Home >  Academics >  Psychology >  Psychology News > News Story

Goucher goes to 2010 Eastern Psychological Association Conference

Release date: September 02, 2010

The EPA is the oldest regional psychological association in the United States. The EPA provides an opportunity for faculty, practitioners, students and others to present their work in an informal, supportive environment.

Dr. Tom Ghirardelli, Dr. Katherine Choe, and Dr. Jen McCabe and their students, Sara Eaton, Cait Mortenson, Elianna Apothaker, Evan Marx, and Nicole Sanfilippo, made a trip to NYC to be part of EPA meeting.

A Perception Poster, titled "Partial Report Performance in RSVP is not Bolstered by Meaningful Strings" was researched by Dr. Thomas G. Ghirardelli, Sarah Eaton, and Kellen Matthews. Participants viewed an RSVP sequence of 6 items (letters and digits) and reported all of the items (whole report) or a subset of them (partial report). Some of the sequences contained trigrams that were meaningful. Participants correctly recalled significantly more items in the whole report than in the partial report condition but there was no effect of meaningful strings.

Goucher's Developmental Poster, entitled "Completing Tangram Puzzles: Children's Subjective Time Perception" was presented by Dr. Katherine S. Choe, Caitlin Mortennson, Haley Haavik, and Elianna Apothaker. The study examined whether children and adults use concrete known set of time (in minutes) or abstract perceived set of time (in units) more effectively while they engage in easy and difficult tasks. Participants completed two sets of tangram puzzles along the two main dimensions-difficulty of the task and knowledge of anchor duration. The data indicated some developmental differences in subjective time perception.

A Cognitive Poster, titled "Self-Regulation in the Classroom Predicts Memory Performance in the Laboratory" was presented by Dr. Jennifer A. McCabe, Kelsey L. Osha, Kelly Anne Graves, Evan R. Marx. Elizabeth A. Myrtetus, and Jennifer A. Roche. Self-reported academic behaviors, including metacognitive self-regulation and effort regulation, were significant predictors of memory performance in the laboratory, after controlling for the primary independent variable (i.e., encoding strategy, keyword mnemonic versus repetition). This suggests that self-regulatory behaviors may be variables o interest when interpreting results based on samples of Introductory Psychology students. Those who put effort into recognizing and regulating their learning behaviors in the classroom may also self-regulate attention and effort as research participants

The EPA conference was a great experience for the Goucher students and professors, and it is hoped that students in the psychology department will continue to present their research at this conference in the future!