Faculty

Malinda Desjarlais

Malinda Desjarlais

Education:
BA (Hons) (University of Regina)
MA (Brock University)
PhD (Brock University)

Office: EA3053
Phone: 403.440.8441
Email:  mddesjarlais@mtroyal.ca
Webpage: https://sites.google.com/a/mtroyal.ca/digital-media-human-behavior-lab/

TEACHING

  • 2210  Statistical Methods for Psychology I
  • 2211  Statistical Methods for Psychology II
  • 2235  Life-Span Development

RESEARCH INTERESTS

  • Self Regulated Learning in a Multimedia Environment, Social Consequences of Social Interactive Technologies

SELECTED PUBLICATIONS

Peer-Reviewed Journal Articles

Desjarlais, M., Gilmour, J., Sinclair, J., Howell, K., & West, A. (2015). Predictors and Social Consequences of Online Interactive Self-disclosure: A Literature Review from 2002 to 2014.

Cyberpsychology, Behavior, and Social Networking, 18(12), 18-25. Kwong, T.E., Desjarlais, M., & Duffy, M. (2015). Aer Yuo Looking Cloesly? Even Good Spellers are Impacted by Partial Cue Reading. Written Language and Literacy, 18(1), 82-103.

Desjarlais, M. (2013). Internet exploration behaviours and recovery from unsuccessful actions differ between learners with high and low levels of attention. Computers in Human Behavior, 29(3), 694-705.

Mondloch, C., & Desjarlais, M. (2010). The function and specificity of sensitivity to cues to facial identity: An individual differences approach. Perception, 39, 819-829.

Desjarlais, M., & Willoughby, T. (2010). A longitudinal study of the relation between adolescent boys and girls' online communication and friendship quality: Support for the social compensation or the rich-get-richer hypothesis?. Computers in Human Behavior, 26, 896-905.

Willoughby, T., Wood, E., Desjarlais, M., Williams, L., Leacy, K., & Sedore, L. (2009). Social interaction during computer-based activities: Comparisons by number of sessions, gender, school-level, gender composition of the group, and computer-child ratio. Sex Roles, 61, 864-878.

Desjarlais, M., & Willoughby, T. (2007). Supporting learners with low domain knowledge when using the Internet. Journal of Educational Computing Research, 37, 1-17.

Book Chapters

Desjarlais, M. (2016). The Use of Eye-gaze to Understand Multimedia Learning. In. (B. Morris, & C. Was, Eds.), Eye-Tracking Technology Applications in Educational Research. IGI Global. (Status: Minor Revisions Requested).

Desjarlais, M., Willoughby, T., & Wood, E. (2008). Domain knowledge and learning from the Internet. In. (T. Willoughby, & E. Wood, Eds.), Children's learning in a digital world. Oxford, UK: Blackwell Publishing.

SELECTED CONFERENCE PRESENTATIONS

2015, November 20. "Are U Da? The Social Component of Computer Use". Presented to university community (included by not limited to faculty, staff and students). Presented at part of the Colloquium Series, Mount Royal University, Department of Psychology.

2010, December. "Navigating the Internet for Learning Purposes: Why Some Novices are More Successful than Others". Presented at BC Research Libraries Group Lecture Series, Vancouver and Victoria, BC. Invited Speaker.

2010, October. "Learning from the Internet". Presented at Psychology Colloquium Series, University of Northern British Columbia, Prince George, BC. Invited Speaker.

2010, March. "Variation in Novices' Learning: Internet Navigations, Learner Characteristics, and Task Involvement". Presented at Psychology Colloquium Series, University of Northern British Columbia, Prince George, BC. Invited Speaker.

2009, March. "Psychophysiological Data: A Window into the Mind?". Presented to undergraduate students. Presented at PSYC 3F40 Psychology Research course, Brock University, St. Catharines, ON.