The influence of working memory load on semantic priming

A direct replication of a study by Heyman, Van Rensbergen, Storms, Hutchison, and De Deyne (2015; JEP:LMC). Stimuli, procedure, and data-analysis will be the same. The sole difference is that 160 new participants will be tested. It is Kirsten Goossens' master's thesis project and most documentation will be in Dutch

Does a Working Memory Load Really Influence Semantic Priming? A Self-replication Attempt

The present paper describes two attempts to replicate a recent study of ours in the semantic priming domain (Heyman, Van Rensbergen, Storms, Hutchison, & De Deyne, 2015). In that study, we observed that semantic priming for forward associates (e.g., 'panda-bear') completely evaporated when participants’ working memory was taxed, whereas backward (e.g., 'baby-stork') and symmetric associates (e.g., 'cat-dog') showed no ill-effects of a secondary task. This was the case for relatively long and short stimulus onset asynchronies (i.e., 1,200 ms and 200 ms, respectively). The results thus suggested that prospective target activation is, contrary to what some theories of semantic memory posit, not an automatic process. However, the two replication studies reported here cast serious doubt on this conclusion. A Bayesian analysis of all the available data indicated that there is at least substantial evidence for a priming effect in every condition, except for forward associates in the short SOA condition. The null hypothesis is still supported in the latter condition, though the replication studies weakened the evidence for a null effect. The theoretical implications of these findings are discussed

Simulation of liquid benzene between two graphite surfaces: a molecular dynamics study

The purpose of this paper is to present specific teaching strategies, classroom activities, and service learning assignments that can be adapted across disciplines to meet equity, diversity, and inclusion (EDI) focused learning objectives. In order to identify promising practices for teaching EDI, this collaboratively authored paper follows the thread of our common strategies, activities, and approaches through our different disciplines and across the different contexts in which we teach. As we wrote together about our common commitment to EDI, the specifics of our disciplines fell into the background as we focused on four core objectives for teaching EDI: awareness, knowledge, skills, and action. We present promising practices for raising self-awareness, increasing knowledge, developing skills, and inspiring students to action. We hope that our collaborative process can be used as an example for other scholars and educators looking to transcend disciplines and effectively integrate EDI into their classroom

Breaking Down Silos for Equity, Diversity, and Inclusion (EDI): Teaching and Collaboration across Disciplines

Erica E. Hartwell and Stephanie Burrell Storms (with Kirsten Cole, Sarah K. Donovan, Ruth L. Greene, and Theodora P. Williams) are contributing authors, Breaking Down Silos: Teaching for Equity, Diversity, and Inclusion Across Disciplines in Higher Education, Chapter 1. Ophelie Rowe-Allen and Stephanie Burrell Storms are contributing authors, Enhancing EDI Initiatives through Academic and Student Affairs Partnerships, Chapter 3. Stephanie Burrell Storms (with Sarah K. Donovan and Theodora P. Williams) is a contributing author, Managing Your Socio-Emotional Landscape, Chapter 5. Ryan P. Colwell (with Jessica Baldizon) is a contributing author A Service Learning Approach to Equity, Diversity, and Inclusion, Chapter 10. Equity, diversity, and inclusion (EDI) goals have traditionally been seen as either an effort to be managed by the administration, or as something a faculty member could choose--or not--to focus on. In the twenty-first century, EDI goals are increasingly front and center across disciplines as educators prepare students for success in a diverse world. It is in this milieu, that this book was written. Each chapter in this book is designed for use by instructors and administrators in higher education who believe that the goals of EDI should be integrated into the classroom experience. The chapters are grouped around five central themes that challenge the structure of a traditional classroom in order to promote goals related to EDI: faculty collaboration, creative approaches to faculty and student resistance to EDI goals, institution-wide initiatives, community engagement, and the use of first-person autobiography and storytelling in the classroom.https://digitalcommons.fairfield.edu/education-books/1064/thumbnail.jp