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Papers by Isabelle Cherney
ResearchOnline - JCU (James Cook University), 2008
AAS, Dec 1, 2006
The decision to study physics or astronomy is affected by many factors, including preferences, mo... more The decision to study physics or astronomy is affected by many factors, including preferences, motivations, and expectations for success. Differing cognitive profiles contribute to the learning of science through a complex process in which intrinsic capacities are tuned both by everyday experience and by instruction. In an attempt to identify the developmental pathways and intrinsic factors that most strongly influence the choice to study science, we administered an extensive survey to a sample of 400 students. The survey questions were based on Eccles et al.'s model of achievement-related choices and findings showing that previous play experiences, spatial experiences, task beliefs, as well as perceived mathematics ability, motivational and personality characteristics affect mathematics achievement and science career choices. The perceptions of students planning a science career are compared with those planning a career in other areas. Gender differences are also discussed.
P a g e 2 0 MIG Elections Open & ILA Webinar on Dec. 3rd. P a g e 2 1 Leadership Jobs P a g e 2 2... more P a g e 2 0 MIG Elections Open & ILA Webinar on Dec. 3rd. P a g e 2 1 Leadership Jobs P a g e 2 2 Calendar of Leadership Events
During the fall semester 2002, senior psychology majors from Creighton University attended the fi... more During the fall semester 2002, senior psychology majors from Creighton University attended the first four presentations at the Nobel Conference held at Gustavus Adolphus College in St. Peter, Minnesota. The conference’s topic was “The Nature of Nurture,” and it provided an informative forum to address a fundamental question the students encountered in their honors course on the psychology of gender. Why are we the way we are
American Psychological Association eBooks, 2018
Psychological Reports, Jun 1, 2008
Sz~mmnry.-To test the hunter-gatherer theory of cognitive sex differences, men and women each pla... more Sz~mmnry.-To test the hunter-gatherer theory of cognitive sex differences, men and women each played four video games on a LYliiTM console: two gaines simulating skills necessary for huntinp (navigation and shooting) and two ganles simulating skills necessary for gathering (fine motor and visual search). hlcn outperformed women on the two hunting games. whereas there were no sex differences on the skill games. The findings are discussed in terms of evolutionary psychology theory.
Many scholars contribute their time and expertise to the quality of this journal by providing rev... more Many scholars contribute their time and expertise to the quality of this journal by providing reviews of submitted manuscripts. We thank the individuals listed here, as well as members of the Editorial Board listed on the inside cover, for their recent work on behalf of this journal. The Editors 000 fm 53-2 (i-ii):000 fm 53-1 (i-iv) 6/11/07 3:11 PM Page ii
University Ministry, Creighton University., Aug 25, 2007
University Ministry, Creighton University., Sep 21, 2010
Perceptual and Motor Skills, 2003
Past research has shown that men score significantly higher than women on mental rotation tests. ... more Past research has shown that men score significantly higher than women on mental rotation tests. The present study examined the effects of a prior exposure to a mental rotation task, i.e., adapted Cube Comparison test, and to chreedimensional objects, i.e., LegosTM, on the performance on the Mental Rotation Test. 113 men and women were randomly divided into three conditions: control, exposure, or detailed instructions. On average, men outperformed women. Further analyses showed that sex differences were significant in the control condition but not in the other two, suggesting that a cuing effect may explain some of the robust sex differences in visuospatial tasks. Mental rotation capabilities vary from one individual to another. There are controversies about the way the research is conducted, the interpretation of the findings, and the theoretical and practical significance of the results. One of the most widely used tasks to assess mental rotation ability is Vandenberg and Kuse's Mental Rotation Test (1978), which is based on Shepard and Metzler's stimuli (1971). A considerable number of studies have shown that men outperform women on this task, indicating that men have a greater proficiency in the rotation of mental images (e.g., Campos & Cofan, 1986; Geary, Gilger, & Elliott-Miller, 1992; Masters, 1998). Although the task has been reported to yield some of the largest and most reliable sex differences in performance of all spatial tests (e.g.,
Journal of Applied Developmental Psychology, 2012
This study investigated the relation between childhood spatial activities and cognitive gender di... more This study investigated the relation between childhood spatial activities and cognitive gender differences in adults through the validation of the Childhood Activities Questionnaire developed by Cherney and Voyer (2010). A sample of 403 (133 males, 270 females) undergraduates in Introductory Psychology courses at University of New Brunswick, NB, Canada and Creighton University, NE, USA completed verbal and spatial tests and recalled their involvement in childhood activities. Convergent and divergent validity were assessed by correlating spatial and masculine scales of the Activities Questionnaire with spatial and verbal measures. Spatial and masculine activities were correlated in the predicted direction with performance in spatial measures. Childhood spatial activities were a significant predictor of adult performance on the Water Level Test and math grades over and above the influence of gender. Results confirm the value of the Activities Questionnaire, and importance of childhood activities in promoting spatial skills in adulthood.
Active Learning in Higher Education, 2008
Two studies examined the free recall for course content of 314 American undergraduate students ac... more Two studies examined the free recall for course content of 314 American undergraduate students across various course levels. The purpose was to examine how students' memories and level of understanding for introductory materials would differ from those of more advanced classes. Across all class levels, the most frequently listed items were concepts introduced through active learning exercises, followed by videos and lecture materials. Depending on the course level and content, different types of class presentations yielded enhanced understanding of the material. Mean relevance scores were high for materials introduced with video clips in introductory classes, whereas mean scores were high for information introduced by lecture for upper level courses.
Educational Psychology, 2010
... Cherney a * & Jessica Dempsey b pages 651-669. ... In terms of reasoning, 24% of the ... more ... Cherney a * & Jessica Dempsey b pages 651-669. ... In terms of reasoning, 24% of the children used egocentric thinking: the toy was masculine (or feminine) because he (she) liked playing with the toy and because he (she) is a boy (girl), therefore it had to be a 'boy toy' ('girl toy'). ...
ResearchOnline - JCU (James Cook University), 2008
AAS, Dec 1, 2006
The decision to study physics or astronomy is affected by many factors, including preferences, mo... more The decision to study physics or astronomy is affected by many factors, including preferences, motivations, and expectations for success. Differing cognitive profiles contribute to the learning of science through a complex process in which intrinsic capacities are tuned both by everyday experience and by instruction. In an attempt to identify the developmental pathways and intrinsic factors that most strongly influence the choice to study science, we administered an extensive survey to a sample of 400 students. The survey questions were based on Eccles et al.'s model of achievement-related choices and findings showing that previous play experiences, spatial experiences, task beliefs, as well as perceived mathematics ability, motivational and personality characteristics affect mathematics achievement and science career choices. The perceptions of students planning a science career are compared with those planning a career in other areas. Gender differences are also discussed.
P a g e 2 0 MIG Elections Open & ILA Webinar on Dec. 3rd. P a g e 2 1 Leadership Jobs P a g e 2 2... more P a g e 2 0 MIG Elections Open & ILA Webinar on Dec. 3rd. P a g e 2 1 Leadership Jobs P a g e 2 2 Calendar of Leadership Events
During the fall semester 2002, senior psychology majors from Creighton University attended the fi... more During the fall semester 2002, senior psychology majors from Creighton University attended the first four presentations at the Nobel Conference held at Gustavus Adolphus College in St. Peter, Minnesota. The conference’s topic was “The Nature of Nurture,” and it provided an informative forum to address a fundamental question the students encountered in their honors course on the psychology of gender. Why are we the way we are
American Psychological Association eBooks, 2018
Psychological Reports, Jun 1, 2008
Sz~mmnry.-To test the hunter-gatherer theory of cognitive sex differences, men and women each pla... more Sz~mmnry.-To test the hunter-gatherer theory of cognitive sex differences, men and women each played four video games on a LYliiTM console: two gaines simulating skills necessary for huntinp (navigation and shooting) and two ganles simulating skills necessary for gathering (fine motor and visual search). hlcn outperformed women on the two hunting games. whereas there were no sex differences on the skill games. The findings are discussed in terms of evolutionary psychology theory.
Many scholars contribute their time and expertise to the quality of this journal by providing rev... more Many scholars contribute their time and expertise to the quality of this journal by providing reviews of submitted manuscripts. We thank the individuals listed here, as well as members of the Editorial Board listed on the inside cover, for their recent work on behalf of this journal. The Editors 000 fm 53-2 (i-ii):000 fm 53-1 (i-iv) 6/11/07 3:11 PM Page ii
University Ministry, Creighton University., Aug 25, 2007
University Ministry, Creighton University., Sep 21, 2010
Perceptual and Motor Skills, 2003
Past research has shown that men score significantly higher than women on mental rotation tests. ... more Past research has shown that men score significantly higher than women on mental rotation tests. The present study examined the effects of a prior exposure to a mental rotation task, i.e., adapted Cube Comparison test, and to chreedimensional objects, i.e., LegosTM, on the performance on the Mental Rotation Test. 113 men and women were randomly divided into three conditions: control, exposure, or detailed instructions. On average, men outperformed women. Further analyses showed that sex differences were significant in the control condition but not in the other two, suggesting that a cuing effect may explain some of the robust sex differences in visuospatial tasks. Mental rotation capabilities vary from one individual to another. There are controversies about the way the research is conducted, the interpretation of the findings, and the theoretical and practical significance of the results. One of the most widely used tasks to assess mental rotation ability is Vandenberg and Kuse's Mental Rotation Test (1978), which is based on Shepard and Metzler's stimuli (1971). A considerable number of studies have shown that men outperform women on this task, indicating that men have a greater proficiency in the rotation of mental images (e.g., Campos & Cofan, 1986; Geary, Gilger, & Elliott-Miller, 1992; Masters, 1998). Although the task has been reported to yield some of the largest and most reliable sex differences in performance of all spatial tests (e.g.,
Journal of Applied Developmental Psychology, 2012
This study investigated the relation between childhood spatial activities and cognitive gender di... more This study investigated the relation between childhood spatial activities and cognitive gender differences in adults through the validation of the Childhood Activities Questionnaire developed by Cherney and Voyer (2010). A sample of 403 (133 males, 270 females) undergraduates in Introductory Psychology courses at University of New Brunswick, NB, Canada and Creighton University, NE, USA completed verbal and spatial tests and recalled their involvement in childhood activities. Convergent and divergent validity were assessed by correlating spatial and masculine scales of the Activities Questionnaire with spatial and verbal measures. Spatial and masculine activities were correlated in the predicted direction with performance in spatial measures. Childhood spatial activities were a significant predictor of adult performance on the Water Level Test and math grades over and above the influence of gender. Results confirm the value of the Activities Questionnaire, and importance of childhood activities in promoting spatial skills in adulthood.
Active Learning in Higher Education, 2008
Two studies examined the free recall for course content of 314 American undergraduate students ac... more Two studies examined the free recall for course content of 314 American undergraduate students across various course levels. The purpose was to examine how students' memories and level of understanding for introductory materials would differ from those of more advanced classes. Across all class levels, the most frequently listed items were concepts introduced through active learning exercises, followed by videos and lecture materials. Depending on the course level and content, different types of class presentations yielded enhanced understanding of the material. Mean relevance scores were high for materials introduced with video clips in introductory classes, whereas mean scores were high for information introduced by lecture for upper level courses.
Educational Psychology, 2010
... Cherney a * & Jessica Dempsey b pages 651-669. ... In terms of reasoning, 24% of the ... more ... Cherney a * & Jessica Dempsey b pages 651-669. ... In terms of reasoning, 24% of the children used egocentric thinking: the toy was masculine (or feminine) because he (she) liked playing with the toy and because he (she) is a boy (girl), therefore it had to be a 'boy toy' ('girl toy'). ...