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1. Attention-focused emotion regulation in everyday life in adulthood and old age

Author

Marissa A. DiGirolamo, Nermin Kibrislioglu Uysal, Elizabeth C. McCall, and Derek M. Isaacowitz

Subjects
General Psychology
Abstract

Although some lab studies suggest older adults rely more on attentional deployment to regulate their emotions, little is known about age differences in specific attention deployment tactic use and how they relate to mood regulation in everyday life. The current longitudinal experience sampling study considered several different attention deployment tactics, such as shifting or focusing attention to positive and negative elements either internally or externally (thoughts and feelings vs. external environment). Younger, middle-aged, and older adults (

Published
2023
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3. Don't Ditch the Laptop Just Yet: A Direct Replication of Mueller and Oppenheimer's (2014) Study 1 Plus Mini Meta-Analyses Across Similar Studies

Author

Thomas E. Gartman, Ycar Devis, Caitlin Kornick, Kathy Chin, Meghan K. O’Brien, Jessica Paola Jimbo, Zachary J. Kramer, Jonah E. Zarrow, Zaenab Ayotola Onipede, Emily Chen, Jasper H. Park, Micaela Jen Silver, Jiaqi Yuan, Grace E. Konstantin, Nicole Marie May, Renee S. Brody, Alec J. Lotstein, Lena J. Chang, Grant J. Steinhauer, Gregory Chin, Dylan Van Hong, Dominique T. Zarrella, E. Na, Noah W. Weinflash, Alexandra S. Mueller, Avery Glennon Spratt, Rachel E. Stein, Daniel Knight, Michael C. Morscher, Vincent N. Duong, Michael Z. Leonard, Catherine E. Perloff, Selena Groh, Jillian E. Schreier, Elizabeth C. McCall, Hayley Long, Amelia D. Moser, Julia Mansfield Fuller, Victoria A. Floerke, Angeliki Perdikari, Devon K. Valera, Ross A. Hamilton, Akash A. Pillai, Ben Ewing, Erica R. Albert, Elizabeth K. Dossett, Ally Burnstein, Nick Dulchin, Avni Rajpal, Heather L. Urry, Melissa Dong, Avram Block, Monica Gabriella Lyons, Isabelle R. Newman, Amanda M. Danielson, Myrna-Nahisha A. Lyncee, Christin A. Mujica, Emily M. Bowers, Clinton S. Perry, Eli Maayan, Caroline Ackerley Bollinger, Ben G. Cooper, Meghan S. Lauzé, Justin R. Shangguan, Will Hodge, Samantha M. Vervoordt, Rachel C. Perry, Aava B. Jahan, Chad R. Goldberg, Naz Akdilek, Jesse Greenfield, Tommaso Lombardi, Lena Walton, Karen Weinstock, Emma Ranalli, Chakrapand Paul Chiarawongse, Joshua E. Insler, Danielle A. Pace, Emma M. Kahn, Katherine Adele Corneilson, Elizabeth Davis, Chelsea S. Crittle, Misha S. Linnehan, Katherine Alexandra Ochoa Castillo, Allissa K. Chan, Petrina C. Chan, Rhea Ann Charlotte Montgomery-Walsh, and Kelly C. Burk

Subjects
business.product_category, Word count, Open data, Microcomputers, Laptop, Distraction, Replication (statistics), Encoding (semiotics), Humans, Learning, business, Psychology, General Psychology, Note-taking, Cognitive psychology
Abstract

In this direct replication of Mueller and Oppenheimer’s (2014) Study 1, participants watched a lecture while taking notes with a laptop ( n = 74) or longhand ( n = 68). After a brief distraction and without the opportunity to study, they took a quiz. As in the original study, laptop participants took notes containing more words spoken verbatim by the lecturer and more words overall than did longhand participants. However, laptop participants did not perform better than longhand participants on the quiz. Exploratory meta-analyses of eight similar studies echoed this pattern. In addition, in both the original study and our replication, higher word count was associated with better quiz performance, and higher verbatim overlap was associated with worse quiz performance, but the latter finding was not robust in our replication. Overall, results do not support the idea that longhand note taking improves immediate learning via better encoding of information.

Published
2021

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