Kent State University

About: Kent State University is a education organization based out in Kent, Ohio, United States. It is known for research contribution in the topics: Liquid crystal & Population. The organization has 10897 authors who have published 24607 publications receiving 720309 citations. The organization is also known as: Kent State & KSU.

The Structured Employment Interview: Narrative and Quantitative Review of the Research Literature

Abstract: In the 20 years since frameworks of employment interview structure have been developed, a considerable body of empirical research has accumulated. We summarize and critically examine this literature by focusing on the 8 main topics that have been the focus of attention: (a) the definition of structure; (b) reducing bias through structure; (c) impression management in structured interviews; (d) measuring personality via structured interviews; (e) comparing situational versus past-behavior questions; (f) developing rating scales; (g) probing, follow-up, prompting, and elaboration on questions; and (h) reactions to structure. For each topic, we review and critique research and identify promising directions for future research. When possible, we augment the traditional narrative review with meta-analytic review and content analysis. We concluded that much is known about structured interviews, but there are still many unanswered questions. We provide 12 propositions and 19 research questions to stimulate further research on this important topic.

Metacomprehension A Brief History and How to Improve Its Accuracy

Abstract: People's judgments about how well they have learned and comprehended text materials can be important for effectively regulating learning, but only if those judgments are accurate. Over two decades of research examining judgments of text learning—or metacomprehension—has consistently demonstrated that people's judgment accuracy is quite poor. We review recent research that has shown some success in improving judgment accuracy and then argue that the most common method used to investigate metacomprehension accuracy may inadvertently constrain it. We describe a new method that sidesteps some problems of the older method and present evidence showing how people can achieve high levels of metacomprehension accuracy.

Apathy in Alzheimer's disease.

Abstract: Apathy, or loss of motivation, is arguably the most common change in behavior in Alzheimer's disease (AD) but is underrecognized. Apathy represents a form of executive cognitive dysfunction. Patients with apathy suffer from decreased daily function and specific cognitive deficits and rely on families to provide more care, which results in increased stress for families. Apathy is one of the primary syndromes associated with frontal and subcortical pathology, and apathy in AD appears to have multiple neuroanatomical correlates that implicate components of frontal subcortical networks. Despite the profound effects of this common syndrome, only a few instruments have been designed to specifically assess apathy, and these instruments have not been directly compared. Assessment of apathy in AD requires clinicians to distinguish loss of motivation from loss of ability due to cognitive decline. Although apathy may be misdiagnosed as depression because of an overlap in symptoms, current research has shown apathy to be a discrete syndrome. Distinguishing apathy from depression has important treatment implications, because these disorders respond to different interventions. Further research is required to clarify the specific neuroanatomical and neuropsychological correlates of apathy and to determine how correct diagnosis and treatment of apathy may improve patient functioning and ease caregiver burden.

Study strategies of college students: Are self-testing and scheduling related to achievement?

Abstract: Previous studies, such as those by Kornell and Bjork (Psychonomic Bulletin & Review, 14:219-224, 2007) and Karpicke, Butler, and Roediger (Memory, 17:471-479, 2009), have surveyed college students' use of various study strategies, including self-testing and rereading. These studies have documented that some students do use self-testing (but largely for monitoring memory) and rereading, but the researchers did not assess whether individual differences in strategy use were related to student achievement. Thus, we surveyed 324 undergraduates about their study habits as well as their college grade point average (GPA). Importantly, the survey included questions about self-testing, scheduling one's study, and a checklist of strategies commonly used by students or recommended by cognitive research. Use of self-testing and rereading were both positively associated with GPA. Scheduling of study time was also an important factor: Low performers were more likely to engage in late-night studying than were high performers; massing (vs. spacing) of study was associated with the use of fewer study strategies overall; and all students-but especially low performers-were driven by impending deadlines. Thus, self-testing, rereading, and scheduling of study play important roles in real-world student achievement.

Online Impression Management: Personality Traits and Concerns for Secondary Goals as Predictors of Self-Presentation Tactics on Facebook

Abstract: This study investigates the utility of personality traits and secondary goals as predictors of self-presentation tactics employed by Facebook users. A structural equation model of self-presentation tactics on Facebook was proposed and tested. Although fit of the initial model was good, the final model, eliminating three paths and adding two others, yielded a significantly better fitting model. Findings show that personality traits predicted concern for secondary goals (N = 477) and that secondary goals predicted the use of various self-presentation tactics used on Facebook. Results indicated that these personality traits and secondary goals are both theoretically and empirically sound components for the conceptualization of online impression management.