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1. Dismal Interrupted--The Effects of Unplanned and Unplanned Interruptions on the Learning and Performance of a Complex Procedural Task

Author

Oury, Jacob D.

Abstract

Interruptions are already ubiquitous throughout society, and the attention-driven economy may be training us to constantly switch tasks and refocus our attention without ever lingering on one activity. Previous studies of interruptions during work have found many negative outcomes (e.g., more errors, higher workload, slower task time) and some positive outcomes (e.g., reducing mental clutter, better problem solving). Research towards understanding the effects of interruptions on work has seen significant progress towards a unified theory of interruptions and cognition, however, there are significant gaps in our understanding of interruptions with regards to learning. Seemingly paradoxical results are common in this area. For example, a visual learning task with periodic interruptions finds more disruption from interruptions during the easier trials. Previous studies on interruptions and learning do not address the procedural memory consolidation and learning, and I have developed an experimental study and analysis to assess how interruptions affect learning and retention for a complex procedural skill over multiple days. I hypothesized that interruptions would disrupt task performance (e.g., slower task time) and that interruption warning signals would mitigate the disruption. I conducted a between-subjects study (N = 47) in three groups with interruption presence (Yes, No) and interruption warning (Yes, No) as factors. I found that interruptions have a complex effect pattern. The interruption warning appeared to increase workload, leading to higher forgetting rates between days. Task time was generally similar across conditions, but interruptions reduced responsiveness to error feedback. Finally, I analyzed these results and showed that workload may be a stronger predictor of disruption than interruptions, and I proposed methods for accounting for cognitive load in a cognitive model for the experiment task. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2022

2. Motivating Students To Change: Intensive Short Term Counseling Techniques Enhance Teaching of Composition.

Author

Lefavor, Ann Oury

Abstract

English instructors try to convince students, sometimes in vain, of their need to learn composition. Through the use of counseling techniques, it is in the instructor's hands to build relationships with students that empower them as individuals and make them want to write well. First, an instructor can build trust by fulfilling promises and assuring students that nothing negative or demeaning will be said about them. Second, by reversing roles with students, instructors can empower students as authors; a simple repositioning of body posture can convey to a student that they share authority in a student-teacher conference. Third, since the comfort zone varies from person to person, an instructor can be sensitive to a student's need for space during conferences. Fourth, by mirroring the student's body posture, instructors may become more aware of that student's emotional state than they would be otherwise. Fifth, by responding to questions with apt questions or by waiting longer than usual for answers, an instructor may help students to generate their own thinking. Sixth, instructors can help students to recognize themselves as strong writers through three techniques: validation (offering compliments about a student's writing), use of positive dominant thought (sending students positive messages about their abilities), and grounding (touching the student lightly when making an important point). Finally, it is most important that an instructor assume enough control and set up enough structure to assure students that the environment is safe enough to take risks. (TB)

Published
1995

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