Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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With the rising prevalence of obesity and diabetes, novel treatments to help mitigate or prevent symptoms of these conditions are warranted. Prior studies have shown that fossilized plant materials found in soil lowers blood sugar in a mouse model of diabetes. The goal of this study is to determine whether a similar organometallic complex (OMC) could prevent insulin resistance in the skeletal muscle brought on by chronic high fat intake by examining the protein expression of key enzymes in the insulin signaling pathway and examining glucoregulatory measures. Six-week-old periadolescent male Sprague-Dawley rats (n=42) were randomly chosen to be fed either a high fat diet (HFD) (20% protein, 20% carbohydrates [6.8% sucrose], 60% fat) or a standard chow diet (18.9% protein, 57.33% carbohydrates, 5% fat) for 10 weeks. Rats from each diet group were then randomly assigned to one of three doses of OMC (0, 0.6, 3.0 mg/mL), which was added to their drinking water and fasting blood glucose was measured at baseline and again at 10 weeks. After 10 weeks, rats were euthanized, and soleus muscle samples were isolated, snap-frozen, and stored at -80°C until analyses. Fasting plasma glucose was measured using a commercially available glucose oxidase kit. Following 6 and 10 weeks, HFD rats developed significant hyperglycemia (p<0.001 and p=0.025) compared to chow controls which was prevented by high dose OMC (p=0.021). After 10 weeks, there were significant differences in fasting serum insulin between diets (p=0.009) where levels were higher in HFD rats. No significant difference was seen in p-PI3K expression between groups. These results suggest that OMC could prevent insulin resistance by reducing hyperglycemia. Further studies are needed to characterize the effects of diet and OMC on the insulin signaling pathway in skeletal muscle, the main site of postprandial glucose disposal. This study was supported by a grant from Isagenix International LLC as well as funds from Barrett, the Honors College at Arizona State University, Tempe Campus.
ContributorsStarr, Ashlee (Author) / Sweazea, Karen (Thesis director) / Johnston, Carol (Committee member) / Hyatt, JP (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Fast mapping is the initial link infants make between a word and its referent, and it is crucial to later processes of learning the meanings of words. Despite the importance of fast mapping, previous research has suggested that fast mapping is fragile, with infants being unable to retain words learned through fast mapping longer than five minutes. The current study tested the robustness of fast mapping by imposing task irrelevant interruptions on a fast mapping task. Forty-seven infants (14.7 \u2014 17.4 months old) were assigned to a No Interruption condition, a Posture Interruption condition, or a Visual Interruption condition, and they performed a fast mapping task in which a novel object was named in one trial. Videos of the infants were coded for accuracy of fast mapping and for attentional behaviors (looking behavior) during the task. We found that infants did not learn novel word-object pairings when interrupted, demonstrating that infants' fast mapping abilities are easily disrupted. Overall, there was no evidence that looking behaviors were affected by interruptions, or that they were correlated with accuracy. These findings suggest that fast mapping is fragile in young infants, and further research is required to determine the mechanisms for infant learning, and how infants transition from fast to slow mapping processes.
ContributorsSmith, Emily J (Author) / Benitez, Viridiana (Thesis director) / Glenberg, Arthur (Committee member) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
This study assessed preschool children's (N= 52) ability to introspect and monitor their own levels of certainty. After a book reading intervention, children reported that they were less certain of answer choices in a picture identification game. School differences showed that some groups of children reported improved levels of certainty monitoring, while other groups of children reported scores dissimilar to those predicted. This indicated that children who were immersed in rich learning environments, where strict curriculum and emotion understanding training were enforced, could be predisposed to this type of certainty understanding.
ContributorsHicks, Jordan (Co-author) / Sanyal, Awhona (Co-author) / Fabricius, William (Thesis director) / Kupfer, Anne (Committee member) / Gonzales, Christopher (Committee member) / Department of Psychology (Contributor) / School of Social Transformation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
While there are many characteristics that make up a woman, femininity is one that is difficult to define because it is a communication and expression practice defined by culture. This research explores historical accounts of femininity in the 1950s as seen through the exemplar of the white, middle-class "happy homemaker" or "happy housewife." The 1950s is important to study in light of changing gender and social dynamics due to the transition from World War II to a period of prosperity. By using primary sources from the 1950s and secondary historical analyses, this research takes the form of a sociological accounting of 1950s' femininity and the lessons that can be applied today. Four cultural forces led to homemakers having an unspoken identity crisis because they defined themselves in terms of relationship with others and struggled to uphold a certain level of femininity. The forces are: the feminine mystique, patriotism, cultural normalcy, and unnecessary choices. These forces caused women to have unhealthy home relationships in their marriages and motherhood while persistently doing acts to prove their self-worth, such as housework and consuming. It is important to not look back at the 1950s as an idyllic time without also considering the social and cultural practices that fostered a feminine conformity in women. Today, changes can be made to allow women to express femininity in modern ways by adapting to reality instead of to outdated values. For example, changes in maternity leave policies allow women to be mothers and still be in the workforce. Additionally, women should find fulfillment in themselves by establishing a strong personal identity and confidence in their womanhood before identifying through other people or through society.
ContributorsHeinauer, Richelle Diane (Author) / Brouwer, Daniel (Thesis director) / Haskin, Jennifer (Committee member) / Hugh Downs School of Human Communication (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
The Centers for Disease Control and Prevention in the United States announced that there has been roughly a 50% increase in the prevalence of food allergies among people between the years of 1997 - 2011. A food allergy can be described as a medical condition where being exposed to a certain food triggers a harmful immune response in the body, known as an allergic reaction. These reactions can range from mild to fatal, and they are caused mainly by the top 8 major food allergens: dairy, eggs, peanuts, tree nuts, wheat, soy, fish, and shellfish. Food allergies mainly plague children under the age of 3, as some of them will grow out of their allergy sensitivity over time, and most people develop their allergies at a young age, and not when they are older. The rise in prevalence is becoming a frightening problem around the world, and there are emerging theories that are attempting to ascribe a cause. There are three well-known hypotheses that will be discussed: the Hygiene Hypothesis, the Dual-Allergen Exposure Hypothesis, and the Vitamin-D Deficiency Hypothesis. Beyond that, this report proposes that a new hypothesis be studied, the Food Systems Hypothesis. This hypothesis theorizes that the cause of the rise of food allergies is actually caused by changes in the food itself and particularly the pesticides that are used to cultivate it.
ContributorsCromer, Kelly (Author) / Lee, Rebecca (Thesis director) / MacFadyen, Joshua (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
This paper will use a national cross-sectional survey approach to look at the association between trainable mind-body qualities (mindfulness and self-compassion) with well-being and resilience in 111 college students across the U.S.. Specifically, it will investigate (1) the relationship between trainable qualities (mindfulness, self-compassion) and the resilience, and subjective well-being in students, and (2) compare how these variables were distributed based on enrollment in a college course on compassion. After examination of descriptive statistics and Pearson correlations, comparative analyses were also employed to determine whether enrollment in compassion college courses had any relationship to one’s scores. Results: Respondents included 12 students enrolled in Compassion college course, and 99 students who were not. Both mindfulness and self-compassion showed significant positive correlations with well-being and resilience in all students, and in subgroups based on enrollment at p < .01. Additionally, students enrolled in the course averaged 3 points higher scores across all measures except resilience, where scores were about the same. Conclusions: In all college students, regardless of their enrollment in Compassion, well-being and resilience are positively correlated with both mindfulness and self-compassion. Furthermore, scores based on enrollment in “Compassion” yielded higher levels of mindfulness, self-compassion, resilience, and well-being.
ContributorsBrown, Evaline (Author) / Pipe, Teri (Thesis director) / Gueci, Nika (Committee member) / Jimenez, Manuela (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
For many years now, early word learning in children has been an important subject among many researchers. There are many ways in which children learn word-object pairings including using co-occurrences, forwards integration, and backwards integration. This study primarily focuses on backwards integration. Backwards integration entails using learned information to be able to recall a word-object pairing from a previous time. In this thesis, three different studies were conducted with children aged 3-7 years old. In the general task, children were presented with a computerized word-learning task in which they could track word-referent pairings using co-occurrence statistics, forward integration, and backward integration. The goal of Study 1 and Study 2 was to determine the best task design to study backwards integration. The goal of the final study, Study 3, was to provide preliminary data on backwards integration. The overall results indicate that a between subjects design is the most beneficial way to test backwards integration because as a group, children were learning when compared to chance. In addition, the results from Study 3 showed that children were not learning in the task. In general, this suggests that this task may have been very difficult for children to complete. One limitation of Study 3
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
ContributorsLalani, Hanna Alyssa (Author) / Benitez, Viridiana (Thesis director) / Kupfer, Anne (Committee member) / Fabricius, William (Committee member) / Department of Psychology (Contributor) / Department of Management and Entrepreneurship (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The purpose of this study was to investigate differences in word learning ability when assessing phonological and semantic representations in elementary-age children with typical development. Methods: The study included 116 2nd graders and 25 6th graders who were tested using the Assessment Battery for Children - Word Learning. Children played virtual pirate games that tested their ability to store, retrieve, and recall phonological and semantic representations of nonwords. Results: Based on effect sizes, the largest differences in word learning ability occurred for tasks requiring phonological working memory. Overall, 6th graders had higher performance means in all aspects of word learning. Both groups performed better on tasks that required less phonological or semantic detail. Discussion: Findings align with previous research reporting that as children develop, their capacity to store, retrieve, and recall phonological information increases as a result of increased phonological loop capacity and rehearsal speed. Similarly, as children age they perform better on tasks requiring visuospatial working memory such as storing and recreating the semantic representations of new words. These findings have implications for the word learning process in children with typical development.
ContributorsCantrell, Lauren Taylor (Author) / Gray, Shelley (Thesis director) / Restrepo, Laida (Committee member) / Department of Speech and Hearing Science (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Token economies are a type of behavioral reinforcement that are particularly useful in classroom settings for increasing student compliance, for both typically developing children and children with autism spectrum disorder. During this study, we implemented a token economy in an inclusive preschool classroom with tokens contingent on compliance to classroom rules. Three participants, two with a diagnosis of autism spectrum disorder and one considered typically developing, were included in the study. Results indicated that levels of compliance increased for both the typically developing participant and participants with autism, and did not drop below baseline levels during the withdrawal phase, suggesting there was no lack of intrinsic motivation. Further, the typically developing participant and one of the participants with autism spectrum disorder had very similar levels of compliance, while the other participant had much higher levels of compliance throughout every phase, suggesting that the compliance levels for peers with more advanced repertoires with autism may differ from both typically developing peers and peers who have less developed repertoires. The implications of these results are discussed as they relate to compliance from an ABA perspective.
ContributorsEggen, Kelly (Author) / Hahs, Adam (Thesis director) / Cavanaugh Toft, Carolyn (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Within our current educational infrastructure, there’s a lack of substantial preventive care knowledge present among elementary schoolchildren. With education cuts occurring statewide, many schools are left impoverished and schools are incapable of implementing various programs to benefit their local communities. This endeavor aims to visit public and charter elementary schools in the Phoenix Valley to educate youth regarding easily avoidable health risks by implementing healthy eating habits and exercise. Project BandAid will immerse students ages 7-9 in hands-on activities to enhance their knowledge on hygiene, healthy eating habits, and safety. This project incorporated funding from the Woodside Community Action Grant and Barrett, the Honors College as well as the help from Alpha Epsilon Delta (AED) volunteers.
ContributorsCovarrubias, Sidney Alicia (Co-author) / Kothari, Karishma (Co-author) / John, Benson (Co-author) / Fette, Donald (Thesis director) / Holechek, Susan (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / School of Molecular Sciences (Contributor) / School for the Future of Innovation in Society (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05