TIME ESTIMATION AND INDIVIDUAL DIFFERENCES IN JUNIOR HIGH SCHOOL STUDENTS
Abstract
The study explored temporal experience by testing the cognitive information processing theory of time perception with adolescents and attempted to determine the influence of gender and Introversion-Extraversion, as measured by the Myers-Briggs Type Indicator, on time estimation scores. The final sample included 48 ninth-grade students, with 12 students in each group. The experimental situation consisted of a tape recording of Indian music, administered through earphones, which was presented in a repeated measures design of simple and complex time intervals with a duration of 95 seconds and 215 seconds. The order of presentation was: complex (95 seconds), simple (215 seconds), simple (95 seconds), complex (215 seconds). Findings were that the students perceived the 95-second complex interval as significantly longer than the 95-second simple interval but there was no significant difference in time estimation between the 215-second complex and simple interval. Possible explanations for this contradictory finding related to the repetition effect, motivational interest and the need for more total randomization in the order of presentation of temporal intervals. No significant differences in time estimation were found between introverts and extraverts or males and females. It was suggested that introvert-extravert differences were masked because of the age of the sample in that the adaptive requirements of adolescence tend to emphasize the extraverted attitude and deemphasize the introverted attitude.
Subject Area
Educational psychology
Recommended Citation
LEPES, NINA L, "TIME ESTIMATION AND INDIVIDUAL DIFFERENCES IN JUNIOR HIGH SCHOOL STUDENTS" (1983). ETD Collection for Fordham University. AAI8308478.
https://research.library.fordham.edu/dissertations/AAI8308478
