Scholars@Duke
Bridgette Martin Hard

Bridgette Martin Hard

Professor of the Practice of Psychology and Neuroscience
Psychology & Neuroscience
bridgette.hard@duke.edu
417 Chapel Drive, Box 90086, 249 Reuben-Cooke Building, Durham, NC 27708

Selected Publications

Social norms govern what behaviors come to mind-And what do not.

Journal Article Journal of personality and social psychology · June 2023 It is well known that norms influence behavior. Beyond simply shaping what people do, we argue that norms constrain what behaviors even come to mind as options, effectively excluding counternormative behaviors from consideration. We test this hypothesis ac ... Full text Cite

Uncovering the structure of metaphorical lay theories of teaching II: What do different teaching metaphors imply about students?

Journal Article Metaphor and the Social World · October 20, 2022 Metaphor plays a critical role in how people communicate and conceptualize complex activities like teaching. For example, a professor might be described as molding impressionable students (teacher as a sculptor), or helping students grow (teacher as a gard ... Full text Cite

Developing Collaborative Thinkers: Rethinking how we Define, Teach, and Assess Class Participation

Journal Article Teaching of Psychology · April 1, 2022 Introduction: Class participation is a common component of many college classes and is typically defined as involving students’ active, oral engagement in class. Statement of the Problem: Class participation is often an under-utilized pedagogical tool for ... Full text Cite

Up Close and Personal: Examining Effects of Instructor Video Presence on Student’s Sense of Connection

Journal Article Scholarship of Teaching and Learning in Psychology · December 16, 2021 The Coronavirus disease (COVID-19) pandemic prompted educators of all levels to adapt their courses to online formats and challenged them to create and preserve positive relationships with students. The goal of the present studies was to explore one possib ... Full text Cite

Metaphors we teach by: Uncovering the structure of metaphorical lay theories of teaching

Journal Article Metaphor and the Social World · September 8, 2021 Teaching is a complex activity that people often discuss metaphorically, as when a professor is described as a sculptor molding impressionable students. What do such metaphors reveal about how people conceptualize teaching? Previous work has addressed rela ... Full text Cite

General and specific stress mindsets: Links with college student health and academic performance.

Journal Article PloS one · January 2021 The goal of this cross-sectional, correlational study was to evaluate (a) whether beliefs about stress as enhancing versus debilitating (i.e., stress mindsets) vary across sources of stress that differ in duration (acute vs. chronic) and controllability, a ... Full text Cite

Course Belonging and Engagement in Introductory Psychology:Why They Matter and What Predicts Them

Journal Article Scholarship of Teaching and Learning in Psychology · January 1, 2021 As a “gateway” to the psychology major, Introductory Psychology should facilitate student mastery of foundational material and spark future interest in psychology. The current research examined predictors of these key course outcomes in two semesters of a ... Full text Cite

Metaphors we teach by: A method for mapping metaphorical lay theories

Conference Proceedings of the 41st Annual Meeting of the Cognitive Science Society: Creativity + Cognition + Computation, CogSci 2019 · January 1, 2019 People frequently use metaphors to communicate and reason about complex topics. However, many studies of metaphorical reasoning exclusively rely on researcher intuitions about different metaphors and their associated entailments. Here we describe a more pr ... Cite

Attention Reorganizes as Structure is Detected in Dynamic Action

Journal Article Memory and Cognition · August 2018 Link to item Cite

Reappraising test anxiety increases academic performance of first-year college students

Journal Article Journal of Educational Psychology · April 1, 2018 The idea that test anxiety hurts performance is deeply ingrained in American culture and schools. However, researchers have found that it is actually worry about performance and anxiety-not bodily feelings of anxiety (emotionality)-that impairs performance ... Full text Cite