Matching Items (29)
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- All Subjects: psychology
- All Subjects: Executive Function
- All Subjects: Sustained Attention
- Creators: Brewer, Gene
Description
The goal of this thesis project was to develop a digital, quantitative assessment of executive functioning skills and problem solving abilities. This assessment was intended to serve as a relative measure of executive functions and problem solving abilities rather than a diagnosis; the main purpose was to identify areas for improvement and provide individuals with an understanding of their current ability levels. To achieve this goal, we developed a web-based assessment through Unity that used gamelike modifications of Flanker, Antisaccade, Embedded Images, Raven’s Matrices, and Color / Order Memory tasks. Participants were invited to access the assessment at www.ExecutiveFunctionLevel.com to complete the assessment and their results were analyzed. The findings of this project indicate that these tasks accurately represent executive functioning skills, the Flanker Effect is present in the collected data, and there is a notable correlation between each of the REFLEX challenges. In conclusion, we successfully developed a short, gamelike, online assessment of executive functioning and problem solving abilities. Future developments of REFLEX could look into immediate scoring, developing a mobile application, and externally validating the results.
ContributorsAnderson, Mikayla (Co-author) / Anderson, Gabriel (Co-author) / Brewer, Gene (Thesis director) / Kobayashi, Yoshihiro (Committee member) / Johnson, Mina (Committee member) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Incidental learning of sequential information occurs in visual, auditory and tactile domains. It occurs throughout our lifetime and even in nonhuman species. It is likely to be one of the most important foundations for the development of normal learning. To date, there is no agreement as to how incidental learning occurs. The goal of the present set of experiments is to determine if visual sequential information is learned in terms of abstract rules or stimulus-specific details. Two experiments test the extent to which interaction with the stimuli can influence the information that is encoded by the learner. The results of both experiments support the claim that stimulus and domain specific details directly shape what is learned, through a process of tuning the neuromuscular systems involved in the interaction between the learner and the materials.
ContributorsMarsh, Elizabeth R (Author) / Glenberg, Arthur M. (Thesis advisor) / Amazeen, Eric (Committee member) / Brewer, Gene (Committee member) / Arizona State University (Publisher)
Created2013
Description
Most people are experts in some area of information; however, they may not be knowledgeable about other closely related areas. How knowledge is generalized to hierarchically related categories was explored. Past work has found little to no generalization to categories closely related to learned categories. These results do not fit well with other work focusing on attention during and after category learning. The current work attempted to merge these two areas of by creating a category structure with the best chance to detect generalization. Participants learned order level bird categories and family level wading bird categories. Then participants completed multiple measures to test generalization to old wading bird categories, new wading bird categories, owl and raptor categories, and lizard categories. As expected, the generalization measures converged on a single overall pattern of generalization. No generalization was found, except for already learned categories. This pattern fits well with past work on generalization within a hierarchy, but do not fit well with theories of dimensional attention. Reasons why these findings do not match are discussed, as well as directions for future research.
ContributorsLancaster, Matthew E (Author) / Homa, Donald (Thesis advisor) / Glenberg, Arthur (Committee member) / Chi, Michelene (Committee member) / Brewer, Gene (Committee member) / Arizona State University (Publisher)
Created2013
Description
This creative project explores the trend of designer/synthetic drug use in Arizona and nationwide. The project serves as "gap research" - bringing to light the problem of limited use statistics and constantly-changing drug chemical compounds. The project was thoroughly researched using media reports, psychology/drug addiction experts, community education organizers and available healthcare statistics. The results provided not definitive answer other than that more work needs to be done in the area of synthetic drug use. Parents and youth must educate themselves on the dangers of using these "legal" drugs.
ContributorsFischer, April Lee (Author) / Doig, Stephen (Thesis director) / Olive, Foster (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2014-05
Description
An introduction to neuroscientific thought aimed at an audience that is not educated in biology. Meant to be readable and easily understood by anyone with a high school education. The first section is completed in its entirety, with outlines for the proposed final sections to be completed over the next few years.
ContributorsNelson, Nicholas Alan (Author) / Olive, M. Foster (Thesis director) / Brewer, Gene (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
In everyday life, mental fatigue can be detrimental across many domains including driving, learning, and working. Given the importance of understanding and accounting for the deleterious effects of mental fatigue on behavior, a growing body of literature has studied the role of executive control processes in mental fatigue. In a laboratory setup, participants complete a task that places demands on executive control processes and are later given a transfer task. Generally speaking, decrements to subsequent task performance are taken as evidence that the initial executive control task created mental fatigue through the continued engagement of executive control. Several hypotheses have been developed to account for negative transfer resulting from executive control depletion including cognitive resource depletion and task-switching. In the current study, we provide a brief literature review, specify current theoretical approaches to depletion, and provide a strong empirical test of theories for negative transfer from executive control depletion (i.e., does continued performance of an executive control task negatively transfer to that exact same task).
ContributorsLau, Kin Hang (Author) / Brewer, Gene (Thesis director) / Knight, George (Committee member) / Blais, Chris (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Department of Psychology (Contributor)
Created2014-12
Description
It has been suggested that directed forgetting (DF) in the item-method paradigm results from selective rehearsal of R items and passive decay of F items. However, recent evidence suggested that the passive decay explanation is insufficient. The current experiments examined two theories of DF that assume an active forgetting process: (1) attentional inhibition and (2) tagging and selective search (TSS). Across three experiments, the central tenets of these theories were evaluated. Experiment 1 included encoding manipulations in an attempt to distinguish between these competing theories, but the results were inconclusive. Experiments 2 and 3 examined the theories separately. The results from Experiment 2 supported a representation suppression account of attentional inhibition, while the evidence from Experiment 3 suggested that TSS was not a viable mechanism for DF. Overall, the results provide additional evidence that forgetting is due to an active process, and suggest this process may act to suppress the representations of F items.
ContributorsHansen, Whitney Anne (Author) / Goldinger, Stephen D. (Thesis advisor) / Azuma, Tamiko (Committee member) / Brewer, Gene (Committee member) / Homa, Donald (Committee member) / Arizona State University (Publisher)
Created2011
Description
The goal of this thesis project was to develop a digital, quantitative assessment of executive functioning skills and problem solving abilities. This assessment was intended to serve as a relative measure of executive functions and problem solving abilities rather than a diagnosis; the main purpose was to identify areas for improvement and provide individuals with an understanding of their current ability levels. To achieve this goal, we developed a web-based assessment through Unity that used gamelike modifications of Flanker, Antisaccade, Embedded Images, Raven’s Matrices, and Color / Order Memory tasks. Participants were invited to access the assessment at www.ExecutiveFunctionLevel.com to complete the assessment and their results were analyzed. The findings of this project indicate that these tasks accurately represent executive functioning skills, the Flanker Effect is present in the collected data, and there is a notable correlation between each of the REFLEX challenges. In conclusion, we successfully developed a short, gamelike, online assessment of executive functioning and problem solving abilities. Future developments of REFLEX could look into immediate scoring, developing a mobile application, and externally validating the results.
ContributorsAnderson, Gabriel (Co-author) / Anderson, Mikayla (Co-author) / Brewer, Gene (Thesis director) / Kobayashi, Yoshihiro (Committee member) / Johnson, Mina (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Prospective memory is defined as the process of remembering to do something at a particular point in the future after first forming a conscious intention. There are three types of prospective memory intentions; event-based, time-based and activity-based intentions. Research has suggested that activity-based is one of the dominant prospective memory failures that people self-report yet there is little research on this area of prospective memory. The current study focuses on how activity-based PM is influenced by the association between the match of internal context and intended action. According to previous research, similar context between intention formation and retrieval has been shown to facilitate prospective memory, which increases the execution of intentions. Based on literature, we hypothesized that there would be higher intention completion when the internal context matches the intended action to be completed in the future. Results showed that internal context affected activity-based intention completion significantly. However the interaction between internal context and the intended action did not significantly affect intention completion. Although we did not get the hypothesized interaction, the means do cross over showing the interaction pattern is there. We decided to treat this as a pilot study and replicate it with a well-powered experiment consisting of 560 valid participants.
ContributorsEdrington, Alexis Adele (Author) / Brewer, Gene (Thesis director) / Presson, Clark (Committee member) / McClure, Samuel (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2015-12
Description
This study is a replication of the investigation titled “Pupillary correlates of lapses of sustained attention,” which examined if measuring pupil diameters was an effective way of assessing one’s level of attention (Unsworth and Robison, 2016). The original study had thirty-nine participants undergo 160 trials of a simple reaction time task, as well as responding to thought probes to self-report how focused they are on the task. The current study would keep similar methods, but introduce minute-long breaks, group spaced throughout the investigation. The prediction of this study is that the pupillary responses will decrease until the break, then the pupil diameter would return to baseline. This would indicate that the individual would have renewed his/her focus after taking a break.
ContributorsBrown, Faith (Author) / Brewer, Gene (Thesis director) / Robinson, Mathew (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05