Psychology and Human Factors News

Tag: Psychology

PhD Student Spotlight

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Jen Shaud Helps Advance Conversations on Disability Equity in Higher Ed

An ACSHF PhD student, Jen Shaud, recently contributed to The Chronicle of Higher Education’s latest piece: “Are That Many Students Really Faking Disabilities?”

Jen is studying what helps students with disabilities stay in school and reach graduation. Her work includes surveying students—both with and without disabilities—as well as the faculty members who teach them.

In her research, Jen asks what encourages students to seek accommodations and, more importantly, what stops them from asking. Both Jen’s work and other studies show that staying in school isn’t just about earning passing grades; it’s about feeling like you belong on campus. Many students hesitate to ask for help because they fear peers or teachers will think they’re looking for an ‘easy out.’ Jen is exploring how we can change those attitudes and give students the tools to speak up for themselves so they can thrive from day one.

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Setting the Stage: My Undergraduate Start at MPA

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Written by Viviana Cotter

My name is Viviana Cotter. I am a second year Psychology major concentrating in Clinical/Counseling and minoring in Law and Society. Within the Psychology and Human Factors Department, I serve as a Student/Administrative Aide, Teaching Assistant, and Research Assistant. I also serve as the Treasurer for the Association of Psychology Students. 

In April, I was given the opportunity to attend the Midwestern Psychological Association conference in Chicago.

Viviana Cotter walking along a river in Chicago at night
Picture of Viviana Cotter walking the Chicago Riverwalk in downtown Chicago, Illinois during the night

During the conference, I attended a variety of poster sessions and paper presentations. There were so many researchers covering topics such as the direct and indirect benefits of animal companionship and the social, epistemic, and existential functions of blame. It was a wonderful experience because not only was I given the opportunity to learn about current research, but I was also able to see how the field of psychology is advancing and evolving.

It was enlightening to talk with fellow undergraduate students – discussing their research, asking questions, and learning about their future plans with their research. Additionally, the space provided me the opportunity to engage with graduate school representatives, where I was able to learn about different graduate programs and the opportunities they provide. 

Learning From MTU Graduate Students

I traveled with four MTU graduate researchers: Elijah Nieman, Lauren Sprague, Jen Shaud, and Brandon Woolman. Each presented their research findings during a poster session or paper talk. 

Elijah Nieman standing to the side of his research poster "Using Pupillometry to Predict Secondary Chat Task Performance"
Elijah Nieman presented his research on “Using Pupillometry to Predict Secondary Chat Task Performance” during the poster board session.
Lauren Sprague standing next to their research poster “What Makes a Gamer: Exploring Dual-Tasking and Video Game Experience.”
During the same session, Lauren Sprague presented their research on “What Makes a Gamer: Exploring Dual-Tasking and Video Game Experience.
Jen Shaud standing beside her research poster "Perceptions of Accommodations: Faculty and Student Views on Course Integrity, Fairness, Knowledge Demonstration and Credit Equivaliency”
On Saturday, Jen Shaud presented their research on “Perceptions of Accommodations: Faculty and Student Views on Course Integrity, Fairness, Knowledge Demonstration and Credit Equivaliency” during the morning poster session. 
Brandon Woolman standing at a podium in front of a crowd presenting his research “Characterizing Age Difference in a Novel Motor Sequence Learning Task.”
Also on Saturday, Brandon Woolman participated in a paper talk, discussing his research on “Characterizing Age Difference in a Novel Motor Sequence Learning Task.” 

This opportunity was a significant moment for me as an undergraduate and aspiring researcher. I am walking away from this conference with a much clearer understanding of how it all works, and what I can expect in my own future. 

I plan to return next year to present the research that Dr. Destaney Sauls and I are currently working on. Currently, we are deep into research on communal narcissism and working to map its complex traits onto the Trifurcated Model. Stepping back onto that conference floor next year to present our model will feel like a full-circle moment in my development as a researcher and I can’t wait.  

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Dr. Jeffery Pettibone Nominated for Deans’ Teaching Showcase

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“Good morning, Psychology!” That’s how Dr. Jeff Pettibone greets the department most mornings as he heads for his first cup of coffee. It’s a fittingly warm start for a professor whose office—complete with a cozy couch, vibrant plants, and a table of snacks for any hungry passerby—has become a sanctuary for students. It’s a good thing he’s so prepared; his friendly, kind-hearted nature draws out the best in his students, and his office hours are rarely quiet.

Because of this dedication, we are thrilled to announce that Dr. Pettibone has been nominated for the Deans’ Teaching Showcase.

Established in 2017 by the William G. Jackson Center for Teaching and Learning, this award recognizes instructors who demonstrate exceptional skill in the classroom. Whether it’s managing large introductory courses, implementing innovative teaching methods, or developing a world-class curriculum, the showcase highlights the best of the best. Nominees are celebrated throughout the spring semester leading up to a formal ceremony in the fall.

We want to take this opportunity to honor Dr. Pettibone for the tremendous impact he has made on our Psychology and Human Factors students. Congratulations, Jeff!

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Graduate students: Creating community through study and tradition

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Weekly Study Group

Written by Jen Shaud

Every week, our department’s graduate students gather for study groups that have become much more than just academic meetings. These sessions are where collaboration meets camaraderie, creating a supportive environment that helps everyone succeed.

The study groups serve as a vital space where students discuss classwork, share insights about their research, and workshop their writing. Whether someone is wrestling with a challenging concept from class, wrestling with stats work or looking for feedback on a draft, there’s always a fellow student ready to offer a fresh perspective or lend a helping hand.

Recently, the groups have taken on an even warmer atmosphere. Holiday carols filled the room as students balanced festive cheer with productive work on class projects. Some students dedicated their time to collaborating on grant proposals, knowing that funding their research is crucial to their academic journey. Through it all, the underlying thread remained the same: graduate students supporting graduate students.

These weekly gatherings remind us that graduate school doesn’t have to be a solitary endeavor. When we come together to share knowledge, resources, and encouragement, we all benefit. The study groups have become proof that academic success and community support go hand in hand.

Four people standing in a group wearing festive holiday sweaters
Students gather for an Ugly Sweater party just before winter break
Our co-working space offers large whiteboards, hot coffee, and plenty of outlets for all of your electronic needs.

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ACSHF Forum: Grad Student Presentations

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The Department of Psychology and Human Factors will host two speakers at the next Applied Cognitive Science and Human Factors (ACSHF) Forum: Laura Albrant and Kat Rawhouser, both ACSHF Ph.D. students. Their presentations will be from 2-3 p.m. on Monday, March 17, in M&M 610.

Photo of Laura Albrant
Laura Albrant
ACSHF PhD Student
Photo of Kat Rawhouser
Kat Rawhouser
ACSHF PhD Student

Laura Albrant: “Examining Student Resolutions of Automated Critiques

Laura Albrant’s study examines the submission data of students in an introductory engineering courses who modify their code in response to automated critique and how this process evolves over multiple submissions. Her research is grounded in data collected from students in Engineering Fundamentals (EF) courses who used our automated feedback tool, WebTA. This tool provides instant feedback on code syntax, logic, and style, tailored for first-year college students. She analyzed student interactions over four semesters, examining the effectiveness of EF students’ abilities to resolve critiques. This comparative analysis highlights differences in problem-solving strategies, engagement levels, and learning approaches in engineering fundamentals students. The data gathered from four semesters of engineering fundamentals courses, includes detailed logs of each submission, such as submission times, errors identified, critique counts, and resolution times. By analyzing patterns across different submissions, she tracked how student learning evolved over time and varied across disciplines. This approach allowed her to identify effective strategies in automated feedback design that cater to the diverse needs of learners from different educational backgrounds.

Kat Rawhouser: “Lessons from Needs Assessments”

Needs assessments can come in all forms and they can yield a great deal of useful information. In human factors, psychology and cognitive sciences we can learn much from reviewing and doing such assessment before research. From understanding demographics, to being about to connect with key players to gain access to a community or group this method of assessment has a yield in social, cultural and empirical information allowing for understanding by the researcher. This topic will cover the basics of needs assessment, how it can be used and provide an example of how assessing community needs can yield results during implementation.

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Hunter Malinowski, Psychology Phenom Adds Computer Science to Chart Her Own Course

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Hunter Malinowski
Hunter Malinowski

Every college journey is unique. Students have so many different majors available to them. There are hundreds of classes available. Add in opportunities to work alongside professors doing undergraduate research, participate in clubs, and complete internships, and the combinations are virtually unlimited. Learn how Hunter Malinowski made her Michigan Tech experience unique by pursuing dual degrees in computer science and psychology and adding research, leadership, internship, and other experiences.

“The more I’ve done with psychology and computer science, the more I realize how many connections there are, from designing a website to the user interface and user experience,” Malinowski said. “I want to go into the data science/machine learning field. I think there’s a lot to be said about the psychology perspective for that.”

Hunter Malinowski ’24, BS Psychology/Computer Science

About the Department of Cognitive and Learning Sciences

Michigan Tech’s Department of Cognitive and Learning Sciences offers bachelor of science degrees in Human Factors and Psychology. The department confers master’s and doctoral degrees in Applied Cognitive Science and Human Factors. Additionally, faculty pursue diverse, cutting-edge research in education, human factors, technology, and science. Students and faculty improve performance, health, decisions, and safety where people interact with technology or systems. 

Questions? Contact us at cls@mtu.edu. Follow us on Facebook, Instagram, and LinkedIn for the latest happenings.

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ACSHF Forum: Chikondi Sepula & Blessings Hwaca

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The Department of Cognitive and Learning Sciences will host Chikondi Sepula & Blessings Hwaca from Rhodes University at the next Applied Cognitive Science and Human Factors forum.

There will be two presentations from 2:00 to 3:00 p.m. Monday October 16 via Zoom from Grahamstown, South Africa.

Title: Exploring the Development of Computational Thinking Skills among Pre-Service Teachers through Visual Programming: An Interventionist Case Study
Abstract:
Due to its profound cognitive effect on learners, computational thinking (CT) has gained significant attention and has been increasingly integrated into primary and secondary education worldwide. The integration of CT into educational curricula offers several benefits, including improved learning outcomes, enhanced problem-solving abilities, and the development of skills necessary for the digital landscape of the 21st century. Reflecting this global trend, South Africa introduced CT in primary schools through a dedicated subject called “coding and robotics” in 2023. However, as cited in other contexts, teacher upskilling is a primary challenge faced in successfully integrating CT in South Africa. Many teachers lack the necessary skills to effectively teach this new subject. Recognizing this gap, I was motivated to explore the development of CT skills with pre-service teachers using visual programming. This study will be underpinned by the social-cultural theory (SCT) of Lev Vygotsky. Informed by this theory, the intervention will be guided by a professional development (PD) model called “Code, Connect, Create” and a pedagogical model known as “Use, Modify, Create”. The study will be carried out within the Education Department at Rhodes University. All first-year pre-service teachers who are willing to participate from within the department will be included in the intervention. Data will be collected through the CT Reflective tools, semi-structured interviews, focus-group discussions, and reflective journals. The CT framework proposed by Brennan & Resnick (2012) will be used as a lens to facilitate and assess CT development among the pre-service teachers as a result of the intervention. An evaluative interpretivist case study methodology will be employed in this study, as it allows the detailing of contextual effects of the visual programming approach, as well as enabling and constraining factors that should be considered when developing CT with visual programming.

Title: Working with Secondary School Educators’ on the development of Computational Thinking through lesson planning

Abstract:
Computational Thinking (CT) is a cognitive skill that helps learners to think logically and creatively, becoming more popular as well as necessary at all levels of education globally. By introducing CT into curriculum design and lesson activities, educators together with their learners can benefit in many ways such as effective problem-solving, better learning outcomes, and more holistic preparation for the digital challenges of the 21st century. Two of the obstacles cited in South African STEM Education are the lack of skilled teachers and low interest of learners in the former, which warrants the need for more support and focus from different actors. Since CT is not only for STEM subjects but also for any discipline or challenge, thus educators who understand computational thinking can help students use their skills in different situations and contexts and encourage them to think logically and systematically. As a scholar, I am inspired to investigate how we can promote the development of CT during lesson planning by selected secondary school educators. The intervention study will be carried out with ten educators in Makhanda, Eastern Cape province. The Pattern Recognition, Abstraction, Decomposition, and Algorithms (PRADA) and Vygotsky Social Cultural theory will be used as theoretical frameworks. The data will be collected through Workshops, Journal reflection, Interviews, and Focus Group discussions.

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Researching the Implications of Multitasking

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Women at computer on phone and writing.

Multitasking has become a common practice in many work environments, where individuals are required to perform several tasks simultaneously. However, research suggests that multitasking can lead to interference and a decline in cognitive performance. In a recent journal article published in Applied Ergonomics, a research team including CLS’s Samantha Smith studied the complexity of multitasking and its impact on cognitive performance1. The article titled “Dual-task effects between tone counting and mathematical calculations” sheds light on the factors that contribute to dual-task interference and provides valuable insights for understanding the challenges associated with multitasking.

Understanding Dual-Task Interference

Psychologists have proposed various theories to explain dual-task interference, including unitary cognitive resource theory and multiple cognitive resource theories. Among these, Wickens’ multiple resource theory (MRT) is frequently referenced by human factors and ergonomics professionals. According to MRT, tasks compete for our brain’s attention based on four factors: the processing stage (i.e., are we perceiving information, thinking about it, or responding to it?), whether the task is spatial or verbal, the senses required (i.e., is the task visual, tactile, or audial?), and if it’s a visual task, whether it requires our focal or ambient vision. 

Research Findings

In this study, the research team paired a seated mathematical calculation task with the tone counting task to explore the impact of dual-tasking and cognitive load on performance. The results of the study indicated that participants made significantly more correct calculations in the single-task condition compared to the dual-task conditions. Furthermore, participants performed better in the one-frequency tone counting task compared to the three-frequency tone counting task. These findings suggest that both dual-tasking and cognitive load have a detrimental effect on cognitive performance, with higher cognitive load leading to reduced accuracy in calculations.

Implications for Multitasking

The findings from this study have important implications for understanding multitasking in various work settings. In operational settings where dual-tasking is common, individuals may experience interference and performance loss in one or both tasks. This knowledge can inform the design of work environments and the allocation of tasks to minimize dual-task interference and optimize performance.

Additionally, the study emphasizes the importance of task prioritization and overall task demand when examining dual-tasking. Certain tasks, such as climbing, may inherently demand more attention due to their physical riskiness, leading to task prioritization and potential interference with paired tasks. Understanding the cognitive demands of different tasks can help professionals identify tasks that may be more prone to interference and develop strategies to mitigate the negative effects.

The article is now available for online viewing and download at  https://www.sciencedirect.com/science/article/pii/S000368702300090X.1 Blakely, Megan & Smith, Samantha & Russell, Paul & Helton, William. (2023). Dual-task effects between tone counting and mathematical calculations. Applied Ergonomics. 111. 104052. 10.1016/j.apergo.2023.104052.

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SPEAK Resilience receives Curriculum Innovation Award

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Collage of 4 photos of nature: rocky shoreline, forest, waterfront, and yard with flowers and grass.

The Tech Forward Initiative on Sustainability and Resilience (ISR) has recently announced the Spring 2023 awardees for Curriculum Innovation. The awards, ranging from $5,000 to $7,000, will fund three diverse projects that align with Michigan Tech’s mission to bring long-lasting changes in educational offerings. One of the three projects awarded was SPEAK Resilience (Sustainability, Psychology, Ecology, Arts, Kultur), with principal investigators Lisa Gordillo (VPA), Tara Bal (CFRES), and Sam Smith (CLS). 

SPEAK Resilience will be an interdisciplinary sustainability program for Michigan Tech students to study in Björkö-Arholma, Sweden. The program will include a collection of four courses: one each in psychology, ecology, and the arts; and one interdisciplinary course team-taught by the faculty co-PIs. The co-PIs will develop a program that draws on each of their specialties to create immersive, interdisciplinary curricula. 

The theme of interdependence between humans and the natural world will be incorporated into each course, viewed through various lenses to tackle sustainability, resilience, and community engagement. This approach will provide a comprehensive and interdisciplinary field experience.

Students will learn about natural resource management and sustainable ways to interact with local ecosystems; ways that cognitive processing may predispose unsustainable behaviors and how to change them; and ways that art and educational interventions can enhance community engagement with environmental stewardship. The program’s themes will be enriched by the unique perspectives offered by Swedish culture, which is of significant importance to the overall experience.

Research behind the Curriculum

Co-PI Lisa Gordillo is the artist-in-residence for Michigan Tech’s College of Forest Resources and Environmental Sciences, and was an artist-in-residence in Björkö-Arholma, Sweden in 2022. During that time, she established partnerships with Swedish schools, communities, and arts organizations such as Väddö Folkhögskola and Björkö Kunstnod. These partners will collaborate to develop community projects related to sustainability during the program. 

Gordillo’s research uses art to connect people and landscape, and to create community engagement opportunities. Co-PI Tara Bal‘s research on forest health, which involves investigating the effects of human activity on forest landscapes, and aligns with the program’s theme of interdependence between humans and the natural world. Co-PI Samantha Smith is examining the impact of environmental factors on attention and cognitive processing, as well as how these factors influence human behavior.

Lisa Gordillo
Lisa Gordillo, Associate Professor, Visual and Performing Arts

SPEAK Resilience is part of Gordillo’s larger community-arts project, Sister Forests, which connects the forests of Björkö-Arholma Sweden with those of the Keweenaw. The innovative program SPEAK Resilience will provide students with invaluable experiences to understand and address sustainability issues, resilience, and community engagement through different perspectives.

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