Title

Just Semantics? An investigation of connotation and performance

Presenter Information

Kari KoesterFollow

Academic Level at Time of Presentation

Graduate

Major

General Experimental Psychology

List all Project Mentors & Advisor(s)

Paula Waddill

Presentation Format

Poster Presentation

Abstract/Description

In education, we have many synonyms for assessment. The most common are test, quiz and exam and each has its own connotation. Connotations are the images or associations in one’s mind that activate when we read or hear a word. For example, if someone says, “That chair is cheap.” the image in our minds is different than if someone says, “That chair is inexpensive.” Although cheap and inexpensive have similar denotations (they refer to the same event in the environment), they have different connotations. A previous study conducted by the author of the connotations of test, exam, and quiz found that assessments labeled as exams are perceived as the most difficult and most stressful, quizzes are perceived as the easiest and least stressful, and tests fall in between the two although they are closer to exams than to quizzes. They all have the same denotation, but it’s clear they have different connotations. This study investigates whether the differences in those connotations influence the student’s performance on the assessment.

Spring Scholars Week 2018 Event

Psychology Department Panel: Projects In-Process

This document is currently not available here.

Share

COinS
 

Just Semantics? An investigation of connotation and performance

In education, we have many synonyms for assessment. The most common are test, quiz and exam and each has its own connotation. Connotations are the images or associations in one’s mind that activate when we read or hear a word. For example, if someone says, “That chair is cheap.” the image in our minds is different than if someone says, “That chair is inexpensive.” Although cheap and inexpensive have similar denotations (they refer to the same event in the environment), they have different connotations. A previous study conducted by the author of the connotations of test, exam, and quiz found that assessments labeled as exams are perceived as the most difficult and most stressful, quizzes are perceived as the easiest and least stressful, and tests fall in between the two although they are closer to exams than to quizzes. They all have the same denotation, but it’s clear they have different connotations. This study investigates whether the differences in those connotations influence the student’s performance on the assessment.