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Thesis (Ph. D.)--University of Hawaii at Manoa, 1994. / Includes bibliographical references (leaves 104-107). / Microfiche. / viii, 107 leaves, bound ill. 29 cm

This study sought to investigate the influence of expressive task demand, as determined by amount of face-to face social interaction, level of subjects' expressive ability, sex of subject, and sex of experimenter on subjects' digit and visual-spatial short-term memory span performance. The amount of personal contact was manipulated by the automated versus person administrations of the memory measures. The automated administration was accomplished through the use of a microcomputer.

This study investigated the possible differential effects of a series of soluble discrimination problems on internal versus external locus of control subjects. It was hypothesized that externals exposed to a series of discrimination problems would perform better on a test task than external controls, while internals exposed to the same problems would not perform better on the test task relative to their controls. As anticipated, the internals were not affected by the discrimination problems. However, contrary to expectations, the externals were not facilitated by exposure to the soluble problems. Since many external subjects failed to solve all of the soluble problems, a facilitative effect may depend upon the problems being solved.

by Willow Yuen-Shan Chan. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 98-108). / Text in English; abstract also in Chinese. / by Willow Yuen-Shan Chan. / Acknowledgment --- p.ii / Abstract --- p.iii / List of tables --- p.viii / List of figures --- p.ix / Chapter CHAPTER 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background and Problem of the Investigation --- p.1 / Chapter 1.2 --- Purpose of the Investigation --- p.2 / Chapter 1.3 --- Significance of the Investigation --- p.2 / Chapter CHAPTER 2 --- LITERATURE REVIEW --- p.4 / Chapter 2.1 --- Adolescent Stress --- p.4 / Chapter 2.1.1 --- Various types of stress in adolescence --- p.4 / Chapter 2.1.2 --- Adolescent Problems --- p.5 / Chapter 2.2 --- Adolescent Coping --- p.7 / Chapter 2.2.1 --- Coping in the Anticipation Stage of Exam --- p.8 / Chapter 2.2.2 --- Gender Differences in Coping --- p.9 / Chapter 2.2.3 --- The Relationship between Achievement and Coping --- p.10 / Chapter 2.2.4 --- Effectiveness of Coping on Adaptational Outcomes --- p.11 / Chapter 2.3 --- Personal and Situational Factors in Relation to Coping --- p.12 / Chapter 2.3.1 --- Personal Factors in Relation to Coping --- p.13 / Chapter 2.3.2 --- Situational Appraisals in Relation to Coping --- p.18 / Chapter 2.4 --- Multivariate Models of Coping --- p.21 / Chapter 2.5 --- The COPE Inventory --- p.21 / Chapter 2.6 --- Summary of Literature Review --- p.24 / Chapter CHAPTER 3: --- THE PRESENT INVESTIGATION --- p.27 / Chapter 3.1 --- The Present Investigation --- p.27 / Chapter 3.2 --- The rationale of investigation --- p.28 / Chapter CHAPTER 4 --- STUDY I: VALIDATION OF CONSTRUCTS --- p.29 / Chapter 4.1 --- The aim of study 1 --- p.29 / Chapter 4.2 --- Method --- p.30 / Chapter 4.2.1 --- Subjects --- p.30 / Chapter 4.2.2 --- Measures --- p.30 / Chapter 4.2.3 --- Procedures --- p.34 / Chapter 4.3 --- Results --- p.34 / Chapter 4.3.1 --- Descriptive and Psychometric Properties of Scales --- p.35 / Chapter 4.3.2 --- Exam Stress and Coping in the Anticipation of Public Exam --- p.37 / Chapter 4.3.3 --- Exploratory Factor Analysis --- p.38 / Chapter 4.3.4 --- Evaluation of Single Latent Construct Measurement Models --- p.41 / Chapter 4.3.5 --- Evaluation of Measurement Models --- p.45 / Chapter 4.4 --- DISCUSSION --- p.47 / Chapter 4.4.1 --- Exam Stress --- p.47 / Chapter 4.4.2 --- Coping in the Anticipation of Public Exam --- p.47 / Chapter 4.4.3 --- Psychometric Characteristics of Constructs --- p.47 / Chapter 4.4.4 --- "Conceptual Differences of Family versus. Friend Support, and Internal versus External Outcome Controllability" --- p.48 / Chapter CHAPTER 5 --- STUDY II: MODELING AND GENDER AND SCHOOL BAND DIFFERENCES --- p.49 / Chapter 5.1 --- Framework of study II --- p.49 / Chapter 5.2 --- Three Hypothesized Coping Models --- p.49 / Chapter 5.2.1 --- The Additive Coping Model --- p.50 / Chapter 5.2.2 --- The Mediational Coping Model --- p.50 / Chapter 5.2.3 --- The Full Coping Model --- p.51 / Chapter 5.3 --- The Aim of Study II --- p.51 / Chapter 5.4 --- Method --- p.52 / Chapter 5.4.1 --- Subjects --- p.52 / Chapter 5.4.2 --- Procedures and Measures --- p.53 / Chapter 5.5 --- Results --- p.53 / Chapter 5.5.1 --- The Three Hypothesized Coping Models --- p.53 / Chapter 5.5.2 --- "Gender and School Band Differences in Coping, Support Resources, Situational Appraisals and Psychological Distress" --- p.62 / Chapter 5.5.3 --- Full Coping Model by Gender and by School Band --- p.65 / Chapter 5.6 --- Discussion --- p.73 / Chapter 5.6.1 --- The Transactional Model of Coping --- p.73 / Chapter 5.6.2 --- The Important Influences of Dispositional Traits and Situational Appraisals on Coping and Psychological Distress --- p.74 / Chapter 5.6.3 --- Gender and School Band Differences --- p.75 / Chapter CHAPTER 6 --- STUDY III: LONGITUDINAL STUDY --- p.79 / Chapter 6.1 --- Framework of Study III --- p.79 / Chapter 6.2 --- The Aim of Study III --- p.79 / Chapter 6.3 --- Method --- p.80 / Chapter 6.3.1 --- Subjects --- p.80 / Chapter 6.3.2 --- Procedures and Measures --- p.80 / Chapter 6.4 --- Results --- p.81 / Chapter 6.4.1 --- Casual Relations of Time 1 Coping Constructs and Other Constructs on Time2 Psychological Distress --- p.82 / Chapter 6.4.2 --- Casual Relations of Time 1 Psychological Distress and Other Constructs on Time 2 Coping Constructs --- p.84 / Chapter 6.5 --- Discussion --- p.90 / Chapter 6.5.1 --- Effectiveness of Coping --- p.90 / Chapter 6.5.2 --- Causal Directionality of Coping and Distress --- p.90 / Chapter CHAPTER 7: --- GENERAL DISCUSSION --- p.91 / Chapter 7.1 --- discussion --- p.92 / Chapter 7.1.1 --- Coping as Mediator --- p.92 / Chapter 7.1.2 --- Effectiveness of Active Problem-focused Coping --- p.92 / Chapter 7.1.3 --- Effects of Dispositional Traits --- p.93 / Chapter 7.1.4 --- "Differential Effects of Internal and External Outcome Beliefs, and Family and Friend Support Resources on Coping" --- p.94 / Chapter 7.1.5 --- The Predominant Effect of Causal Influence from Coping to Distress --- p.95 / Chapter 7.2 --- Implications for Intervention --- p.96 / Chapter 7.3 --- Limitations --- p.97 / REFERENCES --- p.98 / Appendix A Sample items of questionnaires for investigation / Appendix B Reliabilities of various scales in pilot study / "Appendix C Tables in Study I, II and III" / Appendix D Figures in Study III

Classroom testing has historically been viewed as a method to evaluate knowledge. However, a growing body of literature underscores the idea that testing can be used for more than just assessing students competencies. In fact, the act of taking a test itself has proven to provide meaningful effects on learning and long-term retention. The idea that repeated testing enhances long-term retention has been dubbed the testing effect. In a variety of settings, research has established that compared to rereading or reviewing, practicing retrieval through repeated testing leads to poorer performance on immediate tests but superior long-term memory on delayed tests. To date, the testing effect has not been examined in conjunction with student-generated materials, such as lecture note taking. Lecture note taking is ubiquitous in postsecondary education, and students view it as an important classroom activity. Note taking, however, is a very complicated and multi-faceted process, which often leads students to take poor or incomplete notes. Professors have recognized this difficulty and begun providing their own, more completed, elaborated, and well organized notes to students in an effort to compensate for their incomplete notes. This dissertation examined whether repeated recall is superior to repeated review for the retention of information when students study their own notes vs. the instructor’s notes. A sample of 117 undergraduate students watched a recorded lecture while half of them took notes, and the other half received the instructor’s notes. Students then studied the notes through repeated review or repeated recall before taking either an immediate or final test on the materials. The independent variables included note-taking (own notes vs. instructor’s notes), review (repeated rereading/reviewing vs. repeated recall/testing), and time of test (immediate vs. delayed). The dependent variables included total test score, performance on memory items, and performance on inference items. Results of this study did not find a testing effect. Rather, the outcome found a significant main effect for time of test across dependent variables (memory items, inference items, total test score), indicating that students performed better on the immediate test than the delayed test. There was a significant study method x time of test interaction, demonstrating that students’ in the review condition performed better on the immediate than the delayed test but only on memory items. No significant interaction was found for the recall condition. There was also a trend for students to perform better on memory items when they repeatedly reviewed rather than recalled the instructor’s provided notes, however the method x notes interaction did not reach conventional levels of significance. Differences between the results of this study and those from other testing effect research are hypothesized to be due to the repetitive and lengthy of nature of this experiment and the lack of student interest and motivation. Future research should continue to explore the testing effect in conjunction with note taking.