Award-winning posters from the PsyPAG Conference 2010, in Sheffield.
Title: Feature-specific facilitation following a spatial cue
Katherine Burnett, Bangor University
Kat with her winning poster
Keywords: Attention, Spatial Cues, Motion
Participants were asked to report the direction of translating dots that appeared in one of four random-dot kinematograms, and the location or absence of a colour probe. Prior to each trial, a 70% valid central cue predicted the location of either the motion discrimination (Experiment 1) or probe detection (Experiment 2). We expected that once spatial attention was directed to one location by the cue, accuracy at the cued location would be higher for all stimuli that appeared there. However, we found a validity effect only for the stimulus that was related to the cue. This suggests that endogenous spatial attention is flexible, and can be selectively oriented to specific features at the cued location.
Using a peripheral cue that was uninformative, we found validity effects for both the motion discrimination and probe detection (Experiment 4), suggesting that exogenous cueing effects generalise over features. By varying the size of the peripheral cue, we also showed that cue size could alter the attentional field, providing support for a target enhancement theory of exogenous attention.
Title: Non-suicidal self-injury (NSSI) and self-esteem (SE) of university students
Katie Dhingra, University of Sheffield
Keywords: Self-injury in university students
Despite the clinical importance of non-suicidal self-injury (NSSI), research on this behaviour has been limited in the U.K. This study examined the relationship between NSSI and SE in university students (N =761). Results indicate that lower SE scores are significantly related to NSSI status, a higher lifetime frequency of NSSI, and a greater number of NSSI methods used. Furthermore, individuals reporting current NSSI status (past 12 months) have lower SE than those with past NSSI. Finally, SE is differentially related to the reported behavioural functions, with intrapersonal reasons (e.g., to release emotional pressure) for NSSI being uniquely associated with lower SE scores, but lower SE has not been found to be significantly related to NSSI for social contingencies (e.g., to attract help).
Title: The effects of oestrogen on working memory during the third trimester of pregnancy.
Sophie Pettit, University of Plymouth
Keywords: Pregnancy, Working Memory, Oestrogen
During pregnancy, problems in working memory and attention are often reported by the pregnant mother. These areas of cognition become increasing difficult for the pregnant mother as the pregnancy period continues. During the progression of this period, oestrogen levels naturally increase to their highest levels ever experienced by the female. Studies have focused on the effect of oestrogen increase on spatial and verbal memory with mixed results. The female brain is oestrogen rich in areas associated with Working Memory and attention, yet these types of cognition have little attention. The current study investigated the role of oestrogen during the third trimester of pregnancy on working memory and attention, looking into possible explanations of its challenging effect.
Title: Do Innovative Assessment types enhance the student learning experience?
Charlotte Taylor, University of Worcester
Keywords: Innovative assessment methods
Assessment has been acknowledged as being of central importance to the student learning experience. However, assessment practices have been consistently highlighted as one of the weakest features by the Quality Assurance Agency. A plethora of literature has emerged over the past decade surrounding the issue of assessment practices in Higher Education, in particular how assessment can enhance the student learning experience. However, research has suggested that students are outcome orientated in that they do not focus on the process of learning, or even the product, rather the consequence of the product. As a result, this raises the question of how we get students to focus on the processes of learning and how we encourage deep learning. In recent years there has been a dramatic growth of “innovative” assessment types, e.g. e portfolios such as Pebble Pad. In light of this, it is necessary to examine students’ perceptions of assessment and to evaluate the effectiveness of different modes of assessment, specifically in light of the notion that students concentrate their efforts on the outcomes of assessment.
Three focus groups were conducted with second and third year psychology students to examine students’ perceptions of assessment, how they are assessed and the impact that innovative assessment types have on their learning, specifically whether or not these methods encourage students to engage with their subject. Data will be analysed using interpretative phenomenological analysis. This study is likely to have salient implications for the design and implementation of innovative assessment types.
Title: Using email and SMS message reminders for medication taking and appointments in Rheumatology clinics: A feasibility study with older patients
Lyndsay Hughes, University of Nottingham
Keywords: Technology use survey
Background: Rheumatoid arthritis is a chronic illness requiring regular medication, primarily affecting older adults. Forgetting to take medications and missing appointments can lead to adverse clinical outcomes and increased costs for the NHS.
This feasibility study tested the possibility of using email and SMS text messaging for appointment and medication reminders for these patients in response to literature indicating that older people are less likely to use these technologies, although this has not been formally addressed with Rheumatology patients.
Method: A survey of 112 patients was carried out in two Rheumatology clinics. The median age range was 55-64 and 66% were female.
Results: 79% of all patients had email addresses and 94% accessed them at least weekly. The proportion with an email address decreased with age to 50% of over 65s, however those older patients that did have one still accessed it weekly.
93% of all patients owned a mobile phone, with >87% ownership in the 2 oldest age groups. Although the reported use of SMS messaging decreased with age, over 70% of patients aged <75 years were “confident” at reading them.
44% of patients indicated that they would like either an email or SMS appointment reminder and 25% would like an email or SMS medication reminder.
Conclusion: The level of technology use by these patients was high, even in the oldest age groups. Reminders could reduce forgotten medication and appointments, for very little cost and would be well tolerated in this patient group. Future work will implement this.