ORCID Profile
0000-0002-4669-5771
Current Organisation
Queensland University of Technology
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Publisher: University of California Press
Date: 06-2021
Abstract: Music that gets “stuck” in the head is commonly conceptualized as an intrusive “thought” however, we argue that this experience is better characterized as automatic mental singing without an accompanying sense of agency. In two experiments, a dual-task paradigm was employed, in which participants undertook a phonological task once while hearing music, and then again in silence following its presentation. We predicted that the music would be maintained in working memory, interfering with the task. Experiment 1 (N = 30) used songs predicted to be more or less catchy half of the s le heard truncated versions. Performance was indeed poorer following catchier songs, particularly if the songs were unfinished. Moreover, the effect was stronger for songs rated higher in terms of the desire to sing along. Experiment 2 (N = 50) replicated the effect using songs with which the participants felt compelled to sing along. Additionally, results from a lexical decision task indicated that many participants’ keystrokes synchronized with the tempo of the song just heard. Together, these findings suggest that an earworm results from an unconscious desire to sing along to a familiar song.
Publisher: Association for Research in Vision and Ophthalmology (ARVO)
Date: 24-08-2022
DOI: 10.1167/TVST.11.8.24
Publisher: Springer Science and Business Media LLC
Date: 20-01-2022
Publisher: Springer Science and Business Media LLC
Date: 24-08-2023
DOI: 10.1007/S13384-023-00652-6
Abstract: Overrepresentation in exclusionary school discipline is extensively documented for certain groups of students, particularly students of colour and those with disability, yet while these groups may overlap, policies that aim to address disproportionality tend to consider equity factors in isolation. The majority of research on overrepresentation, intersectionality and disproportionate risk has been conducted in the United States, yet there has been limited research within an Australian context despite reports of the overrepresentation of students in priority equity groups: students with a disability, Indigenous students and those living in out-of-home care. To disentangle the intersectionalities between these three priority equity groups, we created seven independent groups in which one or more of these factors was present. We then compare each of these seven groups to one referent group (not Indigenous, no disability, not in care) to examine trends in Queensland state school suspensions from 2016 to 2020. Findings show that students in the seven groups were issued suspensions at rates disproportionate to enrolments, in contrast to the referent group, with the risk of suspension increasing with greater intersectionality. Further analyses highlight disability as a common underlying factor, both in terms of increasing risk of suspension and in its repeated use, particularly for students recorded as receiving adjustments in the Social-Emotional category. These findings underscore the need for more nuanced reform and support strategies that can better account for the intersectionalities between groups.
Publisher: Springer Science and Business Media LLC
Date: 14-10-2023
Publisher: SAGE Publications
Date: 04-02-2023
DOI: 10.1177/17470218231152368
Abstract: An “earworm”—the experience of a catchy melody that repeats persistently in the mind—is a ubiquitous yet mysterious cognitive phenomenon. Previous research demonstrates that earworms for vocal music engage working memory resources, manifesting as “inner singing.” This study investigated whether this effect is moderated by prior exposure to music. In one experimental session, participants ( N = 44) were presented with four novel song choruses. To manipulate exposure, each song was presented between one and four times, counterbalanced across participants. The following day, participants undertook a serial recall task during and following presentation of each song. In addition, they rated the music on familiarity, enjoyment, their desire to sing along, and perceived catchiness, both before and following the experiment. Increased exposure to novel songs on the first day tended to result in greater interference on task performance during and following their presentation on the second day, yet the effect varied depending on the song. Ratings of the desire to sing along and perceived familiarity increased significantly between the sessions for all songs. These findings are important in understanding the relative influence of familiarity and song-level characteristics on the development of an earworm.
Publisher: Frontiers Media SA
Date: 03-03-2022
DOI: 10.3389/FPSYG.2022.825036
Abstract: School liking is an important factor in student engagement, well-being, and academic achievement, but it is also potentially influenced by factors external to the in idual, such as school culture, teacher support, and approaches to discipline. The present study employed a survey methodology to investigate the associations between school liking and disliking, teacher and school connectedness, and experiences of exclusionary discipline from the perspective of students themselves. Participants included 1,002 students (Grades 7–10) from three secondary schools serving disadvantaged communities. Results indicated clear differences between students who like and dislike school in terms of their preferred school activities and school disciplinary history, with students who disliked school experiencing overall lower school connectedness. Moreover, students who disliked school experienced less positive relationships with their teachers, and this was even more pronounced for students who had been previously suspended. The findings reveal key differences between students who do and do not like school, differences that may be masked by typical research approaches. This research indicates the need for more nuanced, student-informed approaches to inclusive school reform.
Publisher: Informa UK Limited
Date: 19-02-2023
Publisher: Wiley
Date: 18-04-2021
DOI: 10.1111/JOSH.13020
Publisher: Springer Science and Business Media LLC
Date: 03-01-2023
DOI: 10.1007/S13384-021-00504-1
Abstract: Well-established evidence of the ill-effects of exclusionary school discipline, its disproportionate use on students of colour, and association with the “school-to-prison pipeline” has, in the last decade, led to systemic reforms in the United States, which are successfully reducing exclusion and improving outcomes. Few studies, however, have similarly investigated overrepresentation in Australia, with little attention to systemic reform as a result. In this study, we analysed suspension, exclusion, and enrolment cancellation rates in Queensland (QLD) government schools between 2013 and 2019 and found Indigenous students were consistently overrepresented. Suspension incidents proportionate to enrolments increased for all students, but this increase was faster for Indigenous than non-Indigenous students and driven primarily by steep rises in short suspensions during primary school (Preparatory-6). Exclusions increased—again disproportionately—for Indigenous students, chiefly in secondary school (7–12). During 2019, Physical Misconduct had the highest incident rate for both groups however, Indigenous students were most overrepresented in suspensions for Disruptive/Disengaged behaviours. Further, while Indigenous students were overrepresented in all QLD regions, one region’s Indigenous suspension rate was higher than all others despite no difference in the distribution of Indigenous/non-Indigenous enrolments across regions. The scale and nature of Indigenous overrepresentation in exclusionary discipline incidents in QLD indicate clear need for further research to secure political commitment to systemic inclusive school reform, as well as to produce high-quality evidence capable of guiding that reform.
No related grants have been discovered for Callula Killingly.