedious definition-based calculations using individual
difference-from-the-mean squared are readily done on spreadsheets and show how the numbers
work. Spreadsheet ANOVA's can be introduced with an even simpler method based on average
deviations. Spreadsheets readily handle factorial and within- subjects designs too. 9:00 Utah Virtual Lab: JAVA Interactivity for teaching Science and Statistics Online Thomas E. Malloy and Gary C. Jensen University of Utah malloy@psych.utah.edu www.utah.edu/stat/introstats www.psych.utah.edu/malloy/ Utah Virtual Lab is a JAVA program run dynamically off a database. Instructors author a
statistical virtual reality simulating theories and data in a research area by defining independent,
predictor, and dependent variables and the relations among them. To discover the principles of
this simulated reality, students go to a library, read theoretical overviews and scientific puzzles,
and then go a lab, design a study, collect and analyze data, and write report. Session IV COMPUTER UTILIZATION AND BROWSING BEHAVIOR CHAIR: Wayne D. Gray , George Mason University 9:25 Qualitative Evaluation of Breast Cancer Web Sites: Which Is Better, Understandable
Content or Maneuverability? Patricia A. Marsh Kansas State University pmarsh@ksu.edu Participants were instructed to find at least one example of a "useful" and "less than useful"
breast cancer web site. Web addresses and written comments were compiled into response
categories. Results from 130 participants highlight the continued importance of the
maneuverability of a site in addition to it being informative. 9:45 Visualizing Individual Differences in Web Navigation: STRATDYN, a Tool for
Analyzing Browsing and Search Patterns Bettina Berendt & Elke Brenstein Humboldt University berendt@educat.hu-berlin.de Navigational behavior during search and browsing sessions on the web is best analyzed with log
file data. In this paper, we present a tool which aids in deriving meaningful quantitative and
qualitative measures from server-generated log files, and provides easy-to-follow visualizations
of navigational paths of individual users. With the help of STRATDYN we show, in two studies,
that the effectiveness of search behavior is related to individual differences in the ability to
concentrate. 10:05 How to Teach People About the Web: Image-Schematic Metaphor and the
Construction of the Information Highway Kimberly K. Barnard & Herbert L. Colston University of Wisconsin - Parkside barna000@uwp.edu A popular metaphor used to describe the World-Wide-Web (web) has been that of an
"Information Highway". Our study examined the use of other metaphors and analogy as
expository tools in describing basic web components (i.e. mouse, modem, and routing server). It
is suggested that the highly interactive and deep structural encoding nature of the image-schema
makes the metaphor an effective tool for teaching web concepts. 10:25 Anatomy of a Birth: Analyzing Student Utilization of a Web-Assisted Course on
"Psychology as a Profession" Stanley H. Cohen and Lori M. Murray West Virginia University Scohen@wvu.edu The present paper presents a preliminary assessment of student utilization of a course-assisted
web site on psychology as a profession. The findings demonstrate the importance of
understanding web utilization, especially as more courses in the psychology curriculum establish
web sites. Assessment and evaluation of course materials provide an empirical basis for
subsequent course and web site revision. Session V COMPUTER RESOURCES FOR RESEARCH CHAIR: William C. Schmidt, SUNY at Buffalo 9:25 Making Faces: Creating 3-Dimensional, Ecologically-Motivated Poseable Expressions Jesse Spencer-Smith, Heather Wild, Ase Innes-Ker, Christy Duffy, Chad Edwards, Kristina
Ervin, Jae Won Paik, Nicole Prause Indiana University jbspence@indiana.edu Previous studies of the perception and processing of emotional expression in faces have been
limited by the lack of realistic yet controlled stimuli. We created realistic computerized
expressions, using 3D animation software, based on knowledge offacial musculature. The
resultant stimuli are empirically validated by comparing intensity and accuracy ratings to those
for real faces. With such stimuli, researchers can address opposing theories of emotion
perception and processing. 9:45 cTRAIN: A Computer-aided Training System Developed in Supercard for Teaching
Skills Using Behavioral Education Principles W. Kent Anger, Diane S. Rohlman, Oregon Health Sciences University; David A. Eckerman,
University of North Carolina; Ronald R. Reed, Ronald R. Reed Associates, John Kirkpatrick,
Painters District Council #5 anger@ohsu.edu A computer-aided training program was developed in SuperCard and piloted in painters using
respiratory protection as an example of knowledge required in a blue collar occupation. Taking a
modern programmed instruction approach, cTRAIN is structured as a series of "information sets"
which consist of 3-5 (recommended) information "screens" followed by 1-3 (recommended) quiz
screens structured as 4-response multiple choice questions. Data from painters support the
technical choices of SuperCard and the MacOS with text-to-speech capability. 10:05 The RIT Wearable Eyetracker: Monitoring Eye Movements in Everyday Life Jason Babcock and Jeff B. Pelz Rochester Institute of Technology pelz@cis.rit.edu Visual perception must make sense of a field of view subtending over 10,000 deg^2, yet
high-resolution vision is limited to a region subtending less than 1 deg^2. The mechanisms and
strategies employed do not yield to introspection, and attempts to understand the process by
piecemeal analysis of sub-systems have had only limited success. The RIT Wearable Eyetracker
was designed to allow monitoring of subjects performing natural, 'everyday' activities outside of
the laboratory. 10:25 Neuropsychological Applications of the Computerized Test System David A. Washburn, Jonathan P. Gulledge, Georgia State University; William D. Hopkins, Berry
College The Computerized Test System has proven to be useful for studying cognition across primate
species and for promoting the psychological well-being of these species. In this report, we report
extensions of the CTS paradigm in directions that support further analysis of the brain-behavior
relations that underlie task performance. Joystick use by rodents, the development of tasks
relevant to neuropsychological assessment, and integration of the CTS with transcranial magnetic
stimulation will be discussed. Session VI STATISTICS & ANALYSIS CHAIR: Thomy Nilsson, University of Prince Edward Island 9:25 Meta-Analysis Using Linear Mixed Models Ching-Fan Sheu, DePaul University; Sawako Suzuki, University of California sawako@uclink4.berkeley.edu Psychologists often use special computer programs to perform meta-analysis. Until recently, this
has been necessary because stanadard statistical packages do not provides procedures such
analysis. The paper introduces the linear mixed models as a framework for meta-analysis in
psychological research. This approach is illustrated with three examples using SAS PROC
MIXED. 9:45 Using the General Processing Tree Model to Perform Simulations of Categorical Data Jeffry S. Kellogg, Davidson College; Xiangen Hu, & William Marks, The University of Memphis jeffkellogg@mail.com This paper addresses the utility of the General Processing Tree (GPT) model computer program,
GPT.EXE, which is specifically designed as a method for analyzing multinomial processing tree
models based on the EM algorithm. After an explanation of how GPT.EXE can be used to
conduct simulations, we present an example of using GPT.EXE to perform a simulation: a
simulation of response bias in the process dissociation paradigm (Kellogg, Hu & Marks, under
review). 10:05 Markov Chain Monte Carlo Estimation for General Processing Tree Models: A
Program In S-PLUS George Karabatsos LSU Health Sciences Center gkarab@lsumc.edu The paper presentation will discuss a Markov-Chain Monte Carlo Estimation Algorithm that
estimates parameters of the General Processing Tree (GPT) Models of cognitive psychology. The
program for the algorithm is written in S-PLUS, and the user can estimate the parameters of any
model in the GPT class. The estimation procedure is itself very simple, and therefore facilitates
further developments in GPT model theory, particularly for GPT models that are rather complex. 10:25 A Nonlinear Regression Approach to Estimating Signal Detection Models for Rating
Data Ching-Fan Sheu, DePaul University; Andrew Heathcote, The University of Newcastle, Australia csheu@depaul.edu This paper considers general nonlinear regression methodology for receiver operating
characteristic (ROC) curve estimation. This approach has three advantages: First, it links
statistical modeling for ordinal data to the practice of ROC data analysis in experimental
psychology. Second, it requires only standard statistical software such as SAS for computations.
Third, it greatly facilitates the ability to explore effects of covariates on model parameters. The
approach is illustrated using two real data examples from rating-ROC experiments. Session VII
Presidential Address
Chair: John Krantz, Hanover College
10:50 Where Has All the Software Gone? Why We Need More Psychologist/Programmers
Walter Beagley
Alma College
To be followed immediately by the Castellan Student Award presentation
and the annual Business Meeting (open meeting, all invited).
Minutes of Business Meeting, Thursday, Nov. 18, 1999. 12:45pm. Century Plaza Hotel, Los Angeles, CA. 1. President Wally Beagley convened the meeting. Thanks to program co-chairs John Vokey and Scott Allen. David Washburn from Georgia State University will be the 2000 program chair. 2. Program Chair Report (Scott Allen): The Castellan Award was presented to Patrick Conley (UC Riverside). 102 people registered for the meeting. There are 51 papers and 2 symposia. 3. Secretary-Treasurer Report (Chris Cozby): Cozby thanked the vendors who placed ads in the program and have display information available. The society has a cash balance of $15,889.58. Sarah Ransdell is the new President-Elect and Chris Wolfe is the new Secretary-Treasurer. Steering committee members elected were Doug Eamon, Cozby, John Vokey, and Curt Burgess. The 2000 meeting will be held in New Orleans. 4. Proceedings Report (Jon Vaughan): All submissions of SCiP papers for publication in BRMIC are undergoing review. 5. Federation Report (David Johnson): Johnson described the proposal to fund electronic archiving of research data in the social and behavioral sciences. Meeting adjourned at 1pm.Session VIII
1:00 - 2:00 p.m. Regency FPANEL DISCUSSION: USE OF ON-LINE ACTIVITIES FOR ACADEMIC ADVANCEMENT
CHAIR: Margaret D. Anderson, SUNY at Cortland
Participants: Doug Eamon, University of Wisconsin Whitewater
John Krantz, Hanover College
Sarah Ransdell, Florida Atlantic University
Ulf Reips, Universitat Zurich
Margaret D. Anderson, SUNY at Cortland
ANDERSMD@SNYCORVA.CORTLAND.EDU
This panel discussion will focus on policies various institutions are implementing for the evaluation of on-line activities for academic advancement. Specific issues such as: submission of materials to on-line journals; editorship of on-line sites; creation/maintenance of academic web sites; on-line research; participation in on-line instruction or conferences; and evaluation of on-line courses, will be discussed. Panelists represent a wide range of US and international Universities and Colleges and will provide a diversity of models currently in use or under construction. In addition suggestions will be put forward concerning possible avenues individuals may follow if they wish to see their on-line activities contribute to furthering their academic careers.
Session IX
1:00 - 2:00 p.m. Regency GPRESENTATION AND TIMING
CHAIR: Scott Ottaway, Western Washington University
1:00 Presentation Accuracy of Web Animation Methods
William C. Schmidt
SUNY at Buffalo
wcswcs@acsu.buffalo.edu http://or.psychology.dal.ca/~wcs
Vision experiments on the web often require precise timing in the delivery of stimuli. Several animation methods were assessed, including those requiring programming and browser extensions (Java, Javascript/JScript, DHTML and Authorware) as well as those that do not (GIF, PNG). The difference between timing stipulated in the stimulus generation versus that obtained across several browser versions, operating system platforms and speed of computer system is reported and ways to decrease this discrepancy are presented.
1:20 Reaction Time Measurement by JAVA-Applets Implementing Internet-Based Experiments
Jan Eichstaedt
Universität der Bundeswehr Hamburg
jan.eichstaedt@UniBw-Hamburg.DE
Without precaution JAVA-applets are too imprecise when measuring reaction time. The present study introduces a new technique that identifies inaccurate reaction time measurements by testing whether the client-side JAVA-implementation makes false measurements of a time interval of known length. The results show the effectiveness of the new technique and indicate that it enables applets to measure reaction time when conducting experiments in the Internet.
1:40 Millisecond Timing on PCs and Macs
Joseph MacInnes and Tracy Taylor
Dalhousie University
macinnwj@cs.dal.ca
Modern computer operating systems have many benefits and pitfalls for experimenters looking for real time platforms. 32 bit graphics and video acceleration have drastically improved the quality of experiments that can be displayed on new computers; however, improved multi-tasking has made it difficulty to achieve a real-time environment. The capability of many PC and Mac Operating systems to achieve true real-time will be demonstrated, as well as the problems in assuming that they will accomplish real time automatically.
Session X
1:00 - 2:00 p.m. Regency HTHE WEB AS A TOOL FOR THE ACADEMY
CHAIR:
Gerald A. Epling, University of Texas at Dallas1:00 Time As A Variable In Learning
Roman Taraban
Texas Tech University
r.taraban@ttu.edu
Learning takes time. Support for this commonsense notion was found in three replications of an upper-level undergraduate course in which a significant portion of the material and activities were delivered over the WWW. Computer records were correlated with in-class test performance and showed significant positive correlations in a majority of the analyses. The data revealed astonishingly low levels of engagement with course materials and an ill-adapted pattern of study time distribution.
1:20 The Psychology Graduate Applicant's Portal
Curt Burgess, Patrick Conley, & Catherine Decker
University of California, Riverside
Email: curt@citrus.ucr.edu www.psychgrad.org
The goal of this project is to create a clearing house of information on applying to graduate school in psychology, and to make this knowledge easily accessible on a single website. This website, called the Psychology Graduate Applicant's Portal, contains targeted links to other webpages with valuable information, book recommendations on the application process, polls to improve the site, site-unique advice on graduate programs, a message board to exchange information and experiences, and other information relevant to the applications process.
1:40 A Proposal for the Development of a Stimulus Bank
Brian MacWhinney
Carnegie Mellon University
macw@cmu.edu
A series of new technical advances make it possible to construct an international web-accessible database for materials and procedures in Experimental Psychology. This can be done in the context of the new NSF TalkBank initiative (http://talkbank.org) that is funding the construction of a system for streaming video linked to transcription. This facility would be particularly well suited to the archiving of experimental methods in studies of perception, motion, and problem-solving. Concrete examples will be presented.
Session XI
2:05 - 3:45 p.m. Regency GSOFTWARE SOLUTIONS
CHAIR: Bettina Berendt, Humboldt University
2:05 VIDANN, a Video Annotation System
A. De Clercq, A. Buysse, H. Roeyers, K. Ponnet, L. Verhofstadt, W. Ickes
Ghent University (Belgium), University of Texas at Arlington
armand.declercq@rug.ac.be
VIDANN is a programme that aims at computerizing the empathic accuracy design (Ickes et al., 1990). It allows participants to start and stop a video and to write their annotations on paper attached to a writing tablet. The system is designed as a Microsoft ActiveX module. It can be adapted by the experimenter through a VBScript. All data, including the handwriting is stored in an XML database. A Wizard is designed for generating VBScripts for standard configurations.
2:25 Argus -- A Flexible, Multiple-Cue Probability Task for Modeling and Studying Individual and Team Cognitive Workload, Strategies, and Microstrategies
Wayne D. Gray and Michael J. Schoelles
George Mason University
gray@gmu.edu
Argus simulates a radar-like target classification task. It was developed to support research in measuring and modeling cognitive workload. Argus has been used in both single-subject and team mode. Features of Argus include flexible experimenter control over cognitive workload, as well as extensive data collection and data playback facilities. In addition, models written in ACT-R/PM (Byrne & Anderson, 1998; Byrne 1999) interact with Argus using the same interface as do human subjects.
2:45 ACT-PRO Action Protocol Analyzer: A Tool for Analyzing Discrete Action Protocols
Wai-Tat Fu
George Mason University
wfu@gmu.edu
Action protocols analysis often entails matching data to patterns specified by the researchers. An ACTion PROtocol analyzer (ACT-PRO) was developed that (1) groups action sequences into labeled strings, and (2) matches these labeled strings to a hierarchical pattern. ACT-PRO can be used to determine how well the data fit the patterns, and focus the experimenter's attention on data that do not fit the pre-specified patterns.
3:05 RatCog: A GUI maze Simulation Tool with Plugin "Rat Brains"
Christopher G. Prince, University of Minnesota Duluth; John Talton, Louisiana Tech University; István S. N. Berkeley, & Cengiz Gunay, University of Lousiana Lafayette
chris@cprince.com
We have implemented RatCog, a Graphical User Interface (GUI) radial-maze simulation tool providing various computational models of rats. Rat models are loaded as runtime plugin files, and an Application Programming Interface (API) enables additional plugins to be created. One implemented plugin is a back-propagation trained connectionist model. GUI features include maze graphics and performance statistics. The GUI makes it easier to use these computional models, while the plugins make the models widely available.
3:25 The Decision Simulator P1198: a Software Program to Trace Decision Processes in Loan Decisions to Small Business Enterprises
Patric Andersson
Center for Economic Psychology, Stockholm School of Economics
ppa@hhs.se
This paper describes a process-tracing program designed to capture information acquisition behavior in lending. The program has two interacting systems: a database and a user interface. The database includes three realistic loan applications. The user interface consists of different but interacting screens that enable the subject to operate the software. Log-files register the information acquisition behavior by the subject. Some empirical findings are presented to show the software's potentials in providing insights into decision processes in lending.
Session XII
2:05 - 3:45 p.m. Regency HRESEARCH ON THE WEB
CHAIR: Dalila Bovet, Georgia State University
2:05 Effects of Dropout Rate and Efforts to Reduce it in one Web-based
Kevin M. O'Neil & Steven D. Penrod
University of Nebraska-Lincoln
koneil1@bigred.unl.edu
Web-based researchers are in a position to measure and control dropout rates. Although there were no main effects in the present study of whether participants were asked to enter an email address, were offered payment through a lottery, or of day of the week that participants completed the experiment, there were several two- and three-way interactions between these variables, the manipulated variables, and attitudes.
2:25 Interactive Visual Speech Experiments Presented via the Internet
Michael S. Gordon & Lawrence D. Rosenblum
University of California, Riverside
Rosenblu@citrus.ucr.edu
Internet resources now enable laboratories to make experiments fully available online. To take advantage of these new technologies we have several interactive experiments that can be accessed via the internet. These experiments explore visual speech and face perception using software that can be scripted by intermediate level computer users. This website allows internet users to participate in short experiments and generate real data that they can access for their own purposes.
2:45 Investigating the Validity of a New Method for Jury Research: Imposing the Death Penalty over the World-wide Web
Steven D. Penrod and Kevin M. O'Neil
University of Nebraska-Lincoln
koneil1@bigred.unl.edu
Web-based research applies a relatively new method for collecting data and may involve different samples than prior research. Within the research concerning jury behavior, infrequently is there any reported mean differences nor any interactions between the type of sample or the method and manipulated variables. Three studies investigated differences between using the Web as compared to pencil-and-paper or between undergraduate and Web-based adult samples. Results revealed no method differences but an occasional sample difference.
3:05 Evaluating Differences in Self-Disclosure Based on Methods of Response: Internet Response vs. Paper-and-Pencil Response
Kristine Schuster, Ian Birky, and Bruce Sharkin
Lehigh University
krs3@lehigh.edu
Only recently has the study of the validity of Internet (Web) based research been considered. Many researchers have found that the results of web-based research are comparable to the results of studies conducted in more traditional ways, with one exception being that self-disclosure is often greater in research conducted via the Internet. We present data that contradicts previous findings and suggest potential causes of disparity between past and present findings.
3:25 The Web Experimental Psychology Lab: Five Years of Data Collection on the Internet
Ulf-Dietrich Reips
Universität Zurich
ureips@genpsy.unizh.ch
www.psych.unizh.ch/genpsy/
www.psych.unizh.ch/genpsy/Ulf/Lab/WebExpPsyLab.html
In fall 1995 the worldwide accessible Web Experimental Psychology Lab (http://www.genpsylab.unizh.ch) opened its doors to Web surfers and Web experimenters. It offers a highly frequented place to conduct true experiments over the Internet. Data from five years of laboratory running time are presented along with recommendations for setting up and maintaining a virtual laboratory, including sections on data security, data quality, administration, design, software and hardware, marketing, other Web laboratories, and ethical issues.
Session XIII
2:05 - 3:45 p.m. Regency FTEACHING ON THE WEB
CHAIR: Roman Taraban, Texas Tech University
2:05 Mastery Quizzes on the Internet: Results from a Web-based Introductory Psychology Course
William S. Maki & Ruth H. Maki
Texas Tech University
Bill.Maki@ttu.edu
QUEB is a system for delivery of multiple choice quizzes over the web implemented as a set of Perl scripts. Items are contained in a text file, are randomly selected and ordered, and rich feedback is provided to the student. The system has been in use for four years, is highly rated by students, and is correlated with performance on examinations
2:25 System for the Teaching of Experimental Psychology (STEP)
Brian MacWhinney, Carnegie Mellon University; Ping Li, University of Richmond
macw@cmu.edu
In order to learn what it means to conduct empirical research in Psychology, students need to design and analyze their own experiments. Using the new E-Prime experiment development system, we have now constructed a set of 50 classic demonstration experiments that are publicly available for running and downloading at http://step.psy.cmu.edu. We will demonstrate 12 of these experiments, including 6 that were built by undergraduates in Experimental Research Methods.
2:45 A Website for an Interdisciplinary Course in Cognitive Science
Paula Goolkasian and Lori Van Wallendael
University of North Carolina, Charlotte
pagoolka@email.uncc.edu
This paper describes the development and evaluation of a Website (http://web2-pc.uncc.edu/cogsci) to support an interdisciplinary course in cognitive science. The modules include introductory reading material, interactive exercises/virtual laboratory, and pointers to existing material on the web. Our approach to using the web in support of instruction differs from distance learning initiatives because it is centered on an instructor and classroom experiences. The web-based modules are used to supplement classroom lectures and to provide an interdisciplinary perspective.
3:05 Using On-Line and CD-ROM Database Archives as an Adjunct to Teaching Survey Research Methods
Doug Eamon
University of Wisconsin-Whitewater
eamond@uwwvax.uww.edu http://facstaff.uww.edu/eamond
This paper examines the use of on-line and CD-ROM databases as an alternative to student designed survey instruments. The availability of large amounts of raw data from which the student may select variables to be analyzed provides unique opportunities for teaching research methods. The use of these databases in the author's research methods classes is reported. The recent initiative forming a consortium of interested groups is expected to provide expanded opportunities and added impetus for teaching database techniques.
3:25 Using Student-Authored Web Pages to Promote Active Learning, Student Performance and Increased Use of the Internet
Calvin P. Garbin, University of Nebraska - Lincoln; & Katherine E. Brooks, University of New Orleans
cgarbin@unl.edu
The explosion of web-based applications for teaching Psychology has included little attention to the educational benefits of student-authored materials. Students rated authoring, peer-reviewing and reading other students' webpages as more helpful than reading the textbook and exam scores showed the same pattern. Students who reviewed webpages before lectures rated those lectures as "better" and "more helpful". Students reported becoming more comfortable with the Internet and increasing its unassigned educational use.
Session XIV
3:50 - 5:30 p.m. Regency FINVITED ADDRESS AND PANEL DISCUSSION
CHAIR: Wally Beagley, Alma College
Stevan Harnad
4:40 Panel Discussion
John E. Belquist, Psychonomic Society Publications
Arthur B. Markman, University of Texas
Hal Warren, American Psychological Association
Audience discussion
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From 5:30 to 7:00 pm, there will be demonstrations and symposia in Regency G and H
Regency G: E-Prime - A cross platform Experiment Generator Studio for Computerized
Behavioral Research and Teaching (Organized by Walter Schneider)
Regency H: PsychExperiments (Organized by Ken McGraw)
30th Annual Meeting of the
Society for Computers
in Psychology
Hyatt Regency Hotel
New Orleans, Louisiana
November 16, 2000