PubMed · 34589
The source did not provide an abstract. Follow the original record for more information.
Explore connections, maps & timelines
K T Kirchhoff, W L Holzemer. 1979. Student learning and a computer-assisted instructional program.. https://pubmed.ncbi.nlm.nih.gov/34589/
Cite the original work for its findings. Save a collection to share your selection of sources.
KEEP EXPLORING
Five groups of subjects (11-16/group) were run in three experiments. In each study P300 amplitude and latency were studied as a function of three sensory task conditions: (1) baseline (oddball task: target and non-target tones only); (2) boring film viewing plus oddball task; and (3) exciting film viewing plus oddball task. In Experiment I, target probability was P = 0.22. In Experiments II and III, each of two groups of subjects was run at P = 0.22 or P = 0.33. Two different exciting films and two different boring films were used. Oddball-target amplitude was found to consistently decrease from baseline to boring to exciting film-viewing conditions at P = 0.22. At P = 0.33, the 2-film discrimination was successful in one of two experiments. P300 amplitude consistently differed from baseline to film-viewing conditions. For the non-target (frequent) tones, the smaller P300 amplitudes consistently discriminated boring and exciting films, as well as single from dual tasks. For target P300 latency, single (baseline) and dual (film-watching) conditions were always discriminable, but boring and exciting films were not discriminable. There were no effects on non-target P300 latency. N100 amplitude discriminated baseline and film viewing conditions, but not boring and engaging films.
200 workers of the Swiss watch industry were examined in an interdisciplinary study on the effect of repetitive work on the wellbeing of the worker. Women doing repetitive work with little autonomy complained more often about psychosomatic problems than the male workers doing non-repetitive work. This difference is interpreted as a difference of sexe rather than one of the work situation. However, there is a significant difference in the complaint about nervosity between women being paid monthly and women who were paid by piece or by hour with a premium.
Sress research has concentrated on the presence of negative conditions as a source of stress and largely has ignored stress reactions that result from a lack of positive conditions. In an attempt to demonstrate the seriousness of this omission of stress theory, for samples of students (N = 84) and professionals (N = 205) the presence of negative and absence of positive life and work features were each related to the experiences of life and work tedium and satisfaction/dissatisfaction. Two hypotheses were proposed: that the presence of negative and lack of positive life and work features are (1) both significantly related to tedium and satisfaction/dissatisfaction and (2) are independent of each other. The hypotheses were confirmed for both samples except in the case of work satisfaction/dissatisfaction, which was related only to the lack of positive features. These results highlight the need in stress research to consider lack of positive conditions as a source of stress.