Rapid Serial Visual Presentation. Degradation of inferential reading comprehension as a function of speed

There is increasing interest in the readability of text presented on small digital screens. Designers have come up with novel text presentation methods, such as moving text from right to left, line-stepping, or showing successive text segments such as phrases or single words in a RSVP format. Comparative studies have indicated that RSVP is perhaps the best method of presenting text in a limited space. We tested the method using 209 participants divided into six groups. The groups included traditional reading, and RSVP reading at rates of 250, 300, 350, 400, and 450 wpm. No significant differences were found in comprehension for normal reading and RSVP reading at rates of 250, 300 and 350 wpm. However, higher rates produced significantly lower comprehension scores. It remains to be determined if, with additional practice and improved methods, good levels of reading comprehension at high rates can be achieved with RSV

Are Mastery-Oriented College Students Better Time Managers?

Goal orientation and time management have been major components of most self-regulated learning models. They are also especially relevant for adaptative outcomes in the field of education. Goal orientation and time management have traditionally been measured through self-reports, and, although few studies have explored both variables, a positive and significant relation between them has been reported. However, it has been questioned whether people can provide accurate information about their own behavior. Therefore, there is a need for new and less subjective measures to assess these variables. In the present work, we administered objective tests to study goal orientation and time management to expand upon previous findings. Results indicated that goal orientation and time management measured objectively show a positive and significant relation. Mastery-oriented students manage their time more efficiently. Performance-oriented students tend to complete activities with lower values and initiate more task interruptions, resulting in less efficient time managemen

A complementary methodology to assess time management behaviors

Managing time effectively requires making decisions to plan the order of execution of different tasks, so that the maximum gain is achieved in a given period. We designed a test called My Schedule to assess time management, and we report a study of its psychometric properties. Through an online web server, we administered My Schedule along with two other objective tests, one that measures time management behaviors (Planning test) and another that assesses risk-tendency (Betting Dice test) to study convergent and divergent validity. In addition, we administered a self-report that assesses time management (TMBQ). My Schedule showed high reliability and moderate convergence with the Planning test and no significant correlation with the Betting Dice test and the TMBQ. Theoretical and practical implications are discusse

Mastery‑Oriented Students Are Less Stubborn

Goal orientation theory identifiesmastery-oriented people as adaptive and highly persistent when pursuing a goal. Performance-oriented people are described as being less persistent, and tend to show more maladaptive responses. However, previous works that have studied persistence have not always found that performance-oriented participants show the least persistence. In addition, it is not easy to conclude if the persistence measured in the studies implies a stubborn response and therefore if it is a maladaptive response. In this work, we classify participants as mastery- or performance-oriented using an objective test and we employ a behavioral task to study persistence defined as stubbornness. When studying response patterns, we found that performance-oriented students were more stubborn. The behavioral analysis performed in this work offers complement and rich information and provides empirical support for the goal orientation theor