Arnold L Glass
Biographic Data
| ID | 5855300 |
|---|---|
| NAME | Arnold L Glass |
| GIVEN NAMES | Arnold L |
| FAMILY NAME | Glass |
| SIGNATURE | GLASS A L |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| ORCID | 0000-0002-3202-5953 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Most people would use cell phones despite an emergency request for a pause
In three between-subject experiments, involving a total of 3180 participants, the majority of respondents indicated that during a weather emergency they would continue to use high bandwidth functions after receiving a text message requesting only emergency use. Projected excess demand for bandwidth could bring down the cellular communication network in the affected area. Messages incorporating an appeal to altruism, the incentive of a reduced pho…
Classroom instruction results in better exam performance than online instruction in a hybrid course
The purpose of this experiment was to determine whether performance on a subsequent exam was affected when two lessons were as similar as possible except that one was presented in class and the other was presented online. In a hybrid course, half of the lessons were presented in the classroom as narrated Power Point presentations and half of the lessons were presented online as narrated Power Point presentations. Online student-teacher interactio…
Dissociating Medial Temporal and Striatal Memory Systems With a Same/Different Matching Task
The medial temporal lobe and striatum have both been implicated as brain substrates of memory and learning. Here, we show dissociation between these two memory systems using a same/different matching task, in which subjects judged whether four-letter strings were the same or different. Different RT was determined by the left-to-right location of the first letter different between the study and test string, consistent with a left-to-right comparis…
Delayed, But Not Immediate, Feedback After Multiple-Choice Questions Increases Performance on a Subsequent Short-Answer, But Not Multiple-Choice, Exam
Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better followin…
The Effect of a Final Exam on Long-Term Retention
Testing on a final exam in a college course improved long-term retention over material that had not been tested on the final. Students from an upper level psychology course took a long-term retention test, four to five months after the end of the course. For half of the items, a related question had been on the final. For the remaining half, a related question had appeared on an earlier exam, but not the final. On the long-term retention test, pe…
A comparison of hyponym and synonym decisions
The comprehension of idioms
The comprehension of idioms
A comparison of hyponym and synonym decisions
The Effect of a Final Exam on Long-Term Retention
Testing on a final exam in a college course improved long-term retention over material that had not been tested on the final. Students from an upper level psychology course took a long-term retention test, four to five months after the end of the course. For half of the items, a related question had been on the final. For the remaining half, a related question had appeared on an earlier exam, but not the final. On the long-term retention test, pe…
Delayed, But Not Immediate, Feedback After Multiple-Choice Questions Increases Performance on a Subsequent Short-Answer, But Not Multiple-Choice, Exam
Three experiments, two performed in the laboratory and one embedded in a college psychology lecture course, investigated the effects of immediate versus delayed feedback following a multiple-choice exam on subsequent short answer and multiple-choice exams. Performance on the subsequent multiple-choice exam was not affected by the timing of the feedback on the prior exam; however, performance on the subsequent short answer exam was better followin…
Dissociating Medial Temporal and Striatal Memory Systems With a Same/Different Matching Task
The medial temporal lobe and striatum have both been implicated as brain substrates of memory and learning. Here, we show dissociation between these two memory systems using a same/different matching task, in which subjects judged whether four-letter strings were the same or different. Different RT was determined by the left-to-right location of the first letter different between the study and test string, consistent with a left-to-right comparis…
Classroom instruction results in better exam performance than online instruction in a hybrid course
The purpose of this experiment was to determine whether performance on a subsequent exam was affected when two lessons were as similar as possible except that one was presented in class and the other was presented online. In a hybrid course, half of the lessons were presented in the classroom as narrated Power Point presentations and half of the lessons were presented online as narrated Power Point presentations. Online student-teacher interactio…
Most people would use cell phones despite an emergency request for a pause
In three between-subject experiments, involving a total of 3180 participants, the majority of respondents indicated that during a weather emergency they would continue to use high bandwidth functions after receiving a text message requesting only emergency use. Projected excess demand for bandwidth could bring down the cellular communication network in the affected area. Messages incorporating an appeal to altruism, the incentive of a reduced pho…
Psychology (6 works) · Computer Science (4 works) · Cognition (3 works) · Cognitive psychology (3 works) · Language, Metaphor, and Cognition (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Medicine (2 works) · Memory Processes and Influences (2 works) · Philosophy (2 works)