Showing papers in "Computers in Human Behavior in 2001"

TL;DR: A cognitive-behavioral model of Pathological Internet Use is introduced, which implies a more important role of cognitions in PIU, and describes the means by which PIU is both developed and maintained, and provides a framework for the development of cognitive- behavioral interventions for PIU.

TL;DR: This paper explores whether Internet and computer experiences, skills and attitudes are related, using evidence from two studies of incoming college students, in 1989/90 and 1997, and finds that both predicted Internet skills and experiences.

TL;DR: The youngest sample with the presumably earliest exposure to computerization reported the highest computer anxiety scores and demonstrated the highest prevalence rates.

TL;DR: A causal analysis indicated that space affected level of involvement which in turn affected amount of misrepresentation in cyberspace, and it was found that Cyberspace respondents were older than realspace respondents.

TL;DR: It was demonstrated that computer literacy has a strong directional influence on both physical arousal and affects and beliefs about computers, in turn, were shown to be dependent on affects and physical arousal.

TL;DR: Results indicated that mean ratings of physical and sexual attractiveness between the two conditions were equivalent for the full sample, however, when examined separately by respondent gender, ratings of same gender targets were significantly higher for the paper-and-pencil methodology.

TL;DR: Results indicate that gender differences may be more likely to persist, even with controlling variables, if responses are examined at factor rather than scale level, and that a positive first experience in computing appeared to alleviate anxiety but gave no primacy in positive attitudes.

TL;DR: The differential effects on training and training outcome of four methods of problem selection were investigated in a computer-based training for air traffic control, which confirmed the hypothesis that dynamic problem selection would lead to more efficient training than non-dynamic problem selection, but the efficiency measures of the three variables were distorted.

TL;DR: The results showed that face-to-face discussions preceded by either synchronous or asynchronous computer-mediated communication were perceived to be more enjoyable and include a greater diversity of perspectives than face- to- face discussions not preceded by computer- mediated communication.

TL;DR: A model for just-in-time (JIT) presentation of information that frees up cognitive capacity for learning the non-recurrent aspects of a complex cognitive skill and so enhances transfer performance.

TL;DR: This paper proposes a framework, an event-based approach to training, together with a number of team training strategies that may be applicable to EM, within the context of naturalistic decision making.

TL;DR: The study results indicated that the behavior-modeling training method yielded consistently superior performance and higher computer self-efficacy and the significant two-way interaction confirmed the importance of person–situation adaptation.

TL;DR: An attempt to review the relevant conceptual issues in promoting learner engagement with appropriate and relevant representations in learning environments for complex domains and a method for evaluating these environments and assessing individual progress will be defended.

TL;DR: The instructional design concepts used in an educational setting based on a “collaborative and problem based learning environment” applied to educational robotics are situate and clarified.

TL;DR: The study reports results from an experiment investigating aspects of communicative processes, using face-to-face (FtF) communication and computer-mediated communication, and private and public self-awareness was studied in order to identify differences between the media and between the sexes.

TL;DR: The history of computerized assessment is reviewed and it is compared and contrasted with the current research on Internet-based surveying to show the equivalency of traditional and automated assessments.

TL;DR: The evolution in conceptions of design towards collaborative learning is described, starting from designing as an intuitive behaviour to motivational factors and distributed cognition, and the implications of collaborative theories on instructional design are outlined.

TL;DR: In the article, emerging collaborative teaching models are studied and discussed from the perspective of instructional design and the challenges of integration of new technologies in learning are presented.

TL;DR: College students often listen to music while they use a computer and those with some musical training and high working memory span wrote better essays with longer sentences and were also more likely to pause at clause boundaries.

TL;DR: A new model for quantitatively assessing screen formats is described and the results of applying the model to data entry screens support the use of the model.

TL;DR: This paper offers a performance improvement framework for addressing the question of factors restraining teacher education programs in terms of creating and implementing technology-enhanced learning environments for preparing tomorrow's teachers to use technology.

TL;DR: This study involved 17 graduate students enrolled in a Behavioral Disorders course and found that students increased their knowledge about behavioral disorders and those students with more hypermedia experience spent more time using the hypermedia program.

TL;DR: Data from a recent clinic-based experiment is presented indicating that the touch audio-CASI system is stable, robust, and suitable for administering relatively long and complex questionnaires on sensitive topics, including drug use and sexual behaviors associated with HIV and other sexually transmitted diseases.

TL;DR: The way in which current instructional design theories can be used to design collaborative learning environments in primary Computers in Human Behavior 17 (2001) 439–451 is focused on.

TL;DR: This special issue presents seven articles dealing with Web-enhanced higher education from the competencies needed to design and develop it to the ways in which its use can best be evaluated and the barriers to its implementation.

TL;DR: The results from this study appear to be the first empirical evidence that the effects of download delay are not linear, rather they are moderated by academic experience of the subject and difficulty of the material.

TL;DR: It is concluded that socio-cultural theories provide a useful framework for understanding performance in High-3 workplace but that these theories need to be further developed to account for a range of features present in workplace contexts.

TL;DR: The desirability of team training strategies; the value of using training scenarios for constructing shared mental models with intelligent agents, and the use of a virtual reality interface; and a tool designed and developed to reify the communication acts of team members that demonstrates support for reflective learning are presented.

TL;DR: The possibilities of using computer support and collaborative training to improve the staff training in crisis situations and in decision-making and in communication are discussed.

TL;DR: The effects of a web-based training in an instructionals systems design approach on teacher's instructional design behavior is studied.