e-Lightning Ed-Talks

Carol Camp Yeakey, Washington University in St. Louis

Using Simulations to Ground Statistical Inference in Perception and Action (Poster 8): Division C - Section 2a: Cognitive and Motivational Processes, 2:35 PM - Sebahat Gok, Northwestern University; Robert Goldstone, Indiana University

What Features of Assessments Do Higher Education Students Find Most Engaging? (Poster 7): Division C - Section 2a: Cognitive and Motivational Processes, 2:42 PM - Kathleen M. Quinlan, University of Kent; Guadalupe Sellei, University of Kent; Wissia Fiorucci, University of Kent

Wikipedia Knowledge, Algorithm Awareness, and Reading Comprehension Influence Undergraduates’ Preference and Use of Lateral Reading (Poster 12): Division C - Section 2a: Cognitive and Motivational Processes, 2:49 PM - Patricia J. Brooks, Graduate Center - CUNY; Arshia K. Lodhi, Graduate Center - CUNY; C. Donnan Gravelle, Graduate Center - CUNY; Jessica E. Brodsky, Graduate Center - CUNY; Maryam J. Syed, College of Staten Island - CUNY; Donna Scimeca, College of Staten Island - CUNY

The Development of High School Students’ Spatial Thinking: Spatial Education and Individual Differences (Poster 14): Division C - Section 2a: Cognitive and Motivational Processes, 2:56 PM - Emily Grossnickle Peterson, American University; Bob Kolvoord, James Madison University; David H. Uttal, Northwestern University; Adam Green

Differential Consequences of Harmonious vs. Obsessive Passion for Social Media Use (Poster 18): Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts, 3:03 PM - Boreum Kim, Ball State University; Kyongboon Kwon, University of Wisconsin - Milwaukee; Marie Jaclyn Enderle, University of Wisconsin - Milwaukee; Addison Helsper, Ball State University; Sungok Serena Shim, Ball State University

Examining Situational and Person-Specific Nature of Undergraduate Students’ Self-Efficacy and Academic Burden (Poster 22): Division C - Section 2b: Learning and Motivation in Social and Cultural Contexts, 3:10 PM - Vanessa Wanchanit Vongkulluksn, University of Nevada - Las Vegas; Lei Ping, University of Nevada - Las Vegas; Jonathan C. Hilpert, University of Nevada - Las Vegas; Lin Lu, University of Nevada - Las Vegas

Testing the CONIC Model: How Conscientiousness and Interest Predict Academic Effort in the Learning Lab (Poster 13): Division C - Section 2a: Cognitive and Motivational Processes, 3:17 PM - Laura Fink, University of Passau; Detlef Urhahne, University of Passau

Multimedia Materials Are More Effective in Feedback Than in Main Instruction (Poster 9): Division C - Section 2a: Cognitive and Motivational Processes, 3:24 PM - Sebahat Gok, Northwestern University; Tongyao Zhang, Indiana University; Robert Goldstone, Indiana University; Emily R. Fyfe, Indiana University

When Grading Fails: How Educational Leaders Can Establish Grading Practices That Promote Student Learning (Poster 39): Division H - Section 4: Accountability in Schools, 3:31 PM - Alexandra Laing, The George Washington University

Exploring Conversational Patterns and Quality in Early Childhood Settings: Implications for Children's Vocabulary Learning (Poster 35): SIG-Vocabulary, 3:38 PM - JeanMarie Farrow, Fairleigh Dickinson University; Barbara Wasik, Temple University; Annemarie H. Hindman, Temple University; Michael Farrow, Rowan University