Browsing by Author "Martin, Timothy"

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    Comparing estimates of fishing effort and lake choice derived from aerial creel surveys and smartphone application data in Ontario, Canada
    (2017-09) Martin, Timothy
    Anglers make decisions that have consequences for the fish stocks, ecosystems, and socio-economics with which they interact. Smartphone angling applications (apps), are a potentially less expensive and more comprehensive data source than conventional methods, but their utility has not been evaluated. In this study, I compared results from app and aerial creel survey data from Ontario, Canada. A standard major axis regression found low agreement between effort estimates (n=111, R2=0.20, p=8.2458e-07) and app-based effort was poorly explained by lake characteristics in a random forest analysis (7.66% vs. 29.52% for creels). Explained variation improved when I included more lakes, but province-wide effort prediction did not agree with those based on creel data. I attribute these inconsistent results to low app data volumes and inherent differences between collection and analyses. Until more app data are generated, I recommend using app data to supplement conventional surveys and gain novel insights into angler behavior.
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    The Role of Social Media and Mindfulness in Adolescents’ Divided Attention
    (2024-04-30) Haig, Michaela; Martin, Timothy; Zelazo, Philip
    In this study, we examine the potential effects of a short mindfulness intervention on divided attention in adolescents. Recently, social media has been demanding increasing amounts of divided attention among its users. Understanding how to mediate these impacts is vital to helping today’s adolescents successfully retain attentive capabilities. We recruited middle and high school students at a local charter school to participate. Students were given a 5-minute open monitoring, focused attention, or control listening exercise. Then, we administered a measure of divided attention created for this study. In this, participants watched a 2-minute dual-stream video and were instructed to either pay attention to the video on the left only (and not get distracted by the other video) or to watch both videos simultaneously (divide their attention). Then, participants answered a series of questions about both videos to measure their information retention. We found no significant effects of mindfulness on divided attention, nor support for the efficacy of the divided attention measure. Future directions are discussed.