Virginia Diehl

Virginia Diehl
Western Illinois University | WIU · Department of Psychology

Ph.D.

About

28
Publications
13,744
Reads
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2,250
Citations
Citations since 2016
7 Research Items
597 Citations
2016201720182019202020212022020406080100120
2016201720182019202020212022020406080100120
2016201720182019202020212022020406080100120
2016201720182019202020212022020406080100120
Introduction

Publications

Publications (28)
Article
Full-text available
This experiment tested the effect of access to an object's affordances on the development of an accurate situation model of procedural texts. The 40 participants read two sets of instructions while either doing the task or only reading the text. They then rated each sentence in terms of its difficulty and the type(s) of problem(s) it had (if any),...
Article
Full-text available
This research tested the relationship between text structural variables (on vs. off the causal chain, active vs. static information, and hierarchical structure) and reader perceptions, reading time, and true-false performance for procedural texts. Twenty-four college-age participants each read 3 procedural texts. As predicted, sentences that were (...
Article
Full-text available
Two theories of priming were compared: spreading activation theories, in particular ACT, and compound-cue theories. Whereas ACT assumes that priming is a result of diffusing activation in long-term memory, compound-cue models suggest that priming results from a formation process of prime and target in short-term memory. Thirty-eight participants to...
Article
Full-text available
In two experiments, subjects interacted to different extents with relevant devices while reading two complex multistep procedural texts and were then tested with task performance time, true/false, and recall measures. While reading, subjects performed the task (read and do), saw the experimenter perform the task (read and see experimenter do), imag...
Article
Instructional metaphors scaffold learning better when accompanied by an elaboration. Applying structure mapping theory, we developed and used an elaborated instructional metaphor (text and illustrations) for introductory chemistry concepts. In two studies (N 1 = 44, N 2 = 57), college students with little chemistry background read either the elabor...
Poster
Full-text available
Memory for Combat: Emotion Regulation and Threat of the Situation
Poster
Full-text available
Working memory and spatial visualization
Poster
Full-text available
The interaction of question stem relatedness and sameness of multiple-choice alternatives for confidence ratings suggested that semantic priming (in the form of related primes) overwhelms the influence of repetition priming (in the form of same choices). However, when the stems were unrelated, participants were more confident about their decision w...
Poster
Full-text available
Our previous study showed that if presented with the solution and control word subliminally, participants tend to like the solution more and react slower to it. Current results further support the idea that due to being exposed to the solution and solution-associated concepts through the unconscious solution-seeking process, these concepts become m...
Poster
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Poster
Presentation
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Talk
Poster
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Poster
Article
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Participants read a procedural text describing how to make a wind-up spool toy while only reading, reading and watching the experimenter do the task, or reading and doing the task themselves. Afterward, task performance (measured by time to complete the task without the instructions and number of errors) and memory for/understanding of the text (me...
Article
Full-text available
Can realistic spatial scenarios be used to measure spatial mental imagery? Can people accurately evaluate their spatial imagery? Does gender moderate the relationship between performance on realistic spatial imagery tasks and ratings of imagery realism? Forty-two female and 31 male undergraduates first rated the realism of their images after readin...
Chapter
Full-text available
Procedural texts, which interleave reading and doing, appear to be distinct from narrative and expository texts. Studies investigating the effects of interaction with the task device provided evidence that measures that are intended to tap either the textbase or the situation model (Van Dijk & Kintsch, 1983) are sometimes dissociated and sometimes...
Article
Full-text available
Processing speed subtests are components of widely used intellectual assessment instruments. Many researchers interpret these measures as assessing a unitary construct, but there is a question concerning the constructs assessed by these measures and, ultimately, their interpretative utility. Coding and Symbol Search from the Wechsler Intelligence S...
Article
Full-text available
This experiment tested the effect that purpose for reading or instructional set has on reading rates, recall, and task performance for procedural text. It also tested whether comprehension models proposed by Kintsch and van Dijk (1978) and Trabasso and Sperry (1985) are predictive of text processing for procedural text. Forty‐eight college students...
Article
Full-text available
Investigated the relationship between exposure to war violence, separation from parents, posttraumatic stress disorder (PTSD) symptoms, and cognitive functioning among 63 Hispanic children (aged 7–16 yrs) living in the US, 52 of whom were born in Central America. Ss completed an interview, the Exposure to Violence Index, the PTSD Symptom Checklist,...
Article
Full-text available
We examined the effects of placing perceived distance and perceived similarity, the two critical aspects of assimilation and contrast, in conflict. In a two-phase experiment, 115 subjects twice indicated their position on imposing the death penalty on convicted rapists. In Phase 2, they indicated their view after hearing a position moderately oppos...
Article
Full-text available
Two models of text comprehension, a referential model proposed by Kintsch and van Dijk (1978) and a causal model proposed by Trabasso and Sperry (1985), were tested in two experiments with eight procedural texts. In Experiment 1, 24 female college students rated the importance of propositions, idea units, and sentences to the overall procedure desc...
Article
Two experiments investigated the effect of visual display coherence and simultaneous presentation of visual displays and stories on detailed recognition memory for the presented information. In Experiment 1, 54 subjects were exposed to a visual display and/or a story; the displays varied in coherence. In Experiment 2, the least unified visual displ...
Article
Full-text available
The effect of information activated during encoding on subsequent recognition and cued recall was investigated. Subjects were shown a series of weakly related word pairs and were instructed to remember the word that appeared in capital letters and to look for a relationship between the two words. Four types of distractor words were used in recognit...
Article
Full-text available
This study is a part of a research effort to develop the Questionnaire for User Interface Satisfaction (QUIS). Participants, 150 PC user group members, rated familiar software products. Two pairs of software categories were compared: 1) software that was liked and disliked, and 2) a standard command line system (CLS) and a menu driven application (...
Article
Full-text available
Investigated, in 2 experiments, the influence of appropriate contextual knowledge on the encoding of sentences. Ss read and were later asked to recognize sentences from passages developed by J. D. Bransford and M. K. Johnson (see record 1973-20178-001). In Exp I, 89 undergraduates were randomly assigned to 5 experimental conditions: title-after, t...

Questions

Questions (5)
Question
Participants go through a virtual scenario wherein they act as part of a squad of Marines, going through a market, getting fired upon, discovering other captured soldiers who are being held by insurgents, and ultimately freeing the one live soldier.
After going through the scenario, they first provided information about their "somatic anxiety" (a between subjects variable). Then, for each element of the scenario, they stated the emotion felt, and rated how intensely they had felt that emotion. They then recalled everything they could remember about the scenario, and completed a recognition task.
I was able to match the intensity ratings, recall, and recognition measures for each of the elements of the scenario. For simplicities sake, let's say there are only three elements.
So I have as predictors:
Somatic anxiety score (between subjects)
Element 1 Intensity
Element 2 Intensity
Element 3 Intensity
And for outcome measures:
Element 1 Recall
Element 2 Recall
Element 3 Recall
Element 1 Recognition
Element 2 Recognition
Element 3 Recognition
I was thinking of running the analysis with recall and recognition separately.
I need help with which analysis to run. Is this appropriate for canonical correlation?
If so, what about the between subjects variable? Can canonical correlation handle that?
Thanks for your help!
Virginia Diehl
Question
I need to match words on how much people like them (or on a similar scale). Thanks!
Question
I need to distract participants for about 8 minutes two different times. The times could be filled with a single task that takes at least 8 minutes or several different shorter tasks.  I am looking for something that is not frustratingly difficult or boring.
Question
One of my reviewers suggested that I should use such a test in order to rule out the possibility that general intelligence is accounting for the relationships I am finding in the area of spatial imagery.
Question
I am studying spatial imagery and want to know participants' visuospatial working memory capacity.

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