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- All Subjects: psychology
- All Subjects: engineering
- Creators: Barrett, The Honors College
- Creators: Salerno, Jessica
Description
While acceptance towards same-sex marriage is gradually increasing, same-sex marriage is banned in many states within the United States. Laws that prohibit same-sex couples from marrying have been shown to increase feelings of depression, exclusion, and stigma for same-sex attracted individuals. The intention of this study was to explore the effect both pro- and anti-same-sex marriage advertisements have on heterosexual individuals' implicit attitudes towards same-sex couples. It was predicted that exposure to anti-same-sex advertisements would lead to viewing same-sex couples as more unpleasant and heterosexual couples as being more pleasant. However, heterosexual participants who viewed anti-same-sex marriage ads were more likely to rate heterosexual couples as being unpleasant and same-sex couples as pleasant. It is theorized that viewing anti-same-sex marriage advertisements led heterosexual individuals to report heterosexual stimuli as being more unpleasant compared to same-sex stimuli as a form of defensive processing.
ContributorsWalsh, Theodora Michelle (Author) / Newman, Matt (Thesis advisor) / Hall, Deborah (Committee member) / Salerno, Jessica (Committee member) / Arizona State University (Publisher)
Created2013
Description
Bully victimization has been associated with blunted cardiovascular responses to stress as well as elevated responses to stress. The difference between these altered physiological responses to stress is largely unknown. This study explored several possible moderators to the relationship between chronic stress and future cardiac output (an indicator of increased stress) in response to future stressors. These moderators include the difference between social and physical stressors and individual levels of loneliness. Participants were administered measures of loneliness and victimization history, and led to anticipate either a "social" (recorded speech) or "non-social" (pain tolerance test ) stressor, neither of which occurred. EKG and impedance cardiography were measured throughout the session. When anticipating both stressors, loneliness and victimization were associated with increased CO. A regression revealed a three-way interaction, with change in cardiac output depending on victimization history, loneliness, and condition in the physical stressor condition. Loneliness magnified the CO output levels of non-bullied individuals when facing a physical stressor. These results suggest that non- bullied participants high in loneliness are more stressed out when facing stressors, particularly stressors that are physically threatening in nature.
ContributorsHaneline, Magen (Author) / Newman, Matt (Thesis advisor) / Salerno, Jessica (Committee member) / Miller, Paul (Committee member) / Arizona State University (Publisher)
Created2013
Description
Interest in health and wellness has significantly increased in today's society. Living a healthy and active lifestyle is suggested to promote overall physical and psychological well-being. This study explored the effects of wearing a Fitbit Zip activity monitor and the impact of expressing mindfulness on levels of physical activity. It was predicted that expressing mindfulness, as measured by the use of present-tense language during the daily emotional writing task, would moderate the relationship between wearing a Fitbit Zip activity monitor and change in physical activity. Specifically, it was hypothesized daily monitoring would only lead to increased activity among those higher in mindful language. Over the course of five days, participants were asked to wear a Fitbit Zip and to complete a daily questionnaire and writing task at the end of each evening. On the last day of the study, participants completed a follow-up assessment, which suggested that the combination of wearing a Fitbit Zip activity monitor and expressing more mindfulness throughout the week increased levels of physical activity. An important issue for future research is to conduct this study for a longer period of time in order to get more variability in the data. However, despite the limitations of the design, these findings suggest that activity monitoring may be a promising way to promote healthy lifestyle change.
ContributorsTarachiu, Viorela (Author) / Newman, Matt L. (Thesis advisor) / Hall, Deborah (Committee member) / Salerno, Jessica (Committee member) / Arizona State University (Publisher)
Created2014
Description
A sample of 193 participants viewed one of six variations of an eyewitness giving mock testimony. Each participant viewed testimony, which varied by level of emotion (none, moderate, or high) and frame (waist-up or head only). Participants then rated the witness using the Brodsky Witness Credibility Scale and the Reyson Likability Scale. A set of ANOVA's was performed revealing an effect of emotion level on both credibility and likability. Emotion level was found to influence participant judgments of poise, however, to a lesser degree than judgments of credibility and likability. These results suggest that attorneys may want to avoid the use of videoconferencing with certain types of witnesses where testimony may be highly emotional.
ContributorsHavener, Shannon (Author) / Schweitzer, Nicholas (Thesis advisor) / Salerno, Jessica (Committee member) / Hall, Deborah (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this study was to examine mock jurors’ decision making in insanity cases. Specific instructions (vs. typical) juror instructions were tested to increase jurors’ comprehension of verdict options and reduce the effects of preexisting attitudes and reliance on cognitively biased thought processes in their legal decision making.
The specific instructions in this study were inspired by Fuzzy Trace Theory, which holds that simple language and visual aids that convey the ‘gist’ of complex information can help people make better decisions (Reyna & Brainerd, 1995). Participants (N= 496) were randomly assigned to one of two juror instruction conditions (specific vs. typical). All participants read a 10-page insanity defense case vignette, and were tasked with reaching a verdict. They were provided with 5 verdict options: Not Guilty, Guilty, and three different insanity options (Not Guilty by Reason of Insanity, Guilty but Mentally Ill, Guilty Except Insane). Results supported the hypothesis that jurors who received specific (vs. typical) instructions would comprehend more information about the available verdicts, and would be more likely to choose an insanity defense verdict. As expected, jurors’ preexisting attitudes toward the insanity defense influenced their verdicts. Although it was hypothesized that increasing jurors’ understanding would result in them relying less on their attitudes and motivated reasoning processes in reaching their legal judgments, the evidence did not support this. Results suggest more specific instructions that includes information about outcomes is preferred by jurors, and that they are better able to understand and perform their duties when provided with more useful information. However, further research is needed to identify methods for helping jurors rely less on biased reasoning processes in their legal judgments.
The specific instructions in this study were inspired by Fuzzy Trace Theory, which holds that simple language and visual aids that convey the ‘gist’ of complex information can help people make better decisions (Reyna & Brainerd, 1995). Participants (N= 496) were randomly assigned to one of two juror instruction conditions (specific vs. typical). All participants read a 10-page insanity defense case vignette, and were tasked with reaching a verdict. They were provided with 5 verdict options: Not Guilty, Guilty, and three different insanity options (Not Guilty by Reason of Insanity, Guilty but Mentally Ill, Guilty Except Insane). Results supported the hypothesis that jurors who received specific (vs. typical) instructions would comprehend more information about the available verdicts, and would be more likely to choose an insanity defense verdict. As expected, jurors’ preexisting attitudes toward the insanity defense influenced their verdicts. Although it was hypothesized that increasing jurors’ understanding would result in them relying less on their attitudes and motivated reasoning processes in reaching their legal judgments, the evidence did not support this. Results suggest more specific instructions that includes information about outcomes is preferred by jurors, and that they are better able to understand and perform their duties when provided with more useful information. However, further research is needed to identify methods for helping jurors rely less on biased reasoning processes in their legal judgments.
ContributorsHight, Morgan Leigh (Author) / Neal, Tess M (Thesis advisor) / Schweitzer, Nicholas (Committee member) / Salerno, Jessica (Committee member) / Arizona State University (Publisher)
Created2018
Description
This paper explores how changing the color of chocolate can affect its perceived taste. While color psychology and its effects on food industry marketing are widely studied, this experiment focuses on blue, red, green, and purple striped chocolates. The study conducted for this paper focuses on these four colors based on their utilization in previously conducted experiments. Each color of chocolate involved 25 participants, for a total of 100 total individuals, who each taste tested one piece and immediately filled out a survey. The survey asked demographic questions, colored chocolate preferences, and questions ranking the chocolate's appeal. While the outcome showed that blue, green, red, and purple was indeed the order of appealing colors, the study results indicate the participants' color preferences did not affect their perceived taste of the chocolate they sampled. Rather, their preference was based on experiences they associated with the color of the chocolate they tasted.
ContributorsChan, Sydney (Author) / Gray, Nancy (Thesis director) / Giard, Jacques (Committee member) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Engineering is a multidisciplinary field with a variety of applications. However, since there are so many disciplines of engineering, it is often challenging to find the discipline that best suits an individual interested in engineering. Not knowing which area of engineering most aligns to one’s interests is challenging when deciding on a major and a career. With the development of the Engineering Interest Quiz (EIQ), the goal was to help individuals find the field of engineering that is most similar to their interests. Initially, an Engineering Faculty Survey (EFS) was created to gather information from engineering faculty at Arizona State University (ASU) and to determine keywords that describe each field of engineering. With this list of keywords, the EIQ was developed. Data from the EIQ compared the engineering students’ top three results for the best engineering discipline for them with their current engineering major of study. The data analysis showed that 70% of the respondents had their major listed as one of the top three results they were given and 30% of the respondents did not have their major listed. Of that 70%, 64% had their current major listed as the highest or tied for the highest percentage and 36% had their major listed as the second or third highest percentage. Furthermore, the EIQ data was compared between genders. Only 33% of the male students had their current major listed as their highest percentage, but 55% had their major as one of their top three results. Women had higher percentages with 63% listing their current major as their highest percentage and 81% listing it in the top three of their final results.
ContributorsWagner, Avery Rose (Co-author) / Lucca, Claudia (Co-author) / Taylor, David (Thesis director) / Miller, Cindy (Committee member) / Chemical Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
In the past ten years, the United States’ sound recording industries have experienced significant decreases in employment opportunities for aspiring audio engineers from economic imbalances in the music industry’s digital streaming era and reductions in government funding for career and technical education (CTE). The Recording Industry Association of America reports promises of music industry sustainability based on increasing annual revenues in paid streaming services and artists’ high creative demand. The rate of new audio engineer entries in the sound recording subsection of the music industry is not viable to support streaming artists’ high demand to engineer new music recordings. Offering CTE programs in secondary education is rare for aspiring engineers with insufficient accessibility to pursue a post-secondary or vocational education because of financial and academic limitations. These aspiring engineers seek alternatives for receiving an informal education in audio engineering on the Internet using video sharing services like YouTube to search for tutorials and improve their engineering skills. The shortage of accessible educational materials on the Internet restricts engineers from advancing their own audio engineering education, reducing opportunities to enter a desperate job market in need of independent, home studio-based engineers. Content creators on YouTube take advantage of this situation and commercialize their own video tutorial series for free and selling paid subscriptions to exclusive content. This is misleading for newer engineers because these tutorials omit important understandings of fundamental engineering concepts. Instead, content creators teach inflexible engineering methodologies that are mostly beneficial to their own way of thinking. Content creators do not often assess the incompatibility of teaching their own methodologies to potential entrants in a profession that demands critical thinking skills requiring applied fundamental audio engineering concepts and techniques. This project analyzes potential solutions to resolve the deficiencies in online audio engineering education and experiments with structuring simple, deliverable, accessible educational content and materials to new entries in audio engineering. Designing clear, easy to follow material to these new entries in audio engineering is essential for developing a strong understanding for the application of fundamental concepts in future engineers’ careers. Approaches to creating and designing educational content requires translating complex engineering concepts through simplified mediums that reduce limitations in learning for future audio engineers.
ContributorsBurns, Triston Connor (Author) / Tobias, Evan (Thesis director) / Libman, Jeff (Committee member) / Department of Information Systems (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The purpose of this project is to raise awareness for children with social anxiety. As a book directed to children around the age of 12, it will give them a character they can relate to, so they can feel less alone. Throughout the story, the main character experiences symptoms of social anxiety and is subject to events that exacerbate those symptoms. Despite her challenges, the main character is able to effectively cope with her social anxiety through her own hard work, and help from her family members, teachers, and peers. The intent is to show children with social anxiety that, contrary to what their disorder makes them feel, they are special and have the capacity to develop skills that are relevant to their talents and interests, and overcome their fears. They should know that parents, teachers, and peers will be there to help and support them and will not judge them as harshly as they suspect. The supporting characters in this story show how a strong support base can influence the success of children with social anxiety. By the end of the story, the main character still has social anxiety, but has gained confidence and her symptoms are less severe. This illustrates that, although social anxiety cannot simply be overcome—that is, it doesn’t go away completely—it can be effectively managed with assistance from close others, and perseverance.
ContributorsDillard, Bethlehem (Author) / Lewis, Stephen (Thesis director) / Gaffney, Cynthia (Committee member) / School of Social and Behavioral Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Based on James Marcia's theory, identity development in youth is the degree to which one has explored and committed to a vocation [1], [2]. During the path to an engineering identity, students will experience a crisis, when one's values and choices are examined and reevaluated, and a commitment, when the outcome of the crisis leads the student to commit to becoming an engineer. During the crisis phase, students are offered a multitude of experiences to shape their values and choices to influence commitment to becoming an engineering student. Student's identities in engineering are fostered through mentoring from industry, alumni, and peer coaching [3], [4]; experiences that emphasize awareness of the importance of professional interactions [5]; and experiences that show creativity, collaboration, and communication as crucial components to engineering. Further strategies to increase students' persistence include support in their transition to becoming an engineering student, education about professional engineers and the workplace [6], and engagement in engineering activities beyond the classroom. Though these strategies are applied to all students, there are challenges students face in confronting their current identity and beliefs before they can understand their value to society and achieve personal satisfaction. To understand student's progression in developing their engineering identity, first year engineering students were surveyed at the beginning and end of their first semester. Students were asked to rate their level of agreement with 22 statements about their engineering experience. Data included 840 cases. Items with factor loading less than 0.6 suggesting no sufficient explanation were removed in successive factor analysis to identify the four factors. Factor analysis indicated that 60.69% of the total variance was explained by the successive factors. Survey questions were categorized into three factors: engineering identity as defined by sense of belonging and self-efficacy, doubts about becoming an engineer, and exploring engineering. Statements in exploring engineering indicated student awareness, interest and enjoyment within engineering. Students were asked to think about whether they spent time learning what engineers do and participating in engineering activities. Statements about doubts about engineering to engineering indicated whether students had formed opinions about their engineering experience and had understanding about their environment. Engineering identity required thought in belonging and self-efficacy. Belonging statements called for thought about one's opinion in the importance of being an engineer, the meaning of engineering, an attachment to engineering, and self-identification as an engineer. Statements about self-efficacy required students to contemplate their personal judgement of whether they would be able to succeed and their ability to become an engineer. Effort in engineering indicated student willingness to invest time and effort and their choices and effort in their engineering discipline.
ContributorsNguyen, Amanda (Author) / Ganesh, Tirupalavanam (Thesis director) / Robinson, Carrie (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05