Does Doodling Work? An Investigation of Pictorial Notetaking
and Information Recall -- Wendy S. Van Dyk
Is doodling effective as a memory aid? Research shows that pictures tend to be remembered better than words (Paivio, 1973; Nelson, 1976; Weldon & Coyote, 1996). This study was designed to determine whether this phenomenon can be applied to note-taking techniques. Participants (N=55) took notes, doodled, or merely listened to a brief lecture. The ext day they took a test over the information. Results indicated that the doodlers and notetakers had similar recall scores, hile those who merely listened scored significantly lower. These findings can be related to education, business, and many ther fields where people are expected to learn from a lecture or presentation format.
The Effects of Heat on the Evaluation of Visual Stimuli -- Joel Feekes and Sarah Pluim
The aim of this study was to investigate heat and the effects it has on evaluating visual stimuli. College students (N = 30) evaluated five pieces of art work. The participants were randomly divided into two groups so that one group evaluated the art in a room with an unusually hot temperature and the other group evaluated the art in a room of normal temperature. A principle components analysis revealed two interpretable components which were described as Negative Mood and Evaluation. There was no significant difference between the two heat groups for Negative mood; however, the Hot condition was found to evaluate the art pieces more negatively than the Normal condition, which was a significant difference for Evaluation.
Effects of Helpers’ Gender on Willingness to Ask for Help
-- Jason Pausma and Randall Eilders
The purpose of this study was to find out if the gender of the instructor in a given situation would affect the number of questions asked by the participant. It was hypothesized that the female instructor would be asked more questions than the male instructor. Participants first watched an instruction video showing how to wrap an ankle. Then the instructors recorded the number of questions that each participant asked him or her while wrapping an ankle. No significant differences were found in the number of questions asked based on the instructor's gender. In the future more research could be done to answer other questions concerning help-seeking behavior and gender differences.
Active Listening Effects on Sermon Retention -- Julie C. Droog
and Kris A. Van Engen
The effects of active listening on auditory retention were tested. College students (N = 47) were divided into three groups (sermon guide, note-taking, control) and listened to a 30-minute sermon. The following day they completed a test to determine the amount of information retained from the sermon. The sermon-guide group had the highest average score on the post test followed by the note-taking group and lastly, the control group. These results suggest that active listening plays a significant role in retention of auditory information.