Human and AI collaboration in the higher education environment: opportunities and concerns.

In service of the goal of examining how cognitive science can facilitate human-computer interactions in complex systems, we explore how cognitive psychology research might help educators better utilize artificial intelligence and AI supported tools as facilitatory to learning, rather than see these emerging technologies as a threat. We also aim to provide historical perspective, both on how automation and technology has generated unnecessary apprehension over time, and how generative AI technologies such as ChatGPT are a product of the discipline of cognitive science. We introduce a model for how higher education instruction can adapt to the age of AI by fully capitalizing on the role that metacognition knowledge and skills play in determining learning effectiveness. Finally, we urge educators to consider how AI can be seen as a critical collaborator to be utilized in our efforts to educate around the critical workforce skills of effective communication and collaboration.

The Development of a Measure Assessing U.S. Adults' Motives for Marriage.

Despite the existing literature assessing various aspects of marriage, there is a lack of understanding of adults' motives for pursuing marriage. Thus, this research advanced the literature by assessing adults' motives for marriage via four novel studies in which the Motives for Marriage Scale (MMS) was developed, refined, and validated. In study one, semi-structured focus groups were conducted to capture the range of motives for marriage. In study two, the factor structure of the MMS was assessed. The factor structure was then validated and the psychometric properties were established in study three. Finally, the temporal consistency of the scale was established in study four. The results confirmed that adults' marital motives are complex and that they are best conceptualized using Social Determination Theory (i.e., intrinsic, extrinsic, and instrumental motives). Investigation of the psychometric properties demonstrated the MMS to be reliable and valid. Implications for investigators and practitioners are discussed.