@article{tembe_hong_murphy-hill_mayhorn_kelley_2013, title={American and Indian Conceptualizations of Phishing}, ISSN={["2325-1689"]}, DOI={10.1109/stast.2013.10}, abstractNote={Using Amazon's Mechanical Turk, fifty American and sixty-one Indian participants completed a survey that assessed characteristics of phishing attacks, asked participants to describe their previous phishing experiences, and report phishing consequences. The results indicated that almost all participants had been targets, yet Indian participants were twice as likely to be successfully phished as American participants. Part of the reason appears to be that American participants reported more frequent efforts to protect themselves online such as by looking for the padlock icon in their browser. Statistical analyses indicated that American participants agreed more with items for characteristics of phishing, consequences of phishing and the types of media where phishing occurs, suggesting more cautiousness and awareness of phishing.}, journal={2013 THIRD WORKSHOP ON SOCIO-TECHNICAL ASPECTS IN SECURITY AND TRUST (STAST 2013)}, publisher={IEEE}, author={Tembe, Rucha and Hong, Kyung Wha and Murphy-Hill, Emerson and Mayhorn, Christopher B. and Kelley, Christopher M.}, year={2013}, pages={37–45} }
 @article{kelley_mclaughlin_2012, title={Individual Differences in the Benefits of Feedback for Learning}, volume={54}, ISSN={["0018-7208"]}, DOI={10.1177/0018720811423919}, abstractNote={Objective: Research on learning from feedback has produced ambiguous guidelines for feedback design—some have advocated minimal feedback, whereas others have recommended more extensive feedback that highly supported performance. The objective of the current study was to investigate how individual differences in cognitive resources may predict feedback requirements and resolve previous conflicted findings. Method: Cognitive resources were controlled for by comparing samples from populations with known differences, older and younger adults. To control for task demands, a simple rule-based learning task was created in which participants learned to identify fake Windows pop-ups. Pop-ups were divided into two categories—those that required fluid ability to identify and those that could be identified using crystallized intelligence. Results: In general, results showed participants given higher feedback learned more. However, when analyzed by type of task demand, younger adults performed comparably with both levels of feedback for both cues whereas older adults benefited from increased feedback for fluid ability cues but from decreased feedback for crystallized ability cues. Conclusion: One explanation for the current findings is feedback requirements are connected to the cognitive abilities of the learner—those with higher abilities for the type of demands imposed by the task are likely to benefit from reduced feedback. Application: We suggest the following considerations for feedback design: Incorporate learner characteristics and task demands when designing learning support via feedback.}, number={1}, journal={HUMAN FACTORS}, author={Kelley, Christopher M. and McLaughlin, Anne Collins}, year={2012}, month={Feb}, pages={26–35} }