Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
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- Creators: Dean, W.P. Carey School of Business
ContributorsKabat, Kyla (Author) / Bradley Browning, Nicole (Thesis director) / Conder, Carley (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor) / School of Music, Dance and Theatre (Contributor)
Created2024-05
Description
“Untangled Roots: Through us all” explores the transformative power of a dance-based intervention aimed at breaking the cycles of generational trauma to safeguard the well-being of future generations. Grounded in the understanding of generational trauma as the transmission of emotional wounds through familial lines, the choreography and production within the show examines how dance serves as a medium for raising awareness and facilitating healing. Through movement, storytelling, and embodied expression, both audience members and dancers are able to engage in a process of reconnecting with suppressed emotions, releasing tension, and reclaiming agency over their narratives. By fostering empathy, connection, and solidarity, the dance intervention not only addresses individual traumas but also works towards preventing their continuation into the future, thereby promoting resilience and well-being across generations.
ContributorsKabat, Kyla (Author) / Bradley Browning, Nicole (Thesis director) / Conder, Carley (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor) / School of Music, Dance and Theatre (Contributor)
Created2024-05
ContributorsKabat, Kyla (Author) / Bradley Browning, Nicole (Thesis director) / Conder, Carley (Committee member) / Barrett, The Honors College (Contributor) / Dean, W.P. Carey School of Business (Contributor) / School of Music, Dance and Theatre (Contributor)
Created2024-05
Description
The goal of this study was to examine whether there is any effect of phonotactic probability during the early phases of novel word recognition. In order to determine this, I performed two experiments. In Experiment 1, 33 adult monolingual English speakers learned 24 novel word-object pairings, half of which were high English phonotactic probability words and the other half were low English phonotactic probability words. I additionally included three conditions that varied the amount of exposures to each novel word-object pairing (i.e. One Exposure Condition, Two Exposures Conditions, and Five Exposures Condition). Experiment 2 was designed to clarify results found in Experiment 1, with improved randomization and fewer conditions (i.e. One Exposure Condition and Five Exposures Condition). The findings from both experiments were statistically significant in accuracy for Training condition, but not statistically significant for phonotactic probability nor for an interaction between phonotactic probability and Training condition. Although participants demonstrated learning across conditions there is no indication of a relationship between high and low phonotactic probability and novel word recognition. Collectively, these findings suggest that future studies will be necessary to determine if there is indeed an effect of phonotactic probability on early novel word recognition.
ContributorsQuinones, Sara Cristina (Co-author) / Quiñones, Sara (Co-author) / Benitez, Viridiana (Thesis director) / Tecedor Cabrero, Marta (Committee member) / Davis, Mary (Committee member) / Department of Psychology (Contributor) / Dean, W.P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05