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: Horner, Kate Elizabeth
- Creators: Quiñones, Sara
Description
Early adolescence is a pivotal stage of social and emotional development. Socialization traditionally occurs in person, but social interactions via technology (e.g., social media, video games) have grown in popularity. However, little research has been conducted on how early adolescents interact with technology and how these interactions relate to their socialization as well as other factors such as reading habits or academic achievement. Seventh and eighth grade students (n = 719) completed a survey that captured information about their technology use, their academic habits and performance, and extracurricular involvement. It was hypothesized that those involved in more extracurricular activities would use the internet more socially and that internet use would be negatively correlated to both academic performance and recreational reading. Responses indicated that a majority of students have access to technology (e.g. internet, computers, television, gaming consoles, and tablets) in their homes. Social media use differed drastically between platforms. Analyses indicated a relation between amount of extracurricular activities on social television watching and social internet use, but not on social gaming. A significant negative correlation was found between recreational reading and time spent socializing online, but there was no significant effect of these factors on academic performance. Thus, hypotheses were partially supported by the relation between amount of extracurriculars and social internet use and the negative correlation between time spent socializing online and recreational reading.
ContributorsHorner, Kate Elizabeth (Author) / McNamara, Danielle (Thesis director) / McCarthy, Kathryn (Committee member) / Davis, Mary (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
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