News

LaVonya Bennett Presents at APA 2018

LaVonya Bennett placement at MEDVAMC

Congratulations, LaVonya!    Counseling and clinical doctoral level psychology students (across the nation) are required to complete a one year, intensive clinical training internship during the final year of their doctoral program. This requires students to (a) apply to several sites, nationally; (b) interview with the sites who have selected them for an interview; (c) and conclude with the student and site ranking of their top sites or preferred candidates, respectively. OU move lab member, Read more

John Chancey Presents! NCIC 2019

John Chancey is back at it again, presenting his research Using an Internet-based Mindfulness Intervention to Facilitate Conceptual Change on Fluoridated Water at NCIC 2019. Congratulations and keep it up! Abstract Using a pre- and post- test design we explored whether an app-based mindfulness intervention along with an expository text could facilitate conceptual change toward fluoridated water. Mindfulness is paying attention to the present without judgement (Kabbat-Zinn, 2003) and is associated with high cognitive engagement (Garland Read more

John Chancey Presents! AERA 2019

John Chancey of the OU MOVE Lab presented their study Examining the Effects of Single-Shot Mindfulness Intervention on Conceptual Change at AERA 2019. Congratulations! Examining the Effects of Single-Shot Mindfulness Intervention on Conceptual Change Abstract Our research explored whether a single-shot mindfulness intervention combined with refutation text would facilitate conceptual change. Study one addressed Genetically Modified Foods, while study two addressed human-induced climate change.  We used Dole and Sinatra’s (1998) Cognitive Reconstruction of Knowledge Model (CRKM) to Read more

Publications

New Publication: Mobile Technology and Engagement

MoveLab’s Ben Heddy authored a publication in collaboration with Kui Xie and Barbara Green on the affordances of using mobile technology to support experience-sampling method in examining college students’ engagement https://doi.org/10.1016/j.compedu.2018.09.020 Abstract In an investigation with 133 undergraduate students, we measured affective, cognitive, behavioral engagement, and self-regulation with a pre-survey, a post-survey, and in the moment of studying using experience-sampling methodology (ESM). We compared within these self-report techniques and also between self-reports and objective measures Read more

MOVELab Member John Chancey presents at APA 2018

John Chancey, along with Ben Heddy, gave a poster presentation at the 2018 American Psychological Association Convention with their research, Mindfully Changing Minds: the influence of mindfulness on conceptual change. Abstract This research project is the first step in a program of research designed to explore the relationship between mindfulness and conceptual change. Using a pre- and posttest design, our research explored whether a mindfulness intervention combined with reading a refutation text could facilitate conceptual Read more

LaVonya Bennett Presents at APA 2018

MOVELab Member LaVonya Bennett presents at APA 2018

LaVonya Bennett, along with Ben Heddy, presented at the 2018 American Psychological Association Convention with their research on police brutality and the role insidious trauma. They explored this phenomenon through critical race theory and an intersectionality theoretical frameworks.   Abstract Existing literature has explored the actions and perceptions of police (Chaney & Robertson, 2013; Aymer, 2016; Hall, Hall, & Perry, 2016, Staggers-Hakim, 2016), the effects of oppression (Comas-Diaz, 2000), and racial trauma (Carter, 2007; Comas-Diaz, Read more

Science classroom

New Publication – Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model for Conceptual Change

Dr. Ben Heddy along with Louis S. Nadelson, Suzanne Jones, Gita Taasoobshirazi, and Marcus Johnson have published an article titled “Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model of Conceptual Change” in the International Journal of Educational Psychology.  Abstract Conceptual change can be a challenging process, particularly in science education where many of the concepts are complex, controversial, or counter-intuitive.  Yet, conceptual change is fundamental to science learning, which suggests science educators and Read more

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