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Correct the errors 1.  Unfortunately, the data does not support our prediction.

2.  In a study by Wheeler et al. (2003) they found that people could not ignore their own knowledge.

3.  The stimuli was a large red star.

4.  The questions were given randomly to each student.

5.  We should of used a larger amount of subjects.

6.  The subject’s score on Test 1 was compared with their score on Test 2.

7.  We found that skipping class effects students’ grades.

8.  One problem with our study is that the subjects were all in an experimental design class. This could skew the results.

9.  This data can be used to conclude that a participant’s knowledge of the answers influenced the way they responded.

10. The study demonstrated that you make better decisions when your alert and awake.

Correct the errors Unfortunately, the data does not support our prediction.

The data do not support our prediction.

Correct the errors In a study by Wheeler et al. (2003) they found that people could not ignore their own knowledge.

Wheeler et al. (2003) found that people could not ignore their own knowledge.

Correct the errors The stimuli was a large red star.

The stimulus was a large red star.

The stimuli were large red stars.

Instead of “large,” it would also be appropriate to put the actual size.

Correct the errors The questions were given randomly to each student.

The questions were presented in random order to each student.

Correct the errors We should of used a larger amount of subjects.

We should have used a larger number of participants.

We should have used more participants.

2

Correct the errors The subject’s score on Test 1 was compared with their score on Test 2.

The participants’ scores on Test 1 were compared with their scores on Test 2.

Correct the errors We found that skipping class effects students’ grades.

We found that skipping class affects students’ grades.

Correct the errors One problem with our study is that the subjects were all in an experimental design class. This could skew the results.

One problem with our study is that the participants were all in an experimental design class. This might explain why we observed only a small difference between the “rehearsal” group and the “imagery” group. Because the students may have been exposed to information about memory in other psychology classes, they may have been more likely to try to capitalize on this information to improve their memories regardless of the experimental condition they were assigned to.

Correct the errors This data can be used to conclude that a participant’s knowledge of the answers influenced the way they responded.

These [The] data show that participants’ knowledge of the answers influenced how they responded.

These [The] data show that participants’ knowledge of the answers influenced their responses.

Correct the errors The study demonstrated that you make better decisions when your alert and awake.

The study demonstrated that people make better decisions when alert.

Quiz: Citations 1.  Susan Ravizza, Mitchell Uitvlugt, and Kimberly Fenn (2017)

found that nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance.

2.  Nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance (Susan Ravizza, Mitchell Uitvlugt, and Kimberly Fenn (2017)).

3.  Ravizza, Uitvlugt, and Fenn (2017) found that nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance.

4.  Nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance (Ravizza, Uitvlugt, and Fenn, 2017).

3

Quiz: Citations 1.  Susan Ravizza, Mitchell Uitvlugt, and Kimberly Fenn (2017)

found that nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance.

2.  Nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance (Susan Ravizza, Mitchell Uitvlugt, and Kimberly Fenn (2017)).

3.  Ravizza, Uitvlugt, and Fenn (2017) found that nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance.

4.  Nonacademic Internet use was common among students who brought laptops to class and was inversely related to class performance (Ravizza, Uitvlugt, and Fenn, 2017).

Quiz: Citations 1.  A study by Tindell D. R. and Bohlander R. W. (2012) entitled

"The use and abuse of cell phones and text messaging in the classroom: A survey of college students" showed that 62% of students see no problem with texting in class as long as they do not disturb other students.

2.  For example, 62% of students see no problem with texting in class as long as they do not disturb other students (Tindell & Bohlander, 2012).

3.  Tindell and Bohlander showed that 62% of students see no problem with texting in class as long as they do not disturb other students (2012).

4.  For example, 62% of students see no problem with texting in class as long as they do not disturb other students (Tindell & Bohlander, 2012, College Teaching, 60, 1-9).

Quiz: Citations 1.  A study by Tindell D. R. and Bohlander R. W. (2012) entitled

"The use and abuse of cell phones and text messaging in the classroom: A survey of college students" showed that 62% of students see no problem with texting in class as long as they do not disturb other students.

2.  For example, 62% of students see no problem with texting in class as long as they do not disturb other students (Tindell & Bohlander, 2012).

3.  Tindell and Bohlander showed that 62% of students see no problem with texting in class as long as they do not disturb other students (2012).

4.  For example, 62% of students see no problem with texting in class as long as they do not disturb other students (Tindell & Bohlander, 2012, College Teaching, 60, 1-9).

Quiz: Citations 1.  Wilmer H. H. and Chein J. M. (2016) showed that people who

engaged more heavily with mobile devices were less able to delay gratification and had a greater tendency for impulsive behaviors.

2.  Wilmer and Chein (2016) showed that people who engaged more heavily with mobile devices were less able to delay gratification and had a greater tendency for impulsive behaviors (Mobile technology habits: Patterns of association among device usage, intertemporal preference, impulse control, and reward sensitivity. Psychonomic Bulletin & Review, 23, 1607–1614).

3.  Wilmer and Chein (2016) showed that people who engaged more heavily with mobile devices were less able to delay gratification and had a greater tendency for impulsive behaviors.

4.  A study by Wilmer and Chein in 2016 showed that people who engaged more heavily with mobile devices were less able to delay gratification and had a greater tendency for impulsive behaviors.

Quiz: Citations 1.  Wilmer H. H. and Chein J. M. (2016) showed that people who

engaged more heavily with mobile devices were less able to delay gratification and had a greater tendency for impulsive behaviors.

2.  Wilmer and Chein (2016) showed that people who engaged more heavily with mobile devices were less able to delay gratification and had a greater tendency for impulsive behaviors (Mobile technology habits: Patterns of association among device usage, intertemporal preference, impulse control, and reward sensitivity. Psychonomic Bulletin & Review, 23, 1607–1614).

3.  Wilmer and Chein (2016) showed that people who engaged more heavily with mobile devices were less able to delay gratification and had a greater tendency for impulsive behaviors.

4.  A study by Wilmer and Chein in 2016 showed that people who engaged more heavily with mobile devices were less able to delay gratification and had a greater tendency for impulsive behaviors.