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Andreas Tsouchlos 2025-09-28 20:23:23 +02:00
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paper.bib
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@ -214,7 +214,7 @@ TLDR: Investigation of the efficacy of two cognitive behavior modification proce
} }
@article{schuman_effort_1985, @article{schuman_effort_1985,
title = {Effort and {Reward}: {The} {Assumption} that {College} {Grades} {Are} {Affected} by {Quantity} of {Study}*}, title = {Effort and {Reward}: {The} {Assumption} that {College} {Grades} {Are} {Affected} by {Quantity} of {Study}},
volume = {63}, volume = {63},
shorttitle = {Effort and {Reward}}, shorttitle = {Effort and {Reward}},
abstract = {The relation between college grades and self-reported amount of effort was examined in four major and several minor investigations of undergraduates in a large state university. Grades were operationalized mainly by using grade point average (GPA), though in one investigation grades in a particular course were the focus. Effort was measured in several different ways, ranging from student estimates of typical study over the term to reports of study on specific days. Despite evidence that these self-reports provide meaningful estimates of actual studying, there is at best only a very small relation between amount of studying and grades, as compared to the considerably stronger and more monotonic relations between grades and both aptitude measures and self-reported class attendance. The plausible assumption that college grades reflect student effort to an important extent does not receive much support from these investigations. This raises a larger question about the extent to which rewards are linked to effort in other areas of life—a connection often assumed but seldom investigated.}, abstract = {The relation between college grades and self-reported amount of effort was examined in four major and several minor investigations of undergraduates in a large state university. Grades were operationalized mainly by using grade point average (GPA), though in one investigation grades in a particular course were the focus. Effort was measured in several different ways, ranging from student estimates of typical study over the term to reports of study on specific days. Despite evidence that these self-reports provide meaningful estimates of actual studying, there is at best only a very small relation between amount of studying and grades, as compared to the considerably stronger and more monotonic relations between grades and both aptitude measures and self-reported class attendance. The plausible assumption that college grades reflect student effort to an important extent does not receive much support from these investigations. This raises a larger question about the extent to which rewards are linked to effort in other areas of life—a connection often assumed but seldom investigated.},

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paper.tex
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@ -138,7 +138,7 @@ of the Choice of Hydration Strategy on Average Academic Performance}
\IEEEPARstart{T}{he} concepts of hydration and study have always been \IEEEPARstart{T}{he} concepts of hydration and study have always been
tightly interwoven. As an example, an investigation was once tightly interwoven. As an example, an investigation was once
conducted by Bell Labs into the productivity of their employees that conducted by Bell Labs into the productivity of their employees, that
found that ``workers with the most patents often shared lunch or found that ``workers with the most patents often shared lunch or
breakfast with a Bell Labs electrical engineer named Harry Nyquist'' breakfast with a Bell Labs electrical engineer named Harry Nyquist''
\cite{gertner_idea_2012}, and we presume that they also paired their \cite{gertner_idea_2012}, and we presume that they also paired their
@ -156,7 +156,7 @@ performance of KIT students.
Over a period of one week, we monitored the use of the water Over a period of one week, we monitored the use of the water
dispenser on the ground floor of the KIT library at random times dispenser on the ground floor of the KIT library at random times
during the day. The experiment comprised two parts, a system during the day. The experiment comprised two parts: a system
measurement to determine the flowrate of the water dispenser, and a measurement to determine the flowrate of the water dispenser, and a
behavioural measurement, i.e., a record of participants' chosen behavioural measurement, i.e., a record of participants' chosen
hydration strategies: $S_\text{L}$ denotes pressing the left hydration strategies: $S_\text{L}$ denotes pressing the left
@ -257,7 +257,7 @@ the time spent waiting as well as the time dispensing water, is
\cite[Section 14.3]{stewart_probability_2009}% \cite[Section 14.3]{stewart_probability_2009}%
% %
\begin{align*} \begin{align*}
W = E\mleft\{ S \mright\} + \frac{\lambda E\mleft\{ S^2 W = E\mleft\{ S \mright\} + \frac{\lambda \cdot E\mleft\{ S^2
\mright\}}{2\mleft( 1-\rho \mright)} \mright\}}{2\mleft( 1-\rho \mright)}
,% ,%
\end{align*}% \end{align*}%