Publications of Bridgette M. Hard    :chronological  alphabetical  combined listing:

%% Journal Articles   
@article{fds367838,
   Author = {Kalkstein, DA and Hook, CJ and Hard, BM and Walton,
             GM},
   Title = {Social norms govern what behaviors come to mind-And what do
             not.},
   Journal = {Journal of personality and social psychology},
   Volume = {124},
   Number = {6},
   Pages = {1203-1229},
   Publisher = {American Psychological Association (APA)},
   Year = {2023},
   Month = {June},
   url = {http://dx.doi.org/10.1037/pspi0000412},
   Abstract = {It is well known that norms influence behavior. Beyond
             simply shaping what people do, we argue that norms constrain
             what behaviors even come to mind as options, effectively
             excluding counternormative behaviors from consideration. We
             test this hypothesis across five primary and multiple
             supplementary studies using diverse methods
             (<i>N</i><sub>total</sub> = 5,488). In Study 1, people
             reported that behaviors that were counternormative in a
             situation, even behaviors that could satisfy a motivational
             drive, were far less likely to come to mind and less
             desirable than behaviors that were norm-consistent. Going
             beyond self-report measures, Studies 2a-2c found that people
             even misrepresented norm-violating behaviors as
             "impossible," suggesting they are not considered. Using a
             change-blindness paradigm, Study 3 found that people were
             less likely to track changes in goal-relevant objects that
             would be counternormative (vs. normative) to engage with.
             Studies 4 and 5 explored implications for problems of
             temptation and self-control. Study 4 found that members of a
             clinical population striving to eat healthier reported that
             the very same unhealthy but tasty food items would be less
             tempting and would trigger less self-control conflict if
             they encountered the food in a context where its consumption
             would be counternormative (vs. normative). Study 5, a field
             study, shows that introducing a norm prohibiting laptop use
             in class reduced students' temptation to multitask (as well
             as actual multitasking) over the term, whereas encouraging
             individual self-control did not. Discussion addresses how
             norms can be harnessed to lighten the burdens of temptations
             and help people achieve their goals. (PsycInfo Database
             Record (c) 2023 APA, all rights reserved).},
   Doi = {10.1037/pspi0000412},
   Key = {fds367838}
}

@article{fds367839,
   Author = {Wong, M and Flusberg, SJ and Hard, BM},
   Title = {Uncovering the structure of metaphorical lay theories of
             teaching II: What do different teaching metaphors imply
             about students?},
   Journal = {Metaphor and the Social World},
   Volume = {12},
   Number = {2},
   Pages = {292-317},
   Year = {2022},
   Month = {October},
   url = {http://dx.doi.org/10.1075/msw.21008.har},
   Abstract = {Metaphor plays a critical role in how people communicate and
             conceptualize complex activities like teaching. For example,
             a professor might be described as molding impressionable
             students (teacher as a sculptor), or helping students grow
             (teacher as a gardener). Prior research has largely focused
             on what metaphors like these communicate about the role of
             teachers, but many teaching metaphors simultaneously
             describe the role of students (e.g., students as clay;
             students as plants). We aimed to extend previous work with a
             recently developed method for mapping the structure of
             metaphorical concepts to examine the metaphorical
             entailments associated with students, rather than teachers.
             We presented participants recruited online with one of four
             common metaphors for the teacher-student relationship and
             found that different metaphors consistently bring to mind
             distinct, coherent clusters of student attributes and
             different intuitions about teacher and student
             responsibility and power - a finding we replicated with a
             larger sample and pre-registered analysis. Together with
             previous findings, this research suggests that teaching
             metaphors can efficiently capture and communicate structured
             beliefs about both teacher and student attributes.},
   Doi = {10.1075/msw.21008.har},
   Key = {fds367839}
}

@article{fds367840,
   Author = {Hard, BM and RaoShah, T},
   Title = {Developing Collaborative Thinkers: Rethinking how we Define,
             Teach, and Assess Class Participation},
   Journal = {Teaching of Psychology},
   Volume = {49},
   Number = {2},
   Pages = {176-184},
   Year = {2022},
   Month = {April},
   url = {http://dx.doi.org/10.1177/0098628320986953},
   Abstract = {Introduction: Class participation is a common component of
             many college classes and is typically defined as involving
             students’ active, oral engagement in class. Statement of
             the Problem: Class participation is often an under-utilized
             pedagogical tool for skill-building and development.
             Literature Review: We present an evidence-based framework
             that encourages instructors and students to rethink class
             participation as collaboration. Drawing on a review of over
             40 years of research, we argue that this framework for
             defining class participation will lead to better classroom
             discussions, academic and social-emotional benefits for
             students, and prepare students with essential workforce
             readiness skills. Teaching Implications: We describe how
             instructors can adopt our framework with evidence-based
             suggestions for: (1) redefining participation as
             collaboration with explicit criteria (2) structuring course
             experience to develop students as active collaborators (3)
             working to build productive classroom teams, and (4)
             evaluating participation through a collaborative lens.
             Conclusions: We offer a novel framework for redefining
             participation through a collaborative lens, along with a
             suite of evidence-based suggestions for shifting the thought
             processes and behaviors of students toward
             collaboration.},
   Doi = {10.1177/0098628320986953},
   Key = {fds367840}
}

@article{fds367842,
   Author = {Wong, M and Marshall, LM and Blank, HC and Hard, BM},
   Title = {Up Close and Personal: Examining Effects of Instructor Video
             Presence on Student’s Sense of Connection},
   Journal = {Scholarship of Teaching and Learning in Psychology},
   Volume = {8},
   Number = {4},
   Pages = {374-392},
   Year = {2021},
   Month = {December},
   url = {http://dx.doi.org/10.1037/stl0000306},
   Abstract = {The Coronavirus disease (COVID-19) pandemic prompted
             educators of all levels to adapt their courses to online
             formats and challenged them to create and preserve positive
             relationships with students. The goal of the present studies
             was to explore one possible tool for building
             student–teacher connection in an online class: prerecorded
             video used to deliver course content. We conducted two
             online experiments to test whether different forms of
             instructor presence in prerecorded video affect students’
             sense of connection with the instructor. College-aged
             participants viewed a brief video segment from the first
             lecture of an introductory psychology course and then
             completed several measures regarding their sense of
             connection with the instructor and how much they anticipated
             engaging in important academic behaviors (e.g., attending
             class). In Study 1, participants were randomly assigned to
             view the instructor presenting a slide deck at eye level or
             in a lecture hall. In Study 2, participants viewed one of
             these videos or a third video presenting a slide deck with
             an audio-only narration. We found a consistent eye-level
             advantage; the video of the instructor at eye level,
             speaking directly to the camera, elicited higher ratings of
             instructor likeability, immediacy, and trust, and higher
             expectations of participating in class than did other
             videos. We found few benefits of showing a visible
             instructor in a lecture hall compared to audio narration.
             Overall, our findings suggest that the way a prerecorded
             video features an instructor can affect students’
             immediate sense of connection with that instructor and
             expectations to engage in the course.},
   Doi = {10.1037/stl0000306},
   Key = {fds367842}
}

@article{fds362672,
   Author = {Hard, BM and Liang, N and Wong, M and Flusberg, SJ},
   Title = {Metaphors we teach by: Uncovering the structure of
             metaphorical lay theories of teaching},
   Journal = {Metaphor and the Social World},
   Volume = {11},
   Number = {1},
   Pages = {46-70},
   Year = {2021},
   Month = {September},
   url = {http://dx.doi.org/10.1075/msw.19021.har},
   Abstract = {Teaching is a complex activity that people often discuss
             metaphorically, as when a professor is described as a
             sculptor molding impressionable students. What do such
             metaphors reveal about how people conceptualize teaching?
             Previous work has addressed related questions largely via
             researcher intuition and qualitative analyses of teacher
             attitudes. We sought to develop a more principled method for
             mapping the entailments of metaphorical concepts, using
             teaching metaphors as a case study. We presented
             participants with one of four common metaphors for the
             teacher-student relationship (identified in a preliminary
             study) and asked them to rate the degree to which a series
             of teacher attributes fit the metaphor. We then used
             iterated exploratory factor analysis to identify a small
             number of dimensions that underlie people's conceptions of
             teachers and examined whether the metaphors systematically
             differed along these dimensions. We found that teaching
             metaphors bring to mind distinct, coherent clusters of
             teacher attributes and different intuitions about teacher
             responsibility and power - a finding we replicated in a
             larger, pre-registered follow-up study using a new set of
             participants. This work provides a novel method for mapping
             the entailments of metaphorical concepts and sets the stage
             for educational interventions centered on shifting lay
             theories of teaching.},
   Doi = {10.1075/msw.19021.har},
   Key = {fds362672}
}

@article{fds367841,
   Author = {Yust, PKS and Liu, J and Hard, BM},
   Title = {Course Belonging and Engagement in Introductory
             Psychology:Why They Matter and What Predicts
             Them},
   Journal = {Scholarship of Teaching and Learning in Psychology},
   Volume = {7},
   Number = {3},
   Pages = {206-227},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.1037/stl0000295},
   Abstract = {As a “gateway” to the psychology major, Introductory
             Psychology should facilitate student mastery of foundational
             material and spark future interest in psychology. The
             current research examined predictors of these key course
             outcomes in two semesters of a college Introductory
             Psychology course (N = 508 students). Two studies examined
             the role of course belonging and engagement (i.e.,
             “gusto” for the course content) in predicting grades and
             future interest in courses and research, as well as the role
             of student demographics, relationships, and course
             impressions in predicting belonging and engagement. Study 1
             focused on the end of the semester and found that both
             belonging and engagement predicted final grades, but
             engagement was the only unique predictor of future interest.
             Belonging and engagement were predicted by different student
             demographic, relationship, and course-impression factors.
             Study 2 focused on a subsample of students from Study 1 (N =
             296) to analyze the role of early belonging and engagement
             in predicting several outcomes. Early engagement predicted
             the first exam grade, and early belonging predicted
             students’ later course impressions (of lectures and
             discussion sections). Early belonging and engagement
             predicted end-of-semester belonging and engagement, but
             student demographic, relationship, and course-impression
             factors remained unique predictors of end-of-semester
             belonging and engagement, even controlling for early
             belonging and engagement. Taken together, these findings
             indicate that belonging and engagement, both early and at
             the end of Introductory Psychology, are shaped by different
             combinations of students’ characteristics, relationships,
             and course impressions, and have distinct implications for
             course achievement and continuing interest in
             psychology},
   Doi = {10.1037/stl0000295},
   Key = {fds367841}
}

@article{fds367843,
   Author = {Jenkins, A and Weeks, MS and Hard, BM},
   Title = {General and specific stress mindsets: Links with college
             student health and academic performance.},
   Journal = {PloS one},
   Volume = {16},
   Number = {9},
   Pages = {e0256351},
   Year = {2021},
   Month = {January},
   url = {http://dx.doi.org/10.1371/journal.pone.0256351},
   Abstract = {The goal of this cross-sectional, correlational study was to
             evaluate (a) whether beliefs about stress as enhancing
             versus debilitating (i.e., stress mindsets) vary across
             sources of stress that differ in duration (acute vs.
             chronic) and controllability, and (b) how general and
             source-specific stress mindsets relate to health and
             academic performance. College students (n = 498)
             self-reported their general and source-specific stress
             mindsets, perceived distress, health, coping, and GPA.
             Stress mindsets varied as a function of duration and
             controllability, and general stress mindsets were only
             weakly associated with source-specific mindsets. Consistent
             with previous research, general stress mindsets were
             associated with health, but some source-specific mindsets
             were more predictive of health than others-viewing stress
             from chronic controllable sources as debilitating was most
             predictive of poor mental and physical health. Measures of
             stress were also associated with health, and this
             association was moderated by stress mindsets, suggesting
             that viewing stress as enhancing can provide a psychological
             "buffer" against the negative effects of stress. Approach
             coping and perceived distress were examined as potential
             mediators of the links between stress mindset and health.
             Viewing stress as enhancing was related to greater use of
             approach coping and lower perceived distress, which in turn
             was related to better health. This research suggests that
             stress mindset interventions may benefit students' health,
             and that interventions targeting mindsets for chronic
             controllable sources of stress may be more effective than
             general stress mindset interventions.},
   Doi = {10.1371/journal.pone.0256351},
   Key = {fds367843}
}

@article{fds367844,
   Author = {Flusberg, SJ and Hard, BM},
   Title = {Metaphors we teach by: A method for mapping metaphorical lay
             theories},
   Journal = {Proceedings of the 41st Annual Meeting of the Cognitive
             Science Society: Creativity + Cognition + Computation,
             CogSci 2019},
   Pages = {316-322},
   Year = {2019},
   Month = {January},
   ISBN = {9780991196777},
   Abstract = {People frequently use metaphors to communicate and reason
             about complex topics. However, many studies of metaphorical
             reasoning exclusively rely on researcher intuitions about
             different metaphors and their associated entailments. Here
             we describe a more principled method for mapping the
             structure of metaphorical lay theories, focusing on
             metaphors for teaching. Across two studies, we identified
             four common, apt metaphors for the teacher-student
             relationship and used factor analysis to explore whether
             these metaphors reflect systematically different intuitions
             about the qualities of college teachers. Our findings
             demonstrate that (1) people endorse a variety of different
             teaching metaphors, and (2) these metaphors bring to mind
             distinct, coherent clusters of teacher attributes. This work
             demonstrates a novel method for systematically mapping the
             structure of metaphorical lay theories and sets the stage
             for future research on metaphorical reasoning as well as
             innovative educational interventions centered on shifting
             lay theories of teaching.},
   Key = {fds367844}
}

@article{fds338050,
   Author = {Hard, BM and Meyer, M and Baldwin, D},
   Title = {Attention Reorganizes as Structure is Detected in Dynamic
             Action},
   Journal = {Memory and Cognition},
   Volume = {47},
   Number = {1},
   Pages = {17-32},
   Publisher = {Springer Verlag},
   Year = {2018},
   Month = {August},
   url = {http://dx.doi.org/10.3758/s13421-018-0847-z},
   Abstract = {Once one sees a pattern, it is challenging to "unsee" it;
             discovering structure alters processing. Precisely what
             changes as this happens is unclear, however. We probed this
             question by tracking changes in attention as viewers
             discovered statistical patterns within unfolding event
             sequences. We measured viewers' "dwell times" (e.g., Hard,
             Recchia, & Tversky, 2011) as they advanced at their own pace
             through a series of still-frame images depicting a sequence
             of event segments ("actions") that were discoverable only
             via sensitivity to statistical regularities among the
             component motion elements. "Knowledgeable" adults, who had
             had the opportunity to learn these statistical regularities
             prior to the slideshow viewing, displayed dwell-time
             patterns indicative of sensitivity to the statistically
             defined higher-level segmental structure; "naïve" adults,
             who lacked the opportunity for prior viewing, did not. These
             findings clarify that attention reorganizes in conjunction
             with statistically guided discovery of segmental structure
             within continuous human activity sequences. As patterns
             emerge in the mind, attention redistributes selectively to
             target boundary regions, perhaps because they represent
             highly informative junctures of "predictable
             unpredictability."},
   Doi = {10.3758/s13421-018-0847-z},
   Key = {fds338050}
}

@article{fds336521,
   Author = {Brady, ST and Hard, BM and Gross, JJ},
   Title = {Reappraising test anxiety increases academic performance of
             first-year college students},
   Journal = {Journal of Educational Psychology},
   Volume = {110},
   Number = {3},
   Pages = {395-406},
   Publisher = {American Psychological Association (APA)},
   Year = {2018},
   Month = {April},
   url = {http://dx.doi.org/10.1037/edu0000219},
   Abstract = {The idea that test anxiety hurts performance is deeply
             ingrained in American culture and schools. However,
             researchers have found that it is actually worry about
             performance and anxiety-not bodily feelings of anxiety
             (emotionality)-that impairs performance. Drawing on this
             insight, anxiety reappraisal interventions encourage the
             view that anxiety can be neutral or even helpful. Initial
             evidence-largely from laboratory studies-suggests that these
             kinds of reappraisal interventions can improve student
             performance in mathematics. But can they do so in other
             domains and within the constraints of everyday classroom
             activities? If so, for whom and how? In an intervention
             study, we tested whether a minimal reappraisal message
             embedded in an email from course instructors could improve
             students' academic experience and performance in an
             introductory college course. The night before their first
             exam, students received an e-mail that either did or did not
             include a paragraph designed to lead them to interpret exam
             anxiety as beneficial or at least neutral. First-year
             students, who experience greater test anxiety and are less
             certain about how to perform well, benefited from the
             reappraisal message, showing decreased worry and increased
             performance on the exam the next day as well as increased
             performance in the course overall. Mediation analyses
             revealed that the effect on overall course performance for
             first-year students was partially mediated by reduced exam
             worry and enhanced performance on the first exam. The
             message did not affect the performance of upper year
             students.},
   Doi = {10.1037/edu0000219},
   Key = {fds336521}
}