Exploring Screen Time Habits and the Life Empowerment Divide at an HBCU

College students at a historically black university used their social media accounts to recruit 1,232 of their peers to take an online survey that explored digital screen time and social media habits at this HBCU. The study revealed that 51% devoted daily screen time to academic empowerment, 31% devoted it to leisure, and 11% devoted it to life empowerment. Sixty-six percent said they spent too much screen time on leisure and not enough on life empowerment, i.e., using resources in the digital world to improve their lives. The paper explored the divide, its implications, and how to narrow it

The effects of arrow direction, length of interstimulus interval, and certainty of interstimulus interval length on event related potentials occurring during the course of the interstimulus interval

This study examined the electrophysiological correlates of the preparatory processes intervening between the presentation of an attention-directing arrow cue and the presentation of a target stimulus. A paradigm used in earlier studies by Harter and associates and UNCG was employed wherin a peripherally-presented target stimulus followed by 600 ms a foveally-presented arrow cue directing attention to the right or left visual field. The subject was required to respond to the target within a designated time period if it appeared in the cued field. No response was required if the stimulus appeared in the uncued field. The primary purpose of the study was to determine the electrophysiological changes, as reflected in scalp recorded ERPs, which accompany the attentional preparatory processes developing during the course of the interstimulus interval (ISI). The time course of the attentional preparatory process was studied as a function of the length and certainty of length of the preparatory interval