Showing papers in "Computers in Human Behavior in 1989"

TL;DR: In this paper, screen design is considered from an integrated perspective, based upon the ROPES model for CBI lesson design, which represents the external, tangible products of the lesson design and development processes.

TL;DR: The American Psychological Association (APA) has published a set of guidelines for Computer-Based Tests and Interpretations (CBTI Guidelines) as discussed by the authors, which emphasize standardization of administrative procedures and the need for professional judgment in conjunction with the use of computer generated interpretative reports.

TL;DR: In this article, the relationship between computer anxiety and courseware use was examined in an undergraduate Abnormal Psychology class using four computerized case simulations as part of their course work, and the results indicated that computer anxiety did not interfere with simulation completion.

TL;DR: In this article, the authors investigated the relationship between locus of control and user attitude toward information systems used at work, and the impact of user involvement on this relationship was examined.

TL;DR: This paper attempts to demonstrate how principles derived from the study of intelligent tutoring systems can be applied to the development of artificial intelligence-based computer-assisted psychotherapy.

TL;DR: The basic theme is that changes in screen designs are small, though significant factors in the design of lessons, it is unrealistic to expect major learning gains, instead researchers should look for small changes in learner behaviors or processes.

TL;DR: In this article, the authors define the functions of windows: operational, navigational, organizational, explanatory, metaphorical, and exploratory, and review the minimal research on the effectiveness of windowed environments.

TL;DR: Both observational and postintervention measures indicated an overall positive subject response to computer-administered instruction, in contrast, however, respondents indicated a negative response to microcomputer delivery of drug and alcohol related materials.

TL;DR: It appears important that researchers and CBI designers pursue different alternatives to screen design than simply those generated from research on text-based materials to fully utilize the potential of the microcomputer.

TL;DR: In this paper, a framework for conceptualizing the events that follow adoption of a microcomputer is presented, and three distinct outcomes of adoption are examined: degree of usage, satisfaction, and attitude toward the technology.

TL;DR: FaFaust and Ziskin this paper present their criticisms of clinical psychology and of computer-based clinical work as objective and scientific analyses, in content and function the criticisms fit more closely into the adversarial process of a cross-examination in a court of law.

TL;DR: Similarities may exist between laboratory research paradigms evoking elevated blood pressure during task performance by normal subjects and naturalistic video display terminal work undertaken by data clerks and college students.

TL;DR: The status of computer-assisted psychological evaluation as legal evidence is inseparable from the general status of psychological evaluation as mentioned in this paper, and legal criteria for expertise and clinical psychology's problems meeting these standards.

TL;DR: This article examined the control of informational and strategic assistance for text comprehension, and found that participants in the prescribed assistance condition performed better than the minimal and available assistance conditions on answering the synthesis question.

TL;DR: The article suggests that experiences for teachers must include the opportunity to experience learning and problem-solving with tool software and simulations and examination of these approaches with respect to views of the learner, goals, roles of the teacher, and evaluation of outcomes.

TL;DR: Recommendations are made for how test developers, users, reviewers, and others can help bridge the gap between the information available to potential users and the information needed to make an informed decision about the appropriate application of a particular software package.

TL;DR: Two approaches to the development of computerized supports for decision making are compared and the major strength of expert systems is the use of natural language and explanation facilities which make them more intelligible to the user.

TL;DR: It was found that presenting the superordinate concept reduced the time needed to study new information, but it had no effect on the retention test classification scores.

TL;DR: The present studies of the CDS revealed that the interparent diagnosis reliability, criterion-related validity, and consumer satisfaction with the system appear to be adequate for outpatient school aged children.

TL;DR: A perspective of the current state of technology-assisted instruction integrating computer language, artificial intelligence, and a review of cognitive science applied to instruction is presented.

TL;DR: This article examined the consistency of macroprocessing, or cognitive processing of instruction, and found that student voluntary use of macroprocesses was highly variable and ineffective, yet paradoxically, strongly consistent across the different content domains.

TL;DR: This article investigated optimum queuing for reintroducing missed items in paired associate learning and found that the use of two intervening items resulted in significantly higher correct recall (P P ) compared to one or more intervening items.

TL;DR: A highly interesting and flexible microcomputer-based learning task was created and software designed in order to study and record systematically how schedules of reinforcement affect children's learning.