Using the images of a study attached, answer the following questions:1. Identity the purpose of the study, state why the authors believed the study was important to conduct?2. Identity the hypothesis of the study and clearly write it in complete sentences.3. Identity the final number of participants in the study and state some important characteristics that were stated in the study.4. Identify if this study is an experiment do correlational study? State how you know this in 2-4 sentences. AbstractBackground: Many students use laptops in the classroom to take notes; however, even when laptops are used for the solepurpose of taking notes they can negatively impact academic performance.Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz takingmethods to improve quiz performance.Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using alaptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using alaptop and complete the quiz by hand).Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better onconceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects.Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result inhigher quality external storage used by students when studying for quizzes.Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-styleinformation and could improve student performance in class.Keywordsnote-taking strategies, state-dependent learning, classroom technologyRecent studies have found that 72% (Patterson & Patterson,2017) to 79% (Carter et al., 2017) of students report usinglaptops in the classroom. Although some studies havedescribed the benefits of incorporating this technology in theclassroom (e.g., Bui et al., 2013; Gulek & Demirtas, 2005),such as taking more organized and comprehensive notes, otherwork has highlighted the negative impact that laptop use has onacademic performance (e.g., Fried, 2007; Mueller & Oppen-heimer, 2014; Patterson & Patterson, 2017). For example, Pat-terson and Patterson (2017) examined laptop use at a privateliberal arts college in which teachers required laptops for class,allowed laptops in class, or prohibited laptops in class. Com-puter use in the classroom was associated with poor academicperformance, such as lower course grades and a lower gradepoint average (GPA). Similarly, Fried (2007) found that laptopuse is distracting resulting in reduced attention during class andan increase in confusion regarding the material. The currentstudy will focus on the relationship between using a laptop fornote-taking purposes and quiz performance.Mueller and Oppenheimer (2014) compared the effective-ness of taking notes on a computer to that of taking notes byhand. In order to assess this relationship, participants watchedone of five 15 minute TED talks and took notes either by handor on a computer. Participants then completed an assessment offactual and conceptual questions. Prior research has describedfactual questions as inquiries that could be answered by takinginformation directly from the TED talk, while conceptual ques-tions ask one to apply lessons from the video to prior knowl-edge or a new situation (Kornmann et al., 2016; O'Connor &Klein, 2004). Individuals who took notes by hand were found toperform better on conceptual questions than individuals whotook notes on a computer, but performance on factual questionsdid not significantly differ between these two groups (Mueller& Oppenheimer, 2014).Rochester Institute of Technology, Rochester, NY, USACorresponding Author:Tina M. Sutton, Department of Psychology, Rochester Institute of Technology,18 Lomb Memorial Drive, Eastman 2386, Rochester, NY 14623, USA.Email: tmsgsh@rit.edu process of writing where not as much information can berecorded.The results of Mueller and Oppenheimer (2014) in whichlonghand notes improved performance, conflict with the find-ings of Buiet al. (2013) during which those who took notes on acomputer recalled more information than those who took notesby hand. According to the encoding specificity principle, thecontext of encoding (e.g., environmental cues or words in thesurrounding area) is stored alongside learned information in away that enables this environmental material to later serve as aretrieval cue (Bloch & Vakil, 2017; Tulving & Thomson,1973). As a result, individuals who complete an assessmentunder conditions that match the initial learning environmentrecall more information than those who complete learning andtesting under differing conditions (Tulving & Thomson, 1973).Therefore, if one's mode of note taking (i.e., by hand or on acomputer) is among the contextual information that is stored atthe time of learning, then completing the test in the same waymay lead to better performance. This idea is consistent with theresults of Bui et al. (2013) because the assessments were com-pleted on computers, and individuals who took notes on acomputer demonstrated better performance than those whotook notes by hand. This concept was further explored byBarrett et al. (2014).The research of Barrett et al. (2014) assessed whether con-gruent note and test taking modes could improve test perfor-mance. This was examined by asking participants to watch a 15minute lecture about writing term papers in APA style whiletaking notes either by hand or on a computer. After collectingthese notes, all participants were given a test consisting of free-response questions based on the lecture material either on acomputer or by hand. This resulted in two congruent condi-tions: (1) individuals who took their notes and test by hand and(2) individuals who completed their notes and assessment on acomputer. Relatedly, there were two incongruent conditions:(1) taking notes by hand then completing the test on a computerand (2) recording notes on a computer then filling out theassessment by hand. Individuals in congruent conditions per-formed better on assessments than individuals in incongruentconditions, supporting the idea of note taking mode as contex-tual information that may be stored and later used to facilitatememory retrieval (Barrett et al., 2014).The current study aimed to assess how test performance isimpacted by congruency between mode of note taking andmode of test taking. We aimed to replicate and expand the workof Barrett et al. (2014) by testing whether their findings remainconsistent when participants are tested following a delay andare provided the opportunity to study their notes. Furthermore,we implemented both factual and conceptual questions for adifferent type of lecture material. The findings of Barrett et al.(2014) demonstrated that individuals with congruent note tak-ing and testing modes performed better on assessments thanindividuals who had incongruent note taking and testingmodes. In addition, the findings of Bui et al. (2013) appear toreinforce this concept because participants completed theirassessments on a computer, and those who took notes on acomputer performed better than those who took notes by hand.As a result, it is hypothesized that note taking mode is stored aspart of one's learning environment and can thus be reinstatedduring the quiz resulting in better test performance. In this way,it is predicted that individuals who are in congruent conditionswill score higher than individuals in incongruent conditions.MethodParticipantsEighty undergraduate students from Rochester Institute ofTechnology consented to participate in the current study inexchange for research credit in their Psychology course. Parti-cipants included 44 females and 36 males. The age of partici-pants ranged from 18 to 22 with a mean age of 19.14 (SD = 1.06).The participants were asked to report the main method they useto take notes in their classes. Forty-two participants (52.5%)reported taking notes by hand, 29 (36.25%) reported taking notesby hand in some classes and using a laptop in others, and nineparticipants (11.25%) reported using only a laptop to take notes.Participants were assigned to one of four conditions: (1) takenotes by hand and complete the quiz by hand (congruent), (2)take notes by hand and complete the quiz using a laptop (incon-gruent), (3) take notes using a laptop and take the quiz using alaptop (congruent), or (4) take notes using a laptop and take thequiz by hand (incongruent).MaterialsDemographic sheet 1. On the first day, participants were pre-sented with Demographic Sheet 1, which included open-endedinquiries of age, gender, ethnicity, and major. This form addi-tionally included both multiple choice and open-ended ques-tions regarding phone and online distractions that oneexperienced during the presentation (e.g., "Did you go onsocial media, email, or other unrelated websites during thepresentation?").TED talk presentations. Four TED Talks of about 15 minutes inlength were selected as learning materials for participants inthis study. These TED Talks discussed psychological researchand constructs that the participants were unlikely to haveencountered previously. The topics included why we laugh, therelationship between frustration and creativity, stress and beha-vior, and the feeling of regret. As part of the first day, eachgroup of one to three participants took notes on one of thesevideos as it was projected onto white boards located at the frontand right side of the room.Computers. Dell Latitude E5470 laptops with screen dimensionsof 13.2" x 9.1" were used by participants in all computerconditions.Memory assessments. During the second day, participants weregiven an assessment corresponding to the viewed TED Talk.These tests were formatted with the TED Talk title and link at

Question

Using the images of a study attached, answer the following questions:1. Identity the purpose of the study, state why the authors believed the study was important to conduct?2. Identity the hypothesis of the study and clearly write it in complete sentences.3. Identity the final number of participants in the study and state some important characteristics that were stated in the study.4. Identify if this study is an experiment do correlational study? State how you know this in 2-4 sentences. AbstractBackground: Many students use laptops in the classroom to take notes; however, even when laptops are used for the solepurpose of taking notes they can negatively impact academic performance.Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz takingmethods to improve quiz performance.Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using alaptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using alaptop and complete the quiz by hand).Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better onconceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects.Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result inhigher quality external storage used by students when studying for quizzes.Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-styleinformation and could improve student performance in class.Keywordsnote-taking strategies, state-dependent learning, classroom technologyRecent studies have found that 72% (Patterson & Patterson,2017) to 79% (Carter et al., 2017) of students report usinglaptops in the classroom. Although some studies havedescribed the benefits of incorporating this technology in theclassroom (e.g., Bui et al., 2013; Gulek & Demirtas, 2005),such as taking more organized and comprehensive notes, otherwork has highlighted the negative impact that laptop use has onacademic performance (e.g., Fried, 2007; Mueller & Oppen-heimer, 2014; Patterson & Patterson, 2017). For example, Pat-terson and Patterson (2017) examined laptop use at a privateliberal arts college in which teachers required laptops for class,allowed laptops in class, or prohibited laptops in class. Com-puter use in the classroom was associated with poor academicperformance, such as lower course grades and a lower gradepoint average (GPA). Similarly, Fried (2007) found that laptopuse is distracting resulting in reduced attention during class andan increase in confusion regarding the material. The currentstudy will focus on the relationship between using a laptop fornote-taking purposes and quiz performance.Mueller and Oppenheimer (2014) compared the effective-ness of taking notes on a computer to that of taking notes byhand. In order to assess this relationship, participants watchedone of five 15 minute TED talks and took notes either by handor on a computer. Participants then completed an assessment offactual and conceptual questions. Prior research has describedfactual questions as inquiries that could be answered by takinginformation directly from the TED talk, while conceptual ques-tions ask one to apply lessons from the video to prior knowl-edge or a new situation (Kornmann et al., 2016; O'Connor &Klein, 2004). Individuals who took notes by hand were found toperform better on conceptual questions than individuals whotook notes on a computer, but performance on factual questionsdid not significantly differ between these two groups (Mueller& Oppenheimer, 2014).Rochester Institute of Technology, Rochester, NY, USACorresponding Author:Tina M. Sutton, Department of Psychology, Rochester Institute of Technology,18 Lomb Memorial Drive, Eastman 2386, Rochester, NY 14623, USA.Email: tmsgsh@rit.edu process of writing where not as much information can berecorded.The results of Mueller and Oppenheimer (2014) in whichlonghand notes improved performance, conflict with the find-ings of Buiet al. (2013) during which those who took notes on acomputer recalled more information than those who took notesby hand. According to the encoding specificity principle, thecontext of encoding (e.g., environmental cues or words in thesurrounding area) is stored alongside learned information in away that enables this environmental material to later serve as aretrieval cue (Bloch & Vakil, 2017; Tulving & Thomson,1973). As a result, individuals who complete an assessmentunder conditions that match the initial learning environmentrecall more information than those who complete learning andtesting under differing conditions (Tulving & Thomson, 1973).Therefore, if one's mode of note taking (i.e., by hand or on acomputer) is among the contextual information that is stored atthe time of learning, then completing the test in the same waymay lead to better performance. This idea is consistent with theresults of Bui et al. (2013) because the assessments were com-pleted on computers, and individuals who took notes on acomputer demonstrated better performance than those whotook notes by hand. This concept was further explored byBarrett et al. (2014).The research of Barrett et al. (2014) assessed whether con-gruent note and test taking modes could improve test perfor-mance. This was examined by asking participants to watch a 15minute lecture about writing term papers in APA style whiletaking notes either by hand or on a computer. After collectingthese notes, all participants were given a test consisting of free-response questions based on the lecture material either on acomputer or by hand. This resulted in two congruent condi-tions: (1) individuals who took their notes and test by hand and(2) individuals who completed their notes and assessment on acomputer. Relatedly, there were two incongruent conditions:(1) taking notes by hand then completing the test on a computerand (2) recording notes on a computer then filling out theassessment by hand. Individuals in congruent conditions per-formed better on assessments than individuals in incongruentconditions, supporting the idea of note taking mode as contex-tual information that may be stored and later used to facilitatememory retrieval (Barrett et al., 2014).The current study aimed to assess how test performance isimpacted by congruency between mode of note taking andmode of test taking. We aimed to replicate and expand the workof Barrett et al. (2014) by testing whether their findings remainconsistent when participants are tested following a delay andare provided the opportunity to study their notes. Furthermore,we implemented both factual and conceptual questions for adifferent type of lecture material. The findings of Barrett et al.(2014) demonstrated that individuals with congruent note tak-ing and testing modes performed better on assessments thanindividuals who had incongruent note taking and testingmodes. In addition, the findings of Bui et al. (2013) appear toreinforce this concept because participants completed theirassessments on a computer, and those who took notes on acomputer performed better than those who took notes by hand.As a result, it is hypothesized that note taking mode is stored aspart of one's learning environment and can thus be reinstatedduring the quiz resulting in better test performance. In this way,it is predicted that individuals who are in congruent conditionswill score higher than individuals in incongruent conditions.MethodParticipantsEighty undergraduate students from Rochester Institute ofTechnology consented to participate in the current study inexchange for research credit in their Psychology course. Parti-cipants included 44 females and 36 males. The age of partici-pants ranged from 18 to 22 with a mean age of 19.14 (SD = 1.06).The participants were asked to report the main method they useto take notes in their classes. Forty-two participants (52.5%)reported taking notes by hand, 29 (36.25%) reported taking notesby hand in some classes and using a laptop in others, and nineparticipants (11.25%) reported using only a laptop to take notes.Participants were assigned to one of four conditions: (1) takenotes by hand and complete the quiz by hand (congruent), (2)take notes by hand and complete the quiz using a laptop (incon-gruent), (3) take notes using a laptop and take the quiz using alaptop (congruent), or (4) take notes using a laptop and take thequiz by hand (incongruent).MaterialsDemographic sheet 1. On the first day, participants were pre-sented with Demographic Sheet 1, which included open-endedinquiries of age, gender, ethnicity, and major. This form addi-tionally included both multiple choice and open-ended ques-tions regarding phone and online distractions that oneexperienced during the presentation (e.g., &#34;Did you go onsocial media, email, or other unrelated websites during thepresentation?&#34;).TED talk presentations. Four TED Talks of about 15 minutes inlength were selected as learning materials for participants inthis study. These TED Talks discussed psychological researchand constructs that the participants were unlikely to haveencountered previously. The topics included why we laugh, therelationship between frustration and creativity, stress and beha-vior, and the feeling of regret. As part of the first day, eachgroup of one to three participants took notes on one of thesevideos as it was projected onto white boards located at the frontand right side of the room.Computers. Dell Latitude E5470 laptops with screen dimensionsof 13.2&#34; x 9.1&#34; were used by participants in all computerconditions.Memory assessments. During the second day, participants weregiven an assessment corresponding to the viewed TED Talk.These tests were formatted with the TED Talk title and link at

Accepted Answer

This study examines how different methods of taking notes affect exam performance. It examines if…