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Enhancing Perceptions of Mathematics Assignments by Increasing Relative Problem Completion Rates through the Interspersal Technique.
Abstract Students solved mathematics problems from 4 assignment pairs. Each control assignment contained 18 target multiplication problems that were 4 × 1-digit (4 × 1), 4 × 2, 4 × 3, or 4 × 4. EachExpand
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Applying Herrnstein's Matching Law to Influence Students' Choice to Complete Difficult Academic Tasks
Abstract In an extension of choice research and Herrnstein's matching law to a more ecologically valid setting, college students were asked to work on a control mathematics assignment containing 16Expand
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Effects of Interspersing Briefer Mathematics Problems on Assignment Choice in Students with Learning Disabilities
Within- and between-series designs were combined and used to evaluate the effects of interspersing briefer math problems (i.e., one-digit by one-digit multiplication, 1 × 1) with more time-consumingExpand
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Divergent production in gifted adolescents using timed vs. untimed stimuli with creative prompting
Gregg A. Johns is a staff psychologist at the Mississippi State Hospital's child and adolescent inpatient unit. His interests includes the facilitation of creativity for both therapeutic andExpand
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Divergent Thinking As a Function of Time and Prompting to “Be Creative” in Undergraduates
This study examined divergent thinking in undergraduates as a function of gender, time, and test instruction conditions. Differences were examined in male and female undergraduates when tested on aExpand
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An Analysis of Early vs. Later Responses on a Divergent Production Task across Three Time Press Conditions.
Traditional assessments of divergent production have employed standard time press conditions of three minutes for measures of fluency, flexibility, and originality. Recent studies have providedExpand
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Do Time Press, Stimulus, and Creative Prompt Influence the Divergent Production of Undergraduate Students? Yes, Yes, and No, Not Very Much.
This study examined the influence of time press, specific stimulus, and type of creativity prompt on fluency and flexibility scores of 75 undergraduates randomly assigned to condition. Three stimuliExpand
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