Tools That Teach Too: Exploring the Role of Interaction in the Development of Useful Cognitive Residuals

Tools help us perform tasks. But they also change the way we think. In five studies, I explored the lasting effects — the cognitive residuals — of using two common forms of automated spelling assistance, spell-checking and autocorrect. These different spelling assistance systems aim to provide similar spelling outcomes, but users interact quite differently with each. By comparing differences in spelling skills after using these different types of spelling assistance, I assessed differences in the cognitive residuals that arise from direct interaction (spell-checking) and passive support (autocorrect). Results suggest that the passive support provided by autocorrect is just as good as for the development of spelling skill as the direct interaction offered by traditional forms of spell-checking. However, I also demonstrate a new type of direct-interaction spell-checking that outperforms traditional approaches in creating cognitive residuals for users that help improve their spelling skills

On Measuring the Difficulty of Scrabble-like Problems

Scrabble-like tasks have increased in popularity as a means of exploring cognitive phenomena, such as embodiedproblem solving, mastery, and creativity. Many of these tasks make assumptions about the key factors driving relative difficultyof word-finding problems; these factors include average frequency of words produced, number of words produced, and numberof readily apparent bi-grams in the initial presentation of the letters. This study measures the effects of each of these factors oncognitive load by systematically and empirically exploring such factors, comparing how these various attributes influence thenumber of words participants produce in different circumstances

Tools That Teach Too: Exploring the Role of Interaction in the Development of Useful Cognitive Residuals

Tools help us perform tasks. But they also change the way we think. In five studies, I explored the lasting effects — the cognitive residuals — of using two common forms of automated spelling assistance, spell-checking and autocorrect. These different spelling assistance systems aim to provide similar spelling outcomes, but users interact quite differently with each. By comparing differences in spelling skills after using these different types of spelling assistance, I assessed differences in the cognitive residuals that arise from direct interaction (spell-checking) and passive support (autocorrect). Results suggest that the passive support provided by autocorrect is just as good as for the development of spelling skill as the direct interaction offered by traditional forms of spell-checking. However, I also demonstrate a new type of direct-interaction spell-checking that outperforms traditional approaches in creating cognitive residuals for users that help improve their spelling skills

Modern Symbolic Communication Through Non-Word Text

Emoticons are graphic signs, such as :-)(smiley face), that often accompany textual computer-mediated communication (Dresner & Herring, 2010). Emoticons are thought to be used to convey emotion (Derks et al, 2007; Wolf, 2000). Specifically, it is believed that emoticons supplement electronic communication with non-verbal cues, such as those often seen in face-to-face communication (Lo, 2008). We collected text messages from participants who also rated the messages across a number of emotional dimensions. We asked a separate group to rate the same messages on the same dimensions. By comparing when a particular emoticon was used, the emotional qualities of the message as rated by both the sender and reviewer, we aim to investigate which emoticon is likely to be included in text messages according to emotional intent, and whether this emotional intent will likely be understood

Being Your True Self at Work: Integrating the Fragmented Research on Authenticity in Organizations

In tandem with a surge of public interest in authenticity, there is a growing number of empirical studies on individual authenticity in work settings. However, these studies have been generated within separate literatures on topics such as authentic leadership, emotional labor, and identity management, among many others, making it difficult for scholars to integrate and build on the authenticity research to date. To facilitate and advance future investigations, this article reviews the extant empirical work across 10 different authenticity constructs. Following our research review, we use a power lens to help synthesize our major findings and insights. We conclude by identifying six directions for future research, including the need for scholars to embrace a multifaceted view of authenticity in organizations. Overall, our review both reinforces and tempers the enthusiasm in contemporary discussions of authenticity in the popular and business press