The Harder the Task, the More Inconsistent the Performance: A PPT Analysis on Task Difficulty

Rice, Stephen; Geels, Kasha; Hackett, Holly; Trafimow, David; McCarley, Jason S.; Schwark, Jeremy; Hunt, Gayle

doi:10.1080/00221309.2011.619223

Cited by 11 publications

(12 citation statements)

References 33 publications

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“…Normally, there would be no way to test this possibility of counterbalancing effects, but a recent advance by Trafimow and Rice (2008;2009), termed potential performance theory (PPT), provides a theory-based way to do so. This theory has been supported by multiple empirical studies in recent years (Hunt, Rice, Trafimow & Sandry (in press); Rice, Geels, Hackett, Trafimow, McCarley, Schwark, & Hunt, 2012;Rice, Geels, Trafimow & Hackett, 2011;Rice & Trafimow, in press;Rice, Trafimow, Keller, Hunt & Geels, 2011;Trafimow, MacDonald & Rice, in press;Trafimow & Rice, 2008;2009;.…”

Section: Consistency In Performancementioning

confidence: 72%

Using Potential Performance Theory to Assess How to Increase Student Consistency in Taking Exams

Rice¹,

Trafimow²,

Kraemer³

2012

HES

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It has been a concern among educators and academics that U.S. students suffer from a lack of knowledge about the world around them. This is reflected in low history scores, particularly in world history. The common explanation for this is that there is some systematic deficiency in American students, in that they either do not know the material or have poor testing strategies. We offer a different way of looking at this problem using Potential Performance Theory (PPT). With PPT, we assessed the consistency with which students answered test questions and show how much performance would improve if a student were perfectly consistent. Furthermore, we show how much improvement there is in consistency over multiple sessions. Participants were given a short world history test six times in a row. The results were interesting. Consistency did improve with practice, but the systematic factors that students employed (e.g. strategies) were poor enough to counter-act the improvement due to rising consistency levels.

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Section: Consistency In Performancementioning

confidence: 72%

Using Potential Performance Theory to Assess How to Increase Student Consistency in Taking Exams

Rice¹,

Trafimow²,

Kraemer³

2012

HES

Self Cite

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“…Consistency has been shown to be valuable in optimizing student performance when completing assessments (Rice, Geels, Trafimow, & Hackett, 2011). A unique aspect to the current study was the use of a real-world exam, whereas previous studies have been conducted in lab settings (Hunt, Rice, Trafimow, & Sandry, in press;Rice, Geels, Hackett, et al, 2012;Rice, Trafimow, & Hunt, 2010;Rice, Trafimow, & Kraemer, 2012;Sandry et al, in press). The current study utilized questions from the Federal Aviation Administration's Private Pilot Knowledge Exam and was completed in a real-world setting where participants were studying to complete the official examination for pilot certification.…”

Section: Discussionmentioning

confidence: 99%

“…Based on participant responses, a withinpersons correlation is completed, and this creates a quantifiable gauge of a participant's consistency. Prior research on human-automation performance, counting, educational testtaking, memory, time pressure, visual search, perception, aerial reconnaissance, and morality have used within-persons consistency coefficients (Hunt, Rice, Trafimow, & Sandry, in press;Rice, Geels, Hackett, et al, 2012;Rice, Geels, Trafimow, & Hackett, 2011;Rice & Trafimow, 2012a, 2012bRice, Trafimow, & Hunt, 2010;Rice, Trafimow, Keller, Hunt, & Geels, 2011;Rice, Trafimow & Kraemer, 2012;Trafimow, MacDonald, & Rice, 2012;Trafimow & Rice, 2008. One common trend throughout these studies was participants' rather low consistency, particularly when the task was difficult.…”

Section: Test-taking Performancementioning

confidence: 99%

Consistency of Aviation Students When Taking the Private Pilot Knowledge Exam

Winter¹,

Rice²,

Reid³

et al. 2015

JAAER

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Inconsistency is the enemy of performance. Several researchers have conducted a number of studies examining consistency in a variety of laboratory tasks; however, no research to date has looked at test-taking consistency in a real-world aviation environment. In this study, participants took a portion of the Federal Aviation Administration Private Pilot Knowledge Exam for credit in their Aeronautics 1 (private pilot ground school) course at their respective university. This was done twice: once after seven weeks and another time after 12 weeks into the semester. In order to measure consistency, participants took the same exam twice (questions were randomized across blocks).Participants were then asked to rate how consistent they thought they were in taking the two exams. For Exam 1, the overall consistency between the two blocks was r = .89; while the correlation between the self-assessment and consistency was rs = .55. For Exam 2, the overall consistency remained high at r = .80, while the correlation between the self-assessment and consistency fell to rs = .11. In contrast to previous laboratory data, the overall consistency between blocks was high. The self-assessment of consistency was fairly inaccurate, particularly in the second exam. The research indicates that participants still struggle to accurately self-assess their consistency.

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“…Tarefas difíceis demandam do indivíduo maior processamento de informações em virtude do alto esforço cognitivo (Faro, Heller, & Irmak, 2011;Reinhard & Dickhauser, 2011;Rice et al, 2012). Essas tarefas podem ou não ser relacionadas a situações de compra, mas disparam maior processamento de informações.…”

Section: Ajuste E Não Ajuste Regulatóriounclassified

Quando Forças Opostas Aumentam a Intenção de Compra? Foco Motivacional e Mensagens de Comunicação

et al. 2015

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ResumoA teoria do ajuste regulatório estabelece que os consumidores se baseiam no seu foco motivacional (prevenção vs. promoção) para fazer avaliações de consumo e tomar decisões. Normalmente, os consumidores preferem produtos apresentados com o mesmo foco motivacional que o seu. Estudos anteriores mostram que esse padrão de preferência ocorre quando não somos motivados a processar informações. Porém, este estudo propõe que em situações que exigem maior esforço cognitivo, nas quais o consumidor precisa de mais informações para decidir, dada a dificuldade da tarefa, as mensagens que apresentem foco regulatório motivacional contrário ao do consumidor serão mais persuasivas. Dessa forma, os consumidores mostrarão maior intenção de comprar produtos apresentados em foco de não ajuste regulatório quando forem previamente expostos a tarefas difíceis, que exigem maior esforço cognitivo. O experimento 1 (n=257) mostra evidências da moderação da dificuldade da tarefa sobre a persuasão de mensagens de anúncios, enquanto o experimento 2 (n=144) apresenta este efeito em intenções de compra. Assim, nem sempre as informações compatíveis com o foco motivacional do consumidor são as mais bem avaliadas. Quando maior esforço cognitivo é requerido, mensagens de não ajuste com o foco regulatório motivacional poderão ser mais persuasivas.

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The Harder the Task, the More Inconsistent the Performance: A PPT Analysis on Task Difficulty

Cited by 11 publications

References 33 publications

Using Potential Performance Theory to Assess How to Increase Student Consistency in Taking Exams

Using Potential Performance Theory to Assess How to Increase Student Consistency in Taking Exams

Consistency of Aviation Students When Taking the Private Pilot Knowledge Exam

Quando Forças Opostas Aumentam a Intenção de Compra? Foco Motivacional e Mensagens de Comunicação

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