Search Results - "Wicker, Frank W"

A comparison of the effects of thought suppression, distraction and concentration by Lin, Yi-Jen, Wicker, Frank W.

“…This study compared the effects of suppression, focused-distraction, and concentration on controlling unwanted distressing thoughts, and examined how anxiety…”
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Academic boredom in under- and over-challenging situations by Acee, Taylor W., Kim, Hyunjin, Kim, Hyunjin J., Kim, Jung-In, Chu, Hsiang-Ning R., Kim, Myoungsook, Cho, YoonJung, Wicker, Frank W.

“…This project explored students’ perceptions of academic boredom in under- and over-challenging situations with the hypothesis that boredom is a…”
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Goal Orientation, Goal Difficulty, and Incentive Values of Academic Goals by Wicker, Frank W., Hamman, Douglas, Reed, Joylynn H., McCann, Erin J., Turner, Jeannine E.

“…We examined relationships among goal attributes (difficulty and affective value) and goal types (mastery, performance, intrinsic, and extrinsic). Goal…”
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Motivation When Optimism Declines: Data on Temporal Dynamics by Wicker, Frank W., Turner, Jeannine E., Reed, Joylynn H., Mccann, Erin J., Do, Seung Lee

“…To contribute to a description of motivation variables across time, the authors examined temporal changes in these variables as the time to pursue a…”
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An Experimental Study of Maslow's Deprivation-Domination Proposition by Wicker, Frank W., Wiehe, James A.

“…Students wrote essays designed to enhance recall of past attainment or past deprivation of belongingness-level needs. Essays affected subsequent…”
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Involvement as a Temporal Dynamic: Affective Factors in Studying for Exams by Reed, JoyLynn H, Hagen, Anastasia S, Wicker, Frank W, Schallert, Diane L

“…Changes in indices of involvement, affect, and cognition were observed over successive phases of studying for a test. A total of 92 students, 32 in Study 1 and…”
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From wishing to intending: differences in salience of positive versus negative consequences by Wicker, F W, Wiehe, J A, Hagen, A S, Brown, G

“…Goal ratings by 345 subjects in seven data samples supported a functional distinction between two types of positive incentive value, one based on approaching…”
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Participant descriptions of guilt and shame by Wicker, Frank W., Payne, Glen C., Morgan, Randall D.

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Competing Activities and Measures of Intrinsic Motivation by Wicker, Frank W., Brown, Gail, Paredes, Vicente

“…Behavioral and self-report measures of intrinsic task interest of American university students were compared in relation to momentary mood, long-term…”
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Disparagement humor: Dispositions and resolutions by Wicker, Frank W, Barron, William L, Willis, Amy C

“…66 female undergraduates rated written jokes on funniness and on 8 other scales. Jokes were varied on the equity of retaliation in an exchange of insults, the…”
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Student Expectations About Affective Correlates of Academic Goal Setting by Wicker, Frank W., Brown, Gail, Hagen, Anastasia S., Boring, Wayne, Wiehe, James A.

“…We studied "affective expectations" that may influence students' willingness or unwillingness to study. Detailed expectations were elicited by having students…”
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Our Picture of Mental Imagery: Prospects for Research and Development by Wicker, Frank W.

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Continuous Restricted Associations to Pictorial and Verbal Items by Wicker, Frank W.

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Item Selection and Picture-Word Differences in Recognition and Recall by Wicker, Frank W.

“…The hypothesis that word superiority at an associative stage of paired-associate recall reflected differential item selection was examined. Indices of item…”
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Mapping the Intersensory Regions of Perceptual Space by Wicker, Frank W.

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Problem-reformulation training and visualization training with insight problems by Wicker, Frank W, Weinstein, Claire E, Yelich, Cheryl A, Brooks, James D

“…Two studies investigated effects of training on solution of insight problems. Two kinds of instruction were emphasized: Subjects were directed to (a) work on…”
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Scaling studies of phonetic symbolism by Wicker, Frank W

“…Attempted to demonstrate the usefulness of multivariate scaling to studies of the generality of the phonetic symbolism phenomenon. Tucker's 3-mode factor model…”
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Stimulus concreteness, response characteristics, and the recognition-recall method in paired-associate learning by Wicker, Frank W, Thorelli, Irene M, Saddler, Charles D

“…Stimulus-word concreteness and type of response were varied in 2 studies with 212 undergraduates, using different versions of the recognition-recall method for…”
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Imagery Value and Unitization in Verb-Noun Pairs by Wicker, Frank W., Thorelli, Irene M., Weinstein, Claire E.

“…Paired-associate learning and free recall of verb-noun pairs were related to rated appropriateness of word pairs, to rated imagery value of component words,…”
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Prerecall and postrecall imagery ratings with pictorial and verbal stimuli in paired-associate learning by Wicker, Frank W, Evertson, Carolyn M

“…Compared pictures and words on measures of imagery mediation, recall, and recognition in 3 paired-associate learning experiments with undergraduates (N = 136)…”
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