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Papers by David Neumann

Biological Psychology, 2008

The present study examined the magnitudes of startle blink reflexes and electrodermal responses i... more The present study examined the magnitudes of startle blink reflexes and electrodermal responses in 4 to 8 year old high anxious children (N = 14) and non-anxious controls (N = 11). Responses were elicited by 16 auditory startle trials during a baseline phase prior to an affective modulation phase involving 12 startle trials presented during angry and neutral faces. Results showed significant response habituation across baseline trials and equivalent response magnitudes between groups during the baseline phase. The modulation of response magnitudes during angry and neutral faces did not differ significantly in either group. However, high anxious children showed larger responses overall compared with non-anxious control children during the affective modulation phase. Moreover, greater anxiety severity and larger startle reflexes were associated with poorer accuracy in rating neutral faces as neutral in high anxious children.

Australian Journal of Psychology, 2002

Measures of eye activity, such as blink rate and scanning patterns, have been used extensively as... more Measures of eye activity, such as blink rate and scanning patterns, have been used extensively as psychophysiological indices of mental workload. In a review of measures derived from spontaneous eye activity it is shown that different measures are differentially sensitive to specific aspects of mental workload. A less well known measure of non-spontaneous eye activity, the blink reflex, is also reviewed. Experiments using discrete punctuate stimuli and continuous tasks analogous to real-world systems show that blink reflexes are modulated by attention and that this modulation reflects modality-specific attentional engagement. Future research should examine the utility of the blink reflex according to the desirable properties of sensitivity, diagnosticity, validity, reliability, ease of use, unobtrusiveness, and operator acceptance. Spontaneous and reflexive 3

Journal of Educational Psychology, 2014

Gender gaps in the development of mathematical and scientific literacy have important implication... more Gender gaps in the development of mathematical and scientific literacy have important implications for the general public’s understanding of scientific issues and for the underrepresentation of women in science, technology, engineering and math (STEM)-related fields. Data from National Assessment of Educational Progress (NAEP) were subjected to a meta-analysis to examine whether there were sex differences in mathematics and science achievement for students in the USA across the period 1990-2011. Results show that there are were small but stable mean sex differences favoring males in mathematics and science across the past two decades, with an effect size of d = .10 and .13 respectively for students in twelfth grade. Furthermore, there were large sex differences in high-achievers, with males being overrepresented by a factor of over 2:1 at the upper-right of the ability distribution for both mathematics and science. Further efforts are called for to reach equity in mathematics and science educational outcomes for all students. Keywords: sex differences, mathematics, science, education, meta-analysis, gender differences

Gender gaps in the development of mathematical and scientific literacy have important implication... more Gender gaps in the development of mathematical and scientific literacy have important implications for the general public’s understanding of scientific issues and for the underrepresentation of women in science, technology, engineering and math (STEM)-related fields. Data from National Assessment of Educational Progress (NAEP) were subjected to a meta-analysis to examine whether there were sex differences in mathematics and science achievement for students in the USA across the period 1990-2011. Results show that there are were small but stable mean sex differences favoring males in mathematics and science across the past two decades, with an effect size of d = .10 and .13 respectively for students in twelfth grade. Furthermore, there were large sex differences in high-achievers, with males being overrepresented by a factor of over 2:1 at the upper-right of the ability distribution for both mathematics and science. Further efforts are called for to reach equity in mathematics and science educational outcomes for all students.

Keywords: sex differences, mathematics, science, education, meta-analysis, gender differences

Early Childhood Education Journal, 2009

Facsimile +61(0)7 5552 8291, Telephone +61(0)7 5552 8421 Scaffolding emergent literacy 4 Abstract

A wiki was used as part of a blended learning approach to promote collaborative learning among st... more A wiki was used as part of a blended learning approach to promote collaborative learning among students in a first year university statistics class. One group of students analysed a data set and communicated the results by jointly writing a practice report using a wiki. A second group analysed the same data but communicated the results in a practice report that they wrote individually. Both groups were taught the same material. The report was used for practice as a way to support student learning and was not submitted for assessment.

Australasian Journal of …, 2011

The discipline of statistics seems well suited to the integration of technology in a lecture as a... more The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.

Australasian Journal of Educational …, 2009

A wiki was used as part of a blended learning approach to promote collaborative learning among st... more A wiki was used as part of a blended learning approach to promote collaborative learning among students in a first year university statistics class. One group of students analysed a data set and communicated the results by jointly writing a practice report using a wiki. A second group analysed the same data but communicated the results in a practice report that they wrote individually. Both groups were taught the same material. The report was used for practice as a way to support student learning and was not submitted for assessment. Both approaches improved report writing knowledge and did not differ in the mark obtained on an individually written research report subsequently submitted for assessment. The wiki approach produced higher engagement with other students, cognitive engagement, and class attendance than the individual approach. Qualitative feedback suggested some drawbacks to using a wiki. Overall participation was also low with only 2 of the 22 wiki subgroups completing all components of the practice report. The present findings suggest that student engagement, but not performance on assessment, may be enhanced when a wiki is used to support learning in higher education.

Journal of Statistics Education, 2010

The use of a real data set has the potential to increase engagement and learning in students who ... more The use of a real data set has the potential to increase engagement and learning in students who enrol in a statistics course at university. The present report describes the development of an approach that uses a real data set, but one that is collected from the students. The questions are designed so that the data set can be used throughout the course to illustrate relevant concepts and methods in the application of introductory statistics. An evaluation was conducted via individual interviews with a random sample of 38 students. Quantitative and qualitative responses indicated that the survey led to in-class participation, was perceived to be a different approach, and contributed to an interest in, understanding of, and appreciation of the relevance of statistics. The creative use of student data is recommended to facilitate the learning of statistics.

The discipline of statistics seems well suited to the integration of technology in a lecture as a... more The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software.

The profession of psychology is based on the principles of scientific investigation and analysis.... more The profession of psychology is based on the principles of scientific investigation and analysis. However, students in psychology programs generally rate the study of research methods and statistics low on indicators such as relevance and interest. This paper will examine some methods that have been used to enhance student engagement and learning during a first year statistics course. The use of on-line and in-class computer-based interactive exercises can illustrate statistical concepts such as sampling, regression, and hypothesis testing in a novel way. A data gathering questionnaire completed in the first class can also provide raw data of interest to students for illustrative purposes throughout the course. Finally, using student-relevant and discipline-relevant examples of statistical concepts with the odd funny photo thrown in can maintain student attention during lectures. Evaluation of these approaches indicates that each can play a role to promote student learning and engagement in statistics courses for psychology students.

Abstract The ways in which parent-child interactions can encourage the development of emergent li... more Abstract The ways in which parent-child interactions can encourage the development of emergent literacy skills in young children remains to be fully explored. The present report describes how one parent scaffolded her young child's emergent writing and letter knowledge in the home. Environmental print provided many rich and meaningful examples for the parent to show that print conveys meaning and is constructed with letters that have names and make sounds.

Copyright© 2010 by David L. Neumann, Michelle M. Neumann, and Michelle Hood all rights reserved. ... more Copyright© 2010 by David L. Neumann, Michelle M. Neumann, and Michelle Hood all rights reserved. This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification of the editor. Key Words: Real data; Teaching strategies; Evaluation; Student data.

ABSTRACT We tested a model of the relationship between attitudes toward statistics and achievemen... more ABSTRACT We tested a model of the relationship between attitudes toward statistics and achievement based on Eccles' Expectancy Value Model (1983). Participants (n= 149; 83% female) weresecond-year Australian university students in a psychology statistics course (mean age= 23.36 years, SD= 7.94 years). We obtained demographic details, past performance, attitudes, and expectancies in Week 2, and attendance records (effort) and course marks (achievement) at the end of semester.

Tobacco smoking or nicotine administration on its own can influence cognitive task performance. T... more Tobacco smoking or nicotine administration on its own can influence cognitive task performance. This study examined the
effects of acute nicotine administration on verbal task performance and a physiological index of arousal. Healthy non-smoking participants received either a 2-mg sublingual nicotine tablet or placebo. Participants next completed various verbal
tasks while heart rate recordings were taken concurrently. Nicotine increased heart rate relative to a pre-administration
baseline period, indicating that the new method of nicotine administration increased cardiovascular arousal. Nicotine was
associated with reduced accuracy in a verbal matching task and reduced accuracy and increased reaction time in an anagram task, but had no effect on performance during an analogy or verbal fluency task. The data suggest that nicotine-naıve individuals are unlikely to gain any benefit to their verbal ability from the single acute intake of nicotine, such as that obtained from cigarette smoking or by using nicotine replacement therapy products.

Biological Psychology, 2008

The present study examined the magnitudes of startle blink reflexes and electrodermal responses i... more The present study examined the magnitudes of startle blink reflexes and electrodermal responses in 4 to 8 year old high anxious children (N = 14) and non-anxious controls (N = 11). Responses were elicited by 16 auditory startle trials during a baseline phase prior to an affective modulation phase involving 12 startle trials presented during angry and neutral faces. Results showed significant response habituation across baseline trials and equivalent response magnitudes between groups during the baseline phase. The modulation of response magnitudes during angry and neutral faces did not differ significantly in either group. However, high anxious children showed larger responses overall compared with non-anxious control children during the affective modulation phase. Moreover, greater anxiety severity and larger startle reflexes were associated with poorer accuracy in rating neutral faces as neutral in high anxious children.

Australian Journal of Psychology, 2002

Measures of eye activity, such as blink rate and scanning patterns, have been used extensively as... more Measures of eye activity, such as blink rate and scanning patterns, have been used extensively as psychophysiological indices of mental workload. In a review of measures derived from spontaneous eye activity it is shown that different measures are differentially sensitive to specific aspects of mental workload. A less well known measure of non-spontaneous eye activity, the blink reflex, is also reviewed. Experiments using discrete punctuate stimuli and continuous tasks analogous to real-world systems show that blink reflexes are modulated by attention and that this modulation reflects modality-specific attentional engagement. Future research should examine the utility of the blink reflex according to the desirable properties of sensitivity, diagnosticity, validity, reliability, ease of use, unobtrusiveness, and operator acceptance. Spontaneous and reflexive 3

Journal of Educational Psychology, 2014

Gender gaps in the development of mathematical and scientific literacy have important implication... more Gender gaps in the development of mathematical and scientific literacy have important implications for the general public’s understanding of scientific issues and for the underrepresentation of women in science, technology, engineering and math (STEM)-related fields. Data from National Assessment of Educational Progress (NAEP) were subjected to a meta-analysis to examine whether there were sex differences in mathematics and science achievement for students in the USA across the period 1990-2011. Results show that there are were small but stable mean sex differences favoring males in mathematics and science across the past two decades, with an effect size of d = .10 and .13 respectively for students in twelfth grade. Furthermore, there were large sex differences in high-achievers, with males being overrepresented by a factor of over 2:1 at the upper-right of the ability distribution for both mathematics and science. Further efforts are called for to reach equity in mathematics and science educational outcomes for all students. Keywords: sex differences, mathematics, science, education, meta-analysis, gender differences

Gender gaps in the development of mathematical and scientific literacy have important implication... more Gender gaps in the development of mathematical and scientific literacy have important implications for the general public’s understanding of scientific issues and for the underrepresentation of women in science, technology, engineering and math (STEM)-related fields. Data from National Assessment of Educational Progress (NAEP) were subjected to a meta-analysis to examine whether there were sex differences in mathematics and science achievement for students in the USA across the period 1990-2011. Results show that there are were small but stable mean sex differences favoring males in mathematics and science across the past two decades, with an effect size of d = .10 and .13 respectively for students in twelfth grade. Furthermore, there were large sex differences in high-achievers, with males being overrepresented by a factor of over 2:1 at the upper-right of the ability distribution for both mathematics and science. Further efforts are called for to reach equity in mathematics and science educational outcomes for all students.

Keywords: sex differences, mathematics, science, education, meta-analysis, gender differences

Early Childhood Education Journal, 2009

Facsimile +61(0)7 5552 8291, Telephone +61(0)7 5552 8421 Scaffolding emergent literacy 4 Abstract

A wiki was used as part of a blended learning approach to promote collaborative learning among st... more A wiki was used as part of a blended learning approach to promote collaborative learning among students in a first year university statistics class. One group of students analysed a data set and communicated the results by jointly writing a practice report using a wiki. A second group analysed the same data but communicated the results in a practice report that they wrote individually. Both groups were taught the same material. The report was used for practice as a way to support student learning and was not submitted for assessment.

Australasian Journal of …, 2011

The discipline of statistics seems well suited to the integration of technology in a lecture as a... more The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software. Interviews were conducted on a stratified random sample of 38 students in a first year statistics course. The results showed three global effects on student learning and engagement: showed the practical application of statistics, helped with understanding statistics, and addressed negative attitudes towards statistics. The results are examined from within a blended learning framework and the benefits and drawbacks to the integration of technology during lectures are discussed.

Australasian Journal of Educational …, 2009

A wiki was used as part of a blended learning approach to promote collaborative learning among st... more A wiki was used as part of a blended learning approach to promote collaborative learning among students in a first year university statistics class. One group of students analysed a data set and communicated the results by jointly writing a practice report using a wiki. A second group analysed the same data but communicated the results in a practice report that they wrote individually. Both groups were taught the same material. The report was used for practice as a way to support student learning and was not submitted for assessment. Both approaches improved report writing knowledge and did not differ in the mark obtained on an individually written research report subsequently submitted for assessment. The wiki approach produced higher engagement with other students, cognitive engagement, and class attendance than the individual approach. Qualitative feedback suggested some drawbacks to using a wiki. Overall participation was also low with only 2 of the 22 wiki subgroups completing all components of the practice report. The present findings suggest that student engagement, but not performance on assessment, may be enhanced when a wiki is used to support learning in higher education.

Journal of Statistics Education, 2010

The use of a real data set has the potential to increase engagement and learning in students who ... more The use of a real data set has the potential to increase engagement and learning in students who enrol in a statistics course at university. The present report describes the development of an approach that uses a real data set, but one that is collected from the students. The questions are designed so that the data set can be used throughout the course to illustrate relevant concepts and methods in the application of introductory statistics. An evaluation was conducted via individual interviews with a random sample of 38 students. Quantitative and qualitative responses indicated that the survey led to in-class participation, was perceived to be a different approach, and contributed to an interest in, understanding of, and appreciation of the relevance of statistics. The creative use of student data is recommended to facilitate the learning of statistics.

The discipline of statistics seems well suited to the integration of technology in a lecture as a... more The discipline of statistics seems well suited to the integration of technology in a lecture as a means to enhance student learning and engagement. Technology can be used to simulate statistical concepts, create interactive learning exercises, and illustrate real world applications of statistics. The present study aimed to better understand the use of such applications during lectures from the student's perspective. The technology used included multimedia, computer-based simulations, animations, and statistical software.

The profession of psychology is based on the principles of scientific investigation and analysis.... more The profession of psychology is based on the principles of scientific investigation and analysis. However, students in psychology programs generally rate the study of research methods and statistics low on indicators such as relevance and interest. This paper will examine some methods that have been used to enhance student engagement and learning during a first year statistics course. The use of on-line and in-class computer-based interactive exercises can illustrate statistical concepts such as sampling, regression, and hypothesis testing in a novel way. A data gathering questionnaire completed in the first class can also provide raw data of interest to students for illustrative purposes throughout the course. Finally, using student-relevant and discipline-relevant examples of statistical concepts with the odd funny photo thrown in can maintain student attention during lectures. Evaluation of these approaches indicates that each can play a role to promote student learning and engagement in statistics courses for psychology students.

Abstract The ways in which parent-child interactions can encourage the development of emergent li... more Abstract The ways in which parent-child interactions can encourage the development of emergent literacy skills in young children remains to be fully explored. The present report describes how one parent scaffolded her young child's emergent writing and letter knowledge in the home. Environmental print provided many rich and meaningful examples for the parent to show that print conveys meaning and is constructed with letters that have names and make sounds.

Copyright© 2010 by David L. Neumann, Michelle M. Neumann, and Michelle Hood all rights reserved. ... more Copyright© 2010 by David L. Neumann, Michelle M. Neumann, and Michelle Hood all rights reserved. This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification of the editor. Key Words: Real data; Teaching strategies; Evaluation; Student data.

ABSTRACT We tested a model of the relationship between attitudes toward statistics and achievemen... more ABSTRACT We tested a model of the relationship between attitudes toward statistics and achievement based on Eccles' Expectancy Value Model (1983). Participants (n= 149; 83% female) weresecond-year Australian university students in a psychology statistics course (mean age= 23.36 years, SD= 7.94 years). We obtained demographic details, past performance, attitudes, and expectancies in Week 2, and attendance records (effort) and course marks (achievement) at the end of semester.

Tobacco smoking or nicotine administration on its own can influence cognitive task performance. T... more Tobacco smoking or nicotine administration on its own can influence cognitive task performance. This study examined the
effects of acute nicotine administration on verbal task performance and a physiological index of arousal. Healthy non-smoking participants received either a 2-mg sublingual nicotine tablet or placebo. Participants next completed various verbal
tasks while heart rate recordings were taken concurrently. Nicotine increased heart rate relative to a pre-administration
baseline period, indicating that the new method of nicotine administration increased cardiovascular arousal. Nicotine was
associated with reduced accuracy in a verbal matching task and reduced accuracy and increased reaction time in an anagram task, but had no effect on performance during an analogy or verbal fluency task. The data suggest that nicotine-naıve individuals are unlikely to gain any benefit to their verbal ability from the single acute intake of nicotine, such as that obtained from cigarette smoking or by using nicotine replacement therapy products.