Using the two images of a study attached, answer the following questions:1. What was the control condition/group in this study? State how you know this was the control group. Answer in max 4 sentences.2. What was the independent variable(s) in this study? State how you know. Max 4 sentence answer. 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 Bui et 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 Total Score1098710Notes by HandNote Taking ConditionQuiz by Hand Laptop QuizNotes Using a LaptopFigure I. Overall mean quiz score (out of 10) for the various notetaking and quiz taking methods.the top of the page followed by 10 open ended questions. Ofthese questions, five were conceptual and five were factual asdefined by Kornmann et al. (2016) as well as O'Connor andKlein (2004). During scoring, factual questions were marked aseither right (1 point) or wrong (0 points), while conceptualquestions were scored on a graded scale depending on thenumber of components answered correctly within the question.Demographic sheet 2. Another demographic sheet was com-pleted on the second day. This survey involved multiple choicequestions regarding participant note taking and testing condi-tions (i.e., by hand or computer) as well as their preferred notetaking method and most frequently used note taking method(e.g., "How do you prefer to take notes?"). These items werefollowed by short answer questions of time spent distracted bytechnology during the study period (e.g., "How much time didyou spend on social media, email, or other unrelated websitesduring the allotted study period?").ProcedureDuring the first day, participants entered a classroom and sat atdesks that were arranged to resemble a traditional lecturecourse. On each participant's desk, was an open laptop or apen and paper, depending on whether they were in the laptop orhand note taking condition. All participants in a given trialperiod were assigned to the same note taking and testconditions.After being seated, participants were asked to view one offour 15 minute TED Talks while taking notes in their assignedmedium. Following the presentation, participants either sub-mitted their online notes to an email made specifically for thepurposes of this study, or they handed their notes directly to aresearcher. Participants were then asked to complete Demo-graphic Sheet 1.Forty-eight hours after watching the TED talk and takingnotes, participants arrived at the same classroom to take thequiz. At this time, participants sat at a desk with a computer ifthey had taken notes on a computer or at an empty desk if theyhad taken notes by hand. Notes were then passed back toFactual Score54.543.532.521.510.50INotes by HandNote Taking ConditionQuiz by Hand Laptop Quiz=INotes Using a LaptopFigure 2. Mean quiz score for the factual questions (out of 5) for thevarious note taking and quiz taking methods.participants who took notes by hand, and those who took notesonline were asked to once again open their notes on the laptop.Following a 10 minute study period, participants wereinstructed to put away their notes. In incongruent testing con-ditions, participants either turned off their computers (i.e.,notes on computer and test by hand condition) or were givena computer (i.e., notes by hand and test on computer condition).Those with a computer were asked to open the test online, andindividuals taking the test by hand were provided with a printedassessment. Once these forms were collected, participants weregiven Demographic Sheet 2 to complete and submit.ResultsFour different TED talks were used in the current study. Weran a one-way ANOVA to determine if the information ineach of the four videos was equally challenging. There wereno significant differences based on video for the overall quizscore, F(3, 76) 1.226, p .05, score on the factual ques-tions, F(3, 76) = 0.787, p .05, or score on the conceptualquestions, F(3, 76) = 2.418, p .05.A 2 (note-taking method: hand or laptop) × 2 (quiz method:hand or laptop) ANOVA was conducted to examine the overallquiz score. Results revealed a main effect of note-takingmethod, F(1, 76) = 8.659, p .05. Therewas also no difference in score based on quiz method, F(1,76)= 1.56, p .05, with the participants completing the quiz by

Question

Using the two images of a study attached, answer the following questions:1. What was the control condition/group in this study? State how you know this was the control group. Answer in max 4 sentences.2. What was the independent variable(s) in this study? State how you know. Max 4 sentence answer. 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 Bui et 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 Total Score1098710Notes by HandNote Taking ConditionQuiz by Hand Laptop QuizNotes Using a LaptopFigure I. Overall mean quiz score (out of 10) for the various notetaking and quiz taking methods.the top of the page followed by 10 open ended questions. Ofthese questions, five were conceptual and five were factual asdefined by Kornmann et al. (2016) as well as O'Connor andKlein (2004). During scoring, factual questions were marked aseither right (1 point) or wrong (0 points), while conceptualquestions were scored on a graded scale depending on thenumber of components answered correctly within the question.Demographic sheet 2. Another demographic sheet was com-pleted on the second day. This survey involved multiple choicequestions regarding participant note taking and testing condi-tions (i.e., by hand or computer) as well as their preferred notetaking method and most frequently used note taking method(e.g., "How do you prefer to take notes?"). These items werefollowed by short answer questions of time spent distracted bytechnology during the study period (e.g., "How much time didyou spend on social media, email, or other unrelated websitesduring the allotted study period?").ProcedureDuring the first day, participants entered a classroom and sat atdesks that were arranged to resemble a traditional lecturecourse. On each participant's desk, was an open laptop or apen and paper, depending on whether they were in the laptop orhand note taking condition. All participants in a given trialperiod were assigned to the same note taking and testconditions.After being seated, participants were asked to view one offour 15 minute TED Talks while taking notes in their assignedmedium. Following the presentation, participants either sub-mitted their online notes to an email made specifically for thepurposes of this study, or they handed their notes directly to aresearcher. Participants were then asked to complete Demo-graphic Sheet 1.Forty-eight hours after watching the TED talk and takingnotes, participants arrived at the same classroom to take thequiz. At this time, participants sat at a desk with a computer ifthey had taken notes on a computer or at an empty desk if theyhad taken notes by hand. Notes were then passed back toFactual Score54.543.532.521.510.50INotes by HandNote Taking ConditionQuiz by Hand Laptop Quiz=INotes Using a LaptopFigure 2. Mean quiz score for the factual questions (out of 5) for thevarious note taking and quiz taking methods.participants who took notes by hand, and those who took notesonline were asked to once again open their notes on the laptop.Following a 10 minute study period, participants wereinstructed to put away their notes. In incongruent testing con-ditions, participants either turned off their computers (i.e.,notes on computer and test by hand condition) or were givena computer (i.e., notes by hand and test on computer condition).Those with a computer were asked to open the test online, andindividuals taking the test by hand were provided with a printedassessment. Once these forms were collected, participants weregiven Demographic Sheet 2 to complete and submit.ResultsFour different TED talks were used in the current study. Weran a one-way ANOVA to determine if the information ineach of the four videos was equally challenging. There wereno significant differences based on video for the overall quizscore, F(3, 76) 1.226, p > .05, score on the factual ques-tions, F(3, 76) = 0.787, p > .05, or score on the conceptualquestions, F(3, 76) = 2.418, p > .05.A 2 (note-taking method: hand or laptop) × 2 (quiz method:hand or laptop) ANOVA was conducted to examine the overallquiz score. Results revealed a main effect of note-takingmethod, F(1, 76) = 8.659, p < .05, n² = 0.102. Participantswho took notes by hand scored higher on the quiz (M = 8.58,SD = 0.99) than those who took notes using a laptop (M= 7.64,SD = 1.85). There was a significant effect for quiz method suchthat participants who took the quiz by hand (M = 8.51, SD =1.19) performed better than those who took the quiz using alaptop (M = 7.70, SD = 1.53), F(1, 76) = 6.504, p< .05, n²0.079. There was no interaction between note-taking methodand quiz method, F(1, 76) = 2.11, p > .05 (see Figure 1).=A 2 × 2 ANOVA was also computed for the factual ques-tions and conceptual questions, separately. For the factualquestions, students who took notes by hand (M = 4.15, SD =0.83) performed the same as students who took notes using alaptop (M = 4.05, SD = 0.96), F(1, 76) = 0.250, p > .05. Therewas also no difference in score based on quiz method, F(1,76)= 1.56, p > .05, with the participants completing the quiz by

Accepted Answer

The study aimed to investigate the impact of congruency between note-taking mode and test-taking…