学术英语综合教程（读写）（第二版） 课件 大学英语IV-5-Experiments Happen Twenty-four Seven

通用学术英语综合教程（读写）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter5ExperimentsHappenTwenty-fourSevenReading1Reading2LearningObjectivesTorecognizetheimportanceof“It+be+verb(pastparticle)/adj.”structureinresearchreportsTousethepassivevoiceandpasttenseindescribinganexperimentTounderstandhowtodesigna(n)questionnaire/survey/experimentscientificallyTodescribetheprocedureofanexperimentlogically

ExperimentationThePenIsMightierthantheKeyboardUCASReading1ExperimentationRogerSchank

UCASReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading1UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsBeforeYouRead

TheMagicofRealityWarming-upgWhichofthefollowingpicturesuitsyourideaofexperimentationbest?Theory:HowtochoosetheFastestLineattheGroceryStoreUCASMenu单选题1分1.Youareinadeepforest...asyouwalkonyousawanoldhousestandingthere______此题未设置正确答案！提交AOpenedBClosedBeforeYouRead

UCASMenuLet’stakeapsychologicaltesty:oceryoreEXPLANATIONSOpeneddoor-youareapersonwhoiswillingtoshareCloseddoor-youareapersonwhoiskeepingthingstoyourself单选题1分2.Youenterthehouseandseeatable...whatistheshapeofthetable?此题未设置正确答案！提交ARound/ovalBSquare/rectangleBeforeYouRead

UCASMenuLet’stakeapsychologicaltesty:oceryoreCTriangleEXPLANATIONSRound/oval-anyfriendsthatcamealong,youwillacceptandtrustthemcompletelySquare/rectangle-youareabitmorechoosyonfriendsandonlyhangoutwiththosewhomyouthinkareonthesamefrequencyTriangle-youarereallyverypickyaboutfriendsandtherearenotmanyfriendsinyourlife.单选题1分3.Ontopofthetablethereisavase...inthevasethereiswater.Howmuchwaterisitfilledupwith?此题未设置正确答案！提交AFullBBeforeYouRead

UCASMenuLet’stakeapsychologicaltesty:oceryoreCEmptyHalfEXPLANATIONSFull-yourlifeiscompletelyfulfilledandgoodforyou!Halffilled-whatyouwantinyourlifeishalffullfilledEmpty-yourlifeisnotfulfilled单选题1分4.Whatisthevasemadeof?此题未设置正确答案！提交AGlass/clay/porcelainBMetal/plastic/woodBeforeYouRead

UCASMenuLet’stakeapsychologicaltesty:oceryoreEXPLANATIONSGlass/clay/porcelain-youareweakinyourlifeandtendstobefragileMetal/plastic/wood-youarestronginyourlifeBeforeYouRead

TheMagicofRealityWarming-upgDiscussionWhatkindofexperimentswillyoudesignforthefollowingquestions:1.Howmuchmoneydocollegestudentsspendmonthly?2.Whichtypeofsmartphonehaslongerbatterylife?3.Whatisthenoiseandlightpollutiononourcampus?UCASMenuWhileYouReadTheMagicofRealityUCASSearchingmainideas:HowtochoosetheFastestLineattheGroceryStoreMenuPara.1_____A.Lifecanbebetterunderstoodifweseeitasexperiments.Para.2_____B.Listexamplestoillustrateconsequencesoftheproblem.Para.3_____C.Schoolsshouldlearntoteachexperimentsinthecontextofdailylife.Para.4_____D.Theexperimentswelearninschool.Para.5_____E.Educationsometimesmisleadsstudents’understandingofscientificconcepts.Para.6_____F.Theexperimentationinreallife.Para.7_____G.Theproblemregardingwhatwelearnaboutexperimentationinschool.EDGBFACAfterYouReadTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuAccordingtotheauthor,whichofthefollowingstatementistrue(T)ornottrue(F)?Limitingexperimentstoschoollabsseemstobeproblematic.Ifweruncontrolsandrecordtheresultsaftereachdose,wewouldknowbetterthereasonofsideeffects.Consideringthedifferentconditionsinpersonalrelationshipdoesnothelpimproveit.Itisimpossibletoconductacontrolledexperimentinadecision-makingprocess.Wedonothavetodoexperimentstolearnhowtoreasoncarefullyfromthedata.Schoolsfocustoomuchattentiononboringexperiments,butnotonbasiccognitiveconcepts.TTFFFTAfterYouReadUCASMenutactichypothesis irrelevant refutation VocabularyScienceprogressesbytrialanderror,byconjecturesand

__________.Lezo,whohadlostanarm,alegandaneyeintheserviceofSpain,madeuseofeveryadvantage,strategyand

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available

tohim.

Mostofushavelongsincelearnedtodiscountscienceandexperimentationas__________toourlives.____________referstoaspecific,clearandtestablestatementofpredictionthatdescribeswhatyouexpecttohappeninyourstudy.

refutationtacticirrelevantHypothesisLanguageFocusTheMagicofRealityUCASMenuOftenintheMethods(notalways),ResultsandDiscussionsectionsAvoidfirstpersonnarrationUsepassivevoiceSentencepatternIt+be+verb/adj.Impersonalstance:HowtochoosetheFastestLineattheGroceryStoreLanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask1Use“It+be+verb/adj.”structuretomakethefollowingstatementsmore

impersonal.Example:Weneedtounderstandwhyantibioticresistancehasincreased.→

Itisimportanttounderstandwhyantibioticresistancehasincreased.Wehavetoexplainsomeconceptsthateveryonethinkstheyknowaboutandreallydon’t.(2)Icannotconductcontrolledexperimentsinmostaspectsofourlives.(3)Weareabletocometounderstandthatweareindeedconductinganexperimentwhenwe

takeanewjob.(4)Ifpeopleperceiveeveryaspectoflifeasanexperiment,theywillunderstandexperiment

better.(5)Youshouldnotethattheadvantageofusinglaptopislimitedtoimmediatetest.Itisdifficult

ifnotimpossibleto…

Itisnecessaryto…Itispossibleto…Ifitisperceivedthat…Itisworthnotingthat…AcademicLiteracySkillsTheMagicofRealityUCASMenuDesigninganExperimentorSurveyResearchmethodsLabexperimentsObservations(naturalenvironment)Audio/videorecordingsQuestionnairesInterviewsDiariesDocumentanalysisorarchivesAcademicLiteracySkillsTheMagicofRealityUCASMenuTask2Thinkaboutthefollowingtwoscenariosanddetermine:Whatresearchquestionswouldyouliketopropose?Howwouldyoudesignyourresearchaccordingly?ScenarioOne:Supposeyouownalargepieceoffarmlandwhereyouwanttogrowtomatoestosellonthelocalmarket.Beforegrowingtomatoesonalargescale,youdecidetodoanexperimenttoseehowtwonewfertilizersaffectthegrowthrateoftomatoes.Designanexperimenttoexaminehowtomatoesgrowandevaluatetheeffectivenessofyourplan.ScenarioTwo:Fastingisnowadaysaninterestingsocialphenomenon.Peoplefastforvariousreasonsandinvariousways,e.g.anoccasionalskipofonemeal,skippingmealsforawholeday,etc.Designanexperimenttoinvestigatetheeffectofdeprivationoffoodonone’sconcentration.

ScenarioOneScenarioTwoWhatresearchquestionsdoyouwanttopropose?Howwouldyoudesignyourexperiment?AcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuScenario1Step1Preparethreegroupsoftomatoes(withsimilargrowthconditions)MovethemtoagreenhouseStep3:After6weeks,observeandcomparegrowthconditionsofthetwoplantsStep2:SametemperatureSameventilationSameaccesstosunlightSameamountOnceeverytwoweeksAcademicLiteracySkillsUCASMenuScenario2Step1Date:physicalexaminationday(nobreakfast)Location:experimentatthedooronagroupofstudents’physicalexaminationdayStep2AskthegrouptofillasurveyquestionnaireTimewhentheyhadtheirlastmealBasicdemographicinformationAgeGenderStep3AskthegrouptofinishaconcentrationmeasurementtestStep4Afteroneweek,thesamegroupofstudentsdotheconcentrationmeasurementtestagain.ComparemeanscorefromtwotestsAcademicLiteracySkillsTheMagicofRealityUCASMenuHowtodesignquestionnaires?BadQuestionsinQuestionnaireSurveysQuestionnairesurveysarequitecommonincollectinginformationfromrespondents,buttheycouldbeproblematicifnotdesignedcarefully.Herearefivecommonpitfallsofquestionnairedesign:Doublebarreledquestionisaskingtwoseparateissuesortopicsinonequestion,yetthetwoissuesmayhavedistinctanswers.Forexample:“Doyoufeelwelcomedbystaffandotheryouthatthecenter?”Biasedquestionisdesignedtofavoracertainviewpointorprejudice.Forexample,“Studyingliberalartsishard.Doespsychologicaltraininghelpyoufeelpreparedforthestudy?”Doublenegativequestionusestwonegativesinonequestion,whichcancreateanunnecessaryamountofconfusioninthemindoftheparticipant.Forexample:“DoesitseemimpossibletoyouthattheHongKongriotneverhappened?(A.verypossible;B.possible;C.impossible;D.veryimpossible)”Overlappingcategoriesrefertogivenitemsthatarenotmutuallyexclusive.Forexample:“Howoftendoyoudoexercise?(A.Everyday;B.Twiceaday)”Incompletecategoriesmeancasesthatarenotexhaustive.Forexample,thosewhoneverdoanyexercisescannotchooseananswerinthecaseabove.AcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenu1.Whatisyourhighesteducationalattainment?Primary Secondary Postgraduate2.Howmanyhoursdoyouexpecttostudyinaweek?Morethan60 55-60 45-5540-45 Lessthan403.Collegealgebracourseisdifficulttolearn.Howwouldyouratethedifficulty?Notatall Abitdifficult Verymuch4.Howoftendophysiciansobservetheeffectofprescriptiondrugsoncertainpatients?Everyhour Twiceaday Everyday Everyweek5.Howmanytimesdoyouvisittheuniversitylibraryortheself-studyroominaweek?Morethanthreetimes Twice Once Never6.Inyouropinion,howwouldyouratethespeedandaccuracyofyourwork?Excellent Good Fair Poor7.Howdoyoufeelaboutthefollowingstatement?Weshouldnotreducemilitaryspending.StronglyagreeAgree Disagree StronglydisagreeTask3Identifytheproblemswiththequestionsbelowandexplainthereason(s).5424&51&513AcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Thefollowingmethodsweredesignedwithsomeflaws.Findouttheflawsanddiscusshowyoucanimprovethem.1.Hypothesis:Onecanruna26-milemarathonfasterwhenconsuminglargequantitiesofcarbohydratesbeforetherace.Methods:Thesubjectsatetwoplatesofnoodlesthenightbeforetherace,thengotupinthemorninganddrunktwocupsofcoffeebeforeheadingtothestartline.Researchersrecordedtheirrunningtimeandexaminedwhethertherewereanysignificantdifference.__________________________________________________________Flaws:Experimentscanhaveonlyoneindependentvariable(noodlesinthiscase).Ifonewantstoknowtheeffectofcaffeine,orextrasleepontheracetime,onewouldhavetodesignasecondorthirdexperiment.(variablecontrol→reliability)AcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Thefollowingmethodsweredesignedwithsomeflaws.Findouttheflawsanddiscusshowyoucanimprovethem.2.Hypothesis:Theproximityoffast-foodoutletsaroundschoolswillaffectthehealthofadolescents.Methods:Afterselectingschoolswithfast-foodoutletsatvariousdistances,researchersexaminedtheweightofthesubjectsthreetimesinoneyear.Ifthestudentsweremorelikelytobeoverweightinschoolswherefast-foodoutletswereinwalkingdistance,thehypothesiscouldbesupported.__________________________________________________________Flaws:Theweightofthesubjectscouldbeaffectedbytime,stress,orphysicalhealth.Theresearchershavetocontrolothervariablestoensurethesubjectsareinfluencedbytheonlyfactor,distanceoffast-foodoutlets.(variablecontrol→reliability)AcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Thefollowingmethodsweredesignedwithsomeflaws.Findouttheflawsanddiscusshowyoucanimprovethem.3.Hypothesis:Beanplantscangiveoffwatervapor.Methods:Twobeanplants,growinginpots,werecoveredoneafternoonbyindividualglasscontainersandleftinthelaboratoryovernight.Nextmorning,theinsideofthelidofeachcontainerwasfoundtobecoveredindropletsofafluidwhichprovedtobewater.__________________________________________________________Flaws:Thewatercouldhavecomefromtheplants,thesoil,thepots,ortheairinthejar.Controlexperimentsshouldhavebeensetuptotestforthesepossibilities.Inaddition,theexperimentwasobservedovernight,whichcantellusnothingaboutthebehaviorofbeanplantsatothertimesofday.Twobeanplantswerenotenoughforascientificstudy.(randomsampling→repeatability)(thenumberofsubjects→representativeness)AcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Thefollowingmethodsweredesignedwithsomeflaws.Findouttheflawsanddiscusshowyoucanimprovethem.4.Hypothesis:Thesleepingquality,theindoortemperatureandthemorningclassesarecontributingfactorstogetting-updifficultyinthemorning.Methods:Aquestionnairesurveywasdesignedandrespondedby248universitystudents.Inthequestionnaire,thestudentswererequiredtoevaluatetheirsleepingquality,theirviewsofgetting-updifficulty,theirwillingnesstohavemorningclasses,andreporttheirsleepingtime,theirdormtemperature,etc.Researchersthenworkedoutcorrelationsbetweenthecontributingfactorsandgetting-updifficulty.________________________________________________________________Flaws:Toomanyfactorsareinvolvedinasinglehypothesis,whichcloudsvaluablefindings.Forexample,theindoortemperaturecanbeadependablevariable.Bychangingithigherorlower,researchersareabletoobserveitseffectivenessontardiness.Incontrast,usingquestionnaireislikelytogetsubjectiveanswers,especiallyontheissueofsleepingquality.(experimentselectionobjectivity)AcademicLiteracySkillsTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuTask4Thefollowingmethodsweredesignedwithsomeflaws.Findouttheflawsanddiscusshowyoucanimprovethem.5.Hypothesis:Collegestudentsarespendingmoretimeinentertaining,updatingsocialmedia,andsocializingthantheyarestudying.Methods:Adiaryapproachwasusedtoexplorebusinessandmarketingstudents’timeuse.Overall,20participantsinoneuniversitywereaskedtomaintainadiaryduringaone-weekperiod,listinghowmuchtimewasspentonvariousactivitieseachday.Twenty-eightactivitieswerelistedinthreecategories:academic-related,personal,andother.Inadditiontothediary,participantswereaskedtoreportdemographicinformationsuchasgender,age,race,andsoon.__________________________________________________________Flaws:Twentystudentsinoneuniversitycannotrepresentallcollegestudents.Eveniftheyarerepresentative,theirreportontimeusehavetobestructuredfortheanalysis.Theresearcherscandesignatabulatedformwithvariousactivitiesandthetotaltime.(thenumberofsubjectsrepresentativeness)通用学术英语综合教程（读写）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter5ExperimentsHappenTwenty-fourSevenReading1Reading2LearningObjectivesTorecognizetheimportanceof“It+be+verb(pastparticle)/adj.”structureinresearchreportsTousethepassivevoiceandpasttenseindescribinganexperimentTounderstandhowtodesigna(n)questionnaire/survey/experimentscientificallyTodescribetheprocedureofanexperimentlogically

ExperimentationThePenIsMightierthantheKeyboardUCASReading2ThePenIsMightierthantheKeyboardRichardDawkins

UCASReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsBeforeYouRead

TheMagicofRealityWarming-upWhichofthefollowingforms(listeningattentively,takinglonghandnotes,drawingmind

mapsoniPad,typingshortpiecesofinformation)doyouoftenusewhenlisteningtolectures?

UCASMenuBeforeYouRead

TheMagicofRealityWarming-upAgroupofstudentsexplainedtheirmotivesofusingdigitaldevicesinclass.Towhatextentdoyouagreewiththem?(1=completelydisagree;2=disagree;3=neutral;4=agree;5=completelyagree)UCASMenuMotivesLikertScale1.Typingonkeyboardsislesstimeconsumingthanhandwriting.123452.Digitaldeviceshelpmegeteasieraccesstonewinformation.123453.Icanusesmartphonestotakepicturesifthelecturerspeakstoofast.123454.Mostofmyclassmateschoosetousedigitaldevicesinclass.123455.Iwanttorecordthelectureandreviewitafterclass.123456.Mynotescanbeneatandwell-organizedonlaptops.123457.Itwillcosttoomuchofmyeffortstotakelonghandnotes.123458.Icanworkonlaptopsifthelectureisboring.12345CompletethisquestionnairebyscanningthecodeWhileYouReadTheMagicofRealityUCAS1.AccordingtothestudyinReading2,doesthepenorthekeyboardperformbetterwhentakingnotes?Menu2.Whatarethesuggestionsofferedbasedonthefindingsofthestudy?Participantswhohadtakennoteswithlaptopsperformedworseontestsofbothfactualcontentandconceptualunderstanding,relativetoparticipantswhohadtakennoteslonghand.Laptopuseinclassroomsshouldbeviewedwithahealthydoseofcaution;despitetheirgrowingpopularity,laptopsmaybedoingmoreharminclassroomsthangood.AfterYouReadTheMagicofRealityUCASMenuGothroughtheexperimentofReading2,notingtheinformationcontainedinthissection.Fillinaflowcharttohelpreadersunderstandhowtheexperimentwasdoneandsummarizewhatshouldbecontainedinthissectioninyourownwords.Answerkeys:Participants:67,33,33,1,2Materials:5TEDTalks,15mins.,interesting,notcommonSetting1:2atatime,roomwithprojectorsSetting2:2atatime,roomwithprojectorsAfternote-taking:2completeddistractortasks,20,factual-recallquestions+conceptual-applicationTworaters:blindtocondition,blindtothepurposesofthestudy,good,discussion.AfterYouReadTheMagicofRealityUCASMenuProponentsofslaveryinparticularduringthe19thcenturyused"race"to

justify

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Men

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totakelessonsfromaprofessionalthanwomen.Inthesesituations,weunderstandthatwemustengagewiththesestakeholdersto_____________any

discrepancies

withoutcompromisingourownvalues.

Thecombinationofboringlecturesanda

potentially

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gradingsystemsurelydoesmoreharmthangood.

Higheremissionsfrommanufacturingcanbe

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ofdrivingonelectricity.resolve retention detrimental offset inclinedVocabularyretentioninclinedresolvedetrimentaloffsetLanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuPassivevoiceControllingperspectiveWhoisthesentenceabout?Topic(beginning:oldinformation)+stress(ending:newinformation)Notop-heavypassivesentenceDonotwritesentenceswithverylongsubjects+ashortpassiveverbe.g.,Thestudiesshowingthatlaptopusecannegativelyaffectperformanceoneducationalassessmentwhenthecomputerisusedforitsintendedfunctionofeasiernotetakingwerereportedinthisarticle.LanguageFocusUCASMenuTask1Useproperformsofthefollowingverbstocompletethepassage.disconnect,exclude,instruct,project,

preset,resolve,take,transcribewereexcludedweredisconnectedwerepresetwereprojectedwereinstructedweretakenwereresolvedweretranscribedAcademicLiteracySkillsTheMagicofRealityUCASMenuDescribingaprocess“WHW”PrincipleWheresomethinghappenedThelocationwherethestudywascarriedoute.g.,ThisstudywasconductedatXiayangforestfarm,SoutheastWuyiMountain.HowsomethingwasdoneThespecificstepstakenintheprocessesorprocedurese.g.,ThentheGlu-Cdigestionwasperformedat30℃for18thwithanenzyme-to-proteinratioof1/40(w/w).WhysomethingwasdoneThereasonwhyacertainstepwastakene.g.,PVCtubeswerecarefullydrivenintothesoiltoavoidmajordisturbancesfromhumanandstemflows.AcademicLiteracySkillsTheMagicofRealityUCASMenuTask2Passivevoiceandpasttenseareverycommoninwritingmethods.ReadtheparagraphsthatdefinetheexperimentinReading2,notingthevoicesandthetensesofsentences.Thenworkoutthedifferencesbetweenthefollowingsentencesa)andb).1.a).Longhandnotesweretranscribedintotextfiles.b).Wetranscribedlonghandnotesintotextfiles.2.a).WeselectedfiveTEDtalksforlengthandtocovertopicsthatwouldbeinterestingbutnotcommonknowledge.b).FiveTEDtalkswereselectedforlength,interestandvariety.3.a).Theroomwaspresetwitheitherlaptopsornotebooks,accordingtocondition.b).Theroomispresetwitheitherlaptopsornotebooks,accordingtocondition.4.a).Participantsweretakentoalab.b).Inthisstudy,participantsaretakentoalab.✓✓✓✓AcademicLiteracySkillsTheMagicofRealityUCASMenuTask3Thefollowingpassageisabriefnoteof“participants”takenbytheresearchersinastudyofmultitaskingbehavioramongcollegestudents.Pleaseusepasttenseandpassivevoicetorephrasethenoteandwriteacoherentpassagedescribingtheparticipants.Thefirstsentenceisgivenasanexample.Note:(1)Wehavesixtyundergraduatesattheuniversity.(2)Flyerspostedoncampusandin-classannouncementsarerecruitmenttools.(3)Weoffercourseextracredit.(4)Weincludethembecausetheyenrollinonecourseofmath,science,andchemistry.(5)Twoeye-trackingdatalostbecausethesoftwarefails.(6)Only58dataleft.Participants:(1)Sixtyundergraduatestudentsattheuniversityparticipatedinthestudy.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(2)Participantswererecruited

throughrecruitmentflyerspostedoncampusandin-classannouncementsinundergraduatepsychologyclasses.(3)Participantswereofferedcourseextracreditfortheirparticipation.(4)Inclusioncriteriawerethatstudentswerecurrentlyenrolledinatleastonecourseofmath,science