About

Margaret Ingate is an Associate Teaching Professor in the Department of Psychology at Rutgers University. She is based at the Livingston Campus in Tillett Hall, Office 227. Her academic focus is in Cognitive Psychology. She is involved in undergraduate academic advising and research in psychology, contributing to the department's educational and research missions.

Research topics

• Psychology
• Clinical psychology
• Medicine
• Psychiatry

Selected publications

• Data

  OSF Preprints (OSF Preprints) · 2026-02-12

  other1st authorCorresponding
  Publisher

• Analysis

  OSF Preprints (OSF Preprints) · 2026-02-12

  other
  Publisher

• Most people would use cell phones despite an emergency request for a pause

  Behavioural Public Policy · 2025-10-22

  articleOpen access1st author

  Abstract In three between-subject experiments, involving a total of 3180 participants, the majority of respondents indicated that during a weather emergency they would continue to use high bandwidth functions after receiving a text message requesting only emergency use. Projected excess demand for bandwidth could bring down the cellular communication network in the affected area. Messages incorporating an appeal to altruism, the incentive of a reduced phone bill, and the disincentive of an imminent collapse of the network for 24 hours all had no effect on intentions to use high bandwidth functions. Younger respondents and male respondents were less compliant than older respondents and female respondents. Their responses imply that an increasing number of individuals view even a brief separation from their cell phone as an existential threat that overrides other concerns including empathy for people in life-threatening circumstances.

  PublisherOA PDFDOI

• College students’ perceptions of concussion: Illness beliefs and masculinity norms predict stigma and willingness to seek treatment

  Journal of American College Health · 2023 · 1 citations

  • Psychology
  • Clinical psychology
  • Psychiatry

  : In addition to beliefs assessed by the IPQ, traditional conceptions of masculinity warrant greater attention in the study of concussion-related stigma and willingness to seek treatment.

  PublisherDOI

• The Effect of a Final Exam on Long-Term Retention

  The Journal of General Psychology · 2013-06-14 · 13 citations

  article

  Testing on a final exam in a college course improved long-term retention over material that had not been tested on the final. Students from an upper level psychology course took a long-term retention test, four to five months after the end of the course. For half of the items, a related question had been on the final. For the remaining half, a related question had appeared on an earlier exam, but not the final. On the long-term retention test, percent correct was 79% when a related question had appeared on the final and 67% when a related question had not appeared on the final. These results have both theoretical and practical implications.

  PublisherDOI

• Combined online and in‐class pretesting improves exam performance in general psychology

  Educational Psychology · 2008-05-12 · 15 citations

  articleSenior author

  This study examined the effect of distributed questioning on learning and retention in a college lecture course. A total of 48 question pairs were presented over four exams. The 16 question pairs associated with each of the three blocks of the course appeared on the block exams, and all 48 appeared on the final exam. The two questions in each pair were related to each other, so that knowing the answer to one question usually implied knowing the answer to the other. One question in each pair was included in an experimental condition, in which questions were presented online, in class, or both online and in class, before appearing in exams. These conditions were counter‐balanced across the sample. The control questions appeared only in exams. Providing a question online in advance of class, as well as in class, had a significant long‐term effect on the probability of knowing the answers to both experimental and control questions when they appeared in exams. These results demonstrate that coordinated online and in‐class instruction can significantly improve exam performance. These results are consistent with the hypothesis that distributed instruction creates more robust memory traces, rather than the hypothesis that it creates additional memory traces.

  PublisherDOI

• Validity and generalizability of a role‐play test to select telemarketing representatives

  Journal of Occupational Psychology · 1991-03-01 · 8 citations

  articleSenior author

  A role‐play test was developed to assess the sales skills required for success in a telemarketing job. The 30‐minute test was conducted entirely by telephone and consisted of four role‐plays in which the ratee attempted to sell a service contract. In a concurrent validation study, the sum of two raters' independent evaluations of overall performance on the four role‐plays was significantly correlated with both objective and subjective measures of sales performance. Based on generalizability analyses, the reliability of the overall ratings provided by two raters for four role‐plays was .80 in the concurrent study and .76 when the role‐play test was used operationally. This study demonstrated that ratings from a 30‐minute telephone role‐play test are valid and reliable predictors of sales performance.

  PublisherDOI

• PERCEIVED TEXTURAL DIMENSIONS OF FRUIT‐BASED BEVERAGES

  Journal of Texture Studies · 1981-06-01 · 13 citations

  article1st authorCorresponding

  The major sensory dimensions of the mouthfeel of fruit based beverages were determined by principal components analysis and the degree of correlation between mouthfeel characteristics and the taste and pleasantness of beverages was assessed. Untrained college students rated 35 different beverages on 16 different 10‐point scales containing mouthfeel, taste and hedonic terms. Two major mouthfeel dimensions emerged with this set of beverages and they were termed density/thickness and chemical irritant effect. An interdependence between mouthfeel and taste ratings was also found. Sweetness ratings were negatively correlated and sour, salty and bitter tastes were positively correlated with mouthfeel terms describing oral mucosal irritation.

  PublisherDOI

Frequent coauthors

• Neha Sinha

  Pandit Bhagwat Dayal Sharma Post Graduate Institute of Medical Sciences

  9 shared

• Arnold L. Glass

  Rutgers Sexual and Reproductive Health and Rights

  4 shared

• Gary Brill

  1 shared

• Richard J. Contrada

  Rutgers, The State University of New Jersey

  1 shared

• Steven J. Torkel

  1 shared

• Patrick Barnwell

  Rutgers, The State University of New Jersey

  1 shared

• Anushka Sagar

  Rutgers, The State University of New Jersey

  1 shared

• James W. Smither

  1 shared

Education

• Ph.D., Psychology

  Rutgers University New Brunswick

  1978