Shawn M Glynn
Biographic Data
| ID | 5855985 |
|---|---|
| NAME | Shawn M Glynn |
| GIVEN NAMES | Shawn M |
| FAMILY NAME | Glynn |
| SIGNATURE | GLYNN S M |
| AFFILIATIONS | University of Georgia |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 2 |
Science motivation questionnaire II: Validation with science majors and nonscience majors
From the perspective of social cognitive theory, the motivation of students to learn science in college courses was examined. The students—367 science majors and 313 nonscience majors—responded to the Science Motivation Questionnaire II, which assessed five motivation components: intrinsic motivation, self‐determination, self‐efficacy, career motivation, and grade motivation. Exploratory and confirmatory factor analyses provided evidence of quest…
Effects of text organization on memory: Test of a cognitive effort hypothesis with limited exposure time
Cirilo and Foss (1980) found that subjects spent more time reading important information than unimportant information in 12 stories. Important information was also free recalled better, reconfirming the ‘levels effect’. The reading time differences are consistent with a processing time hypothesis for the levels effect. This paper reports three experiments that support an alternative hypothesis based on cognitive effort. In Experiment 1, Cirilo an…
Spatial Cognition: Systematic Distortions in Cognitive Maps
Stevens and Coupe demonstrated that people tend to regularize their cognitive maps by distorting the position of relatively small features (e.g., cities) to make them conform with the position of larger features (e.g., state boundaries). The present studies replicated those of Stevens and Coupe by asking college students to study prototypical maps with three kinds of boundaries: none, straight, and curved. They extended Stevens and Coupe's work b…
Use of cognitive capacity in reading: Effects of some content features of text∗
Use of cognitive capacity was measured during reading of text in six experiments. Content features of the texts were varied. A secondary task technique was used to measure use of capacity. In all experiments, capacity was filled more completely while reading narrative text than while reading expository text. The finding was generalized over two pools of passages, over two modalities of secondary task probes— auditory and tactile—and over two seco…
Use of cognitive capacity in reading: Effects of some content features of text∗
Use of cognitive capacity was measured during reading of text in six experiments. Content features of the texts were varied. A secondary task technique was used to measure use of capacity. In all experiments, capacity was filled more completely while reading narrative text than while reading expository text. The finding was generalized over two pools of passages, over two modalities of secondary task probes— auditory and tactile—and over two seco…
Effects of text organization on memory: Test of a cognitive effort hypothesis with limited exposure time
Cirilo and Foss (1980) found that subjects spent more time reading important information than unimportant information in 12 stories. Important information was also free recalled better, reconfirming the ‘levels effect’. The reading time differences are consistent with a processing time hypothesis for the levels effect. This paper reports three experiments that support an alternative hypothesis based on cognitive effort. In Experiment 1, Cirilo an…
Spatial Cognition: Systematic Distortions in Cognitive Maps
Stevens and Coupe demonstrated that people tend to regularize their cognitive maps by distorting the position of relatively small features (e.g., cities) to make them conform with the position of larger features (e.g., state boundaries). The present studies replicated those of Stevens and Coupe by asking college students to study prototypical maps with three kinds of boundaries: none, straight, and curved. They extended Stevens and Coupe's work b…
Use of cognitive capacity in reading: Effects of some content features of text∗
Use of cognitive capacity was measured during reading of text in six experiments. Content features of the texts were varied. A secondary task technique was used to measure use of capacity. In all experiments, capacity was filled more completely while reading narrative text than while reading expository text. The finding was generalized over two pools of passages, over two modalities of secondary task probes— auditory and tactile—and over two seco…
Spatial Cognition: Systematic Distortions in Cognitive Maps
Stevens and Coupe demonstrated that people tend to regularize their cognitive maps by distorting the position of relatively small features (e.g., cities) to make them conform with the position of larger features (e.g., state boundaries). The present studies replicated those of Stevens and Coupe by asking college students to study prototypical maps with three kinds of boundaries: none, straight, and curved. They extended Stevens and Coupe's work b…
Effects of text organization on memory: Test of a cognitive effort hypothesis with limited exposure time
Cirilo and Foss (1980) found that subjects spent more time reading important information than unimportant information in 12 stories. Important information was also free recalled better, reconfirming the ‘levels effect’. The reading time differences are consistent with a processing time hypothesis for the levels effect. This paper reports three experiments that support an alternative hypothesis based on cognitive effort. In Experiment 1, Cirilo an…
Science motivation questionnaire II: Validation with science majors and nonscience majors
From the perspective of social cognitive theory, the motivation of students to learn science in college courses was examined. The students—367 science majors and 313 nonscience majors—responded to the Science Motivation Questionnaire II, which assessed five motivation components: intrinsic motivation, self‐determination, self‐efficacy, career motivation, and grade motivation. Exploratory and confirmatory factor analyses provided evidence of quest…
Psychology (4 works) · Cognition (3 works) · Cognitive psychology (3 works) · Computer Science (2 works) · Reading (process (2 works) · Task (project management (2 works) · Visual and Cognitive Learning Processes (2 works) · Advanced Text Analysis Techniques (1 works) · Augmented Reality Applications (1 works) · Career Development and Diversity (1 works)