{"id":530,"date":"2016-09-14T14:51:25","date_gmt":"2016-09-14T18:51:25","guid":{"rendered":"http:\/\/espace.bsu.edu\/rds\/?page_id=530"},"modified":"2017-02-26T14:54:06","modified_gmt":"2017-02-26T19:54:06","slug":"journal-talks","status":"publish","type":"page","link":"https:\/\/espace.bsu.edu\/rds\/journal-talks\/","title":{"rendered":"Journal Talks: Article Discussion Series"},"content":{"rendered":"

The article\u00a0discussion series is an open forum to discuss research that is central to your topics of interest. We plan to\u00a0have both faculty and doctoral student led sessions that explore various current topics.<\/strong> If you would like to lead a discussion of an article (one of yours, or someone else’s), please let us know\u00a0and we will support the process. See below for times and links to the articles for each session.<\/p>\n

Next\u00a0session:\u00a0<\/span><\/strong><\/em><\/h2>\n

Tuesday March 14,<\/strong>\u00a03:30-4:30 in TC 542.<\/strong><\/p>\n

Write it Down: Journaling as Depression InterventionParenting, Family Socioeconomic Status, and Child Executive Functioning: A Longitudinal Study\u00a0<\/strong><\/p>\n

Eric Ballenger will lead the discussion of the article: \u201cBenefits of Expressive Writing in Lowering Rumination and Depressive Symptoms.\u201d <\/i>Gortner, Rude, and Pennebaker (2006). Behavior Therapy 37<\/i>, 292-303.<\/p>\n

This article expands on Pennebaker\u2019s expressive writing paradigm, specifically looking at its role in reducing depression in college students with a history of depression. The writing paradigm has previously been used in improving mental and physical health, but this study is one of the first specifically targeting depression.<\/p>\n

1-s2.0-S0005789406000487-main<\/a><\/p>\n

Tuesday Nov<\/strong>ember 29th, 12:30-1:30 in TC 542.<\/strong><\/p>\n

Parenting, Family Socioeconomic Status, and Child Executive Functioning: A Longitudinal Study<\/p>\n

Parenting, Family Socioeconomic Status, and Child Executive Functioning: A Longitudinal Study\u00a0<\/strong>by \u00c9milie Rochette and Annie Bernier<\/p>\n

R., & B. (2014). Parenting, Family Socioeconomic Status, and Child Executive Functioning: A Longitudinal Study. Merrill-Palmer Quarterly,<\/i> 60<\/i>(4), 431. doi:10.13110\/merrpalmquar1982.60.4.0431<\/p>\n

This research examined the impact of Socio-economic status (SES), and maternal behavior on Executive Functions (EF), in children age 1 year, and again at age 3 years. This longitudinal study was done in Montreal, Canada, 2014. EF inteventions are often based on the assumption that parent\u2013child relationships are vital in breaking the intergenerational cycle of risk often found in families with lower SES (e.g., Moss et al., 2011). This research suggests in discussion that children from relatively lower-SES perform the worst on EF tasks when exposed to \u201clow-quality,\u201d mothering behaviors.\u00a0 It also suggests these children gain EF skills and are equal to more advantaged peers if they are exposed to \u201chigh-quality,\u201d mothering behaviors.\u00a0 The implications of this study would be to target mother-child interactions as a means to improve EF in children from lower SES environments.<\/p>\n

Article Link Below<\/p>\n

rochette%2c-e-%3b-bernier%2c-a-2014<\/a><\/p>\n

Prior sessions:<\/strong><\/em><\/span><\/p>\n

Tuesday November 8th, 12:30-1:30 in TC 542.<\/strong><\/span><\/p>\n

Developing Argumentation Skills; Led by\u00a0Anastasia Wilson,\u00a0Department of Educational Psychology<\/p>\n

Developing Argumentation Strategies in Electronic Dialogs: Is Modeling Effective? <\/strong>by\u00a0<\/strong>Elisabeth Mayweg-Paus, Fabrizio Macagno & Deanna Kuhn (2016)\u00a0Discourse Processes, 53:4, 280-297, DOI: 10.1080\/0163853X.2015.1040323<\/span><\/p>\n

The article covers an intervention study on adolescents’ argumentative skills. In particular, the researchers were interested in how these skills developed via electronic dialogs with same-age peers versus electronic dialogs with \u201cexpert\u201d adults. This research is loosely inspired by Vygotsky\u2019s zone of proximal development\/\u201cmore knowledgable others\u201d concepts and also builds upon Deanna Kuhn\u2019s previous research in adolescents\u2019 argumentative skill development via electronic discourse contexts. What qualifies as \u201cgood\u201d arguing is described\/defined and assessment methods\/issues are also discussed. Implications for argumentative skill development in adolescent classrooms are then explored.<\/p>\n

Article Link<\/a><\/p>\n

Tuesday November 1, 12:30 \u2013 1:30 in TC 542.<\/b><\/p>\n

Online Student Motivation;\u00a0<\/b>Led by Lori Stephens,\u00a0Department of Educational Psychology<\/span><\/p>\n

Motivation in Online Learning: Testing a Model of Self-Determination Theory\u00a0<\/b>(Chen & Jang, 2010). Computers in Human Behavior, 26, 741\u2013752.<\/span><\/p>\n

The article\u00a0extends the field of motivation research by examining motivation of\u00a0online students through the lens of self-determination theory and discusses the finding of the importance of\u00a0contextual supports and their effects on autonomy, competency, and relatedness in an online setting. Implications for online education and future research in the field of motivation for online students\u00a0will be discussed.<\/span><\/p>\n

Article Link: chen_jang_2010<\/a><\/p>\n

<\/b>Tuesday October 11th, 12:30 \u2013 1:30 in TC 542.<\/b><\/p>\n

Is your Reward System Enhanced by Playing Video Games?; Led by Joshua Heath, Department of Educational Psychology<\/p>\n

Discussing the article Video Game Training and the Reward System<\/em> (Lorenz, Gleich, Gallinat, & Kuhn, 2015).<\/strong> Frontiers in Human Neuroscience, 9<\/em>(40), 1-9.<\/p>\n

This article explores how video games may have an influence on the reward system by performing a longitudinal study on those who have never played games before to see if the reward system is a precondition of playing games versus a result of playing games. The discussion will examine the presented concepts supporting the research, the results, and the future utilization of the reported results.<\/p>\n

Article Link Below<\/p>\n

video-games-and-rewards-2015<\/a><\/p>\n

 <\/p>\n

Tuesday October 4, 12:30 \u2013 1:30 in TC 542.<\/b><\/span><\/p>\n

The Influence of Body Posture on Dissonance Reduction<\/em>;\u00a0<\/b>Led by Christopher Thomas,<\/em> Department of Educational Psychology<\/span><\/p>\n

Discussing the article\u00a0Supine body posture decreases rationalizations: Testing the action-based model of dissonance\u00a0<\/i><\/strong>(Harmon-Jones, Price, & Harmon-Jones, 2015).\u00a0Journal of Experimental Social Psychology<\/i>,\u00a056<\/i>, 228\u2013234.<\/span><\/p>\n

The article\u00a0extends dissonance research by exploring how altering an individual\u2019s motivation to act influences dissonance reduction (i.e., rationalization efforts). Discussion will concern the connection of this work to contemporary theories of conceptual change as well as the practical implications of this novel line of research in regards to intervention efforts designed to correct learners\u2019 preinstructional misconceptions.<\/span><\/p>\n

Article Link Here<\/a><\/p>\n

 <\/p>\n

Tuesday September 27, 12:30 – 1:30 in TC 542.<\/strong><\/p>\n

Individual Differences in Multiple Text Comprehension; Led by Dr. Alexandra List<\/i>, Dept of Educational Psychology<\/p>\n

This session, we will be discussing the <\/b>article\u00a0<\/b>Beliefs about Justifications for Knowing When Ethnic Majority and Ethnic Minority Students Read Multiple Conflicting Documents.\u00a0<\/i><\/b>by: H.I. Str\u00f8ms\u00f8, I. Br\u00e5ten, \u00d8 Anmarkrud, & L.E. Ferguson (2016)<\/p>\n

Article Link Here<\/a><\/p>\n

Tuesday September 20, 12:30 – 1:30 in TC 542. <\/strong><\/p>\n

Working memory and attention as predictors of <\/i>academic <\/i>success;\u00a0<\/i><\/strong>Led by Melissa McGrath, Dept of Educational Psychology<\/p>\n

This session, we will be discussing the article\u00a0Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories <\/i>by Deborah Stipek & Rachel Valentino. \u00a0Click the link below for the article.<\/p>\n

Article<\/a><\/p>\n

<\/h2>\n

Tuesday September 13, 12:30 – 1:30 in TC 542. Types of Test Anxiety<\/em>\u00a0<\/strong>Led by Jerrell Cassady, Department of Educational Psychology<\/p>\n

Discussing the article\u00a0Reexamining the relationship between test anxiety and learning achievement: An individual differences perspective<\/em> (Sung, Chao, & Tseng, 2016). Contemporary Educational Psychology, 46, 241-252. http:\/\/dx.doi.org\/10.1016\/j.cedpsych.2016.07.001 (link below).<\/p>\n