Matching Items (30)
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- All Subjects: psychology
- All Subjects: Cognition
- Creators: Glenberg, Arthur
- Resource Type: Text
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
A converging operations approach using response time distribution modeling was adopted to better characterize the cognitive control dynamics underlying ongoing task cost and cue detection in event based prospective memory (PM). In Experiment 1, individual differences analyses revealed that working memory capacity uniquely predicted nonfocal cue detection, while proactive control and inhibition predicted variation in ongoing task cost of the ex-Gaussian parameter associated with continuous monitoring strategies (mu). In Experiments 2A and 2B, quasi-experimental techniques aimed at identifying the role of proactive control abilities in PM monitoring and cue detection suggested that low ability participants may have PM deficits during demanding tasks due to inefficient monitoring strategies, but that emphasizing importance of the intention can increase reliance on more efficacious monitoring strategies that boosts performance (Experiment 2A). Furthermore, high proactive control ability participants are able to efficiently regulate their monitoring strategies under scenarios that do not require costly monitoring for successful cue detection (Experiment 2B). In Experiments 3A and 3B, it was found that proactive control benefited cue detection in interference-rich environments, but the neural correlates of cue detection or intention execution did not differ when engaged in proactive versus reactive control. The results from the current set of studies highlight the importance of response time distribution modeling in understanding PM cost. Additionally, these results have important implications for extant theories of PM and have considerable applied ramifications concerning the cognitive control processes that should be targeted to improve PM abilities.
ContributorsBall, Brett Hunter (Author) / Brewer, Gene A. (Thesis advisor) / Goldinger, Stephen (Committee member) / Glenberg, Arthur (Committee member) / Amazeen, Eric (Committee member) / Arizona State University (Publisher)
Created2015
Description
Attachment relationships serve a variety of important functions for infants and adults. Despite the importance of attachment relationships in adults, the mechanisms that underlie the formation or maintenance of these kinds of relationships outside of romantic relationships remains chronically understudied. The current research investigated whether the mechanism of synchrony, which is associated with attachment formation in the parent-infant literature, may still be tied to attachment in adults. To measure this association, these studies showed participants videos to prime synchrony, and then measured activation of attachment concepts in a word completion task. The results of Experiment 1 showed that attachment style moderated the effects of the video prime such that those who were securely attached showed activation of attachment concepts while watching the Synchrony video. Those with a preoccupied attachment style showed activation of attachment concepts when they viewed the Asynchrony video. Those with a dismissive attachment style showed an unhypothesized activation of social distance concepts when viewing the Synchrony video. Experiment 2 suggested an overall effect of the Synchrony video on activation of attachment concepts. However, there was no effect of attachment style on these results. Limits of these studies and future directions are discussed.
ContributorsYee, Claire Ida (Author) / Shiota, Michelle L (Thesis advisor) / Neuberg, Steven L. (Committee member) / Kenrick, Douglas T. (Committee member) / Glenberg, Arthur (Committee member) / Arizona State University (Publisher)
Created2015
Description
An emerging literature on the relation between memory and importance has shown that people are able to selectively remember information that is more, relative to less important. Researchers in this field have operationalized importance by assigning value to the different information that participants are asked to study and remember. In the present investigation I developed two experiments, using a slightly altered value-directed-remembering (VDR) paradigm, to investigate whether and how value modifies the dynamics of memory organization and search. Moreover, I asked participants to perform a surprise final free recall task in order to examine the effects of value in the recall dynamics of final free recall. In Experiment 1, I compared the recall dynamics of delayed and final free recall between a control and a value condition, in the latter of which numbers appeared next to words, in random order, denoting the value of remembering each word during recall. In Experiment 2, I manipulated the order of presentation of the values by adding an ascending and a descending condition where values were presented in either an ascending or a descending order, respectively. Overall, my results indicated that value affected several measures of delayed and final free recall, without, in most cases, taking away the serial position effects on those same measures.
ContributorsStefanidi, Aikaterini (Author) / Brewer, Gene A. (Thesis advisor) / Glenberg, Arthur (Committee member) / Goldinger, Stephen (Committee member) / Arizona State University (Publisher)
Created2015
Description
The relationship between parent and child acculturation gaps and the child's well-being for Asian American families, with the child's perceived family conflict as a potential mediating variable were examined in this study. In addition to linear relationships of acculturation gaps, curvilinear relationships were also examined. The sample consisted of 165 first or second generation Asian Americans, aged between 18 to 22. Results indicated that native culture gap is predictive of participants' self-report of depression, and family conflict did function as a mediator to the relationship between native culture gap and depression. The curvilinear relationship between acculturation gaps and well-being was not supported by the results of the study. Further implications and future directions are discussed.
ContributorsShi, Yue (Author) / Tracey, Terence (Thesis advisor) / Homer, Judith (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2015
Description
ABSTRACT
What does it mean to feel an emotion? The nature of emotional
experience has often been described in terms overall conscious experience, termed affect. However, even within affective research there are multiple contradicting theories about the nature and structure of affect. I propose that these contradictions are due to methodological issues in the empirical research examining these underlying dimensions. Furthermore, I propose that subjective emotional experience should be examined separately from overall affect. The current study attempts to address past methodological issues by focusing solely on emotional experiences, developing a comprehensive list of emotion items, and including a broad range of emotional experiences. In Study 1, participants were asked to recall an emotional experience and then report their experience of 76 different emotions during that experience. A factor analysis of the emotion ratings revealed a 5-factor categorical structure with categories of Joy, Anger, Sadness, Fear, and Shame/Jealousy. In Study 2, the 76 emotion words from Study 1 were compared in a semantic space derived from a large collection of text samples in an attempt to compare to the results of Study 1. A semantic space derived from a broad range of texts would reflect relationships of emotional concepts. Study 2 revealed a 1-factor structure, drastically different from the structure in Study 1. The implications from Study 2, however, are limited because of the limited range of literature that was used to create the semantic space in which the words were compared. Overall, the results from these studies suggest that subjective emotional experience should be treated as categorical.
What does it mean to feel an emotion? The nature of emotional
experience has often been described in terms overall conscious experience, termed affect. However, even within affective research there are multiple contradicting theories about the nature and structure of affect. I propose that these contradictions are due to methodological issues in the empirical research examining these underlying dimensions. Furthermore, I propose that subjective emotional experience should be examined separately from overall affect. The current study attempts to address past methodological issues by focusing solely on emotional experiences, developing a comprehensive list of emotion items, and including a broad range of emotional experiences. In Study 1, participants were asked to recall an emotional experience and then report their experience of 76 different emotions during that experience. A factor analysis of the emotion ratings revealed a 5-factor categorical structure with categories of Joy, Anger, Sadness, Fear, and Shame/Jealousy. In Study 2, the 76 emotion words from Study 1 were compared in a semantic space derived from a large collection of text samples in an attempt to compare to the results of Study 1. A semantic space derived from a broad range of texts would reflect relationships of emotional concepts. Study 2 revealed a 1-factor structure, drastically different from the structure in Study 1. The implications from Study 2, however, are limited because of the limited range of literature that was used to create the semantic space in which the words were compared. Overall, the results from these studies suggest that subjective emotional experience should be treated as categorical.
ContributorsOsborne, Elizabeth (Author) / Shiota, Michelle N. (Thesis advisor) / Glenberg, Arthur (Committee member) / Neuberg, Steven (Committee member) / Becker, David V. (Committee member) / Arizona State University (Publisher)
Created2014
Description
Writing is an intricate cognitive and social process that involves the production of texts for the purpose of conveying meaning to others. The importance of lower level cognitive skills and language knowledge during this text production process has been well documented in the literature. However, the role of higher level skills (e.g., metacognition, strategy use, etc.) has been less strongly emphasized. This thesis proposal examines higher level cognitive skills in the context of persuasive essay writing. Specifically, two published manuscripts are presented, which both examine the role of higher level skills in the context of writing. The first manuscript investigates the role of metacognition in the writing process by examining the accuracy and characteristics of students' self-assessments of their essays. The second manuscript takes an individual differences approach and examines whether the higher level cognitive skills commonly associated with reading comprehension are also related to performance on writing tasks. Taken together, these manuscripts point towards a strong role of higher level skills in the writing process and provide a strong foundation on which to develop future research and educational interventions.
ContributorsAllen, Laura K (Author) / McNamara, Danielle S. (Thesis advisor) / Connor, Carol (Committee member) / Glenberg, Arthur (Committee member) / Arizona State University (Publisher)
Created2014
Description
The purpose of this study was to investigate the effect of partial exemplar experience on category formation and use. Participants had either complete or limited access to the three dimensions that defined categories by dimensions within different modalities. The concept of "crucial dimension" was introduced and the role it plays in category definition was explained. It was hypothesized that the effects of partial experience are not explained by a shifting of attention between dimensions (Taylor & Ross, 2009) but rather by an increased reliance on prototypical values used to fill in missing information during incomplete experiences. Results indicated that participants (1) do not fill in missing information with prototypical values, (2) integrate information less efficiently between different modalities than within a single modality, and (3) have difficulty learning only when partial experience prevents access to diagnostic information.
ContributorsCrawford, Thomas (Author) / Homa, Donald (Thesis advisor) / Mcbeath, Micheal (Committee member) / Glenberg, Arthur (Committee member) / Arizona State University (Publisher)
Created2011
Description
Millions of people every day log onto their computers to play competitive games with others around the world. Each of these players has their own unique personality and their own reasons for playing. To explore the relationship between player personalities and gameplay, this study asked participants to report their Myers-Briggs sixteen personality types and complete a survey that asked them questions about their behavior while games playing competitively online including their preferred in-game archetype and questions about how they interact with other players online. The survey also included the Grit Scale test, which which was intended to explore players' perseverance. Nearly 700 people participated in the study and all responses were analyzed based on their Myers-Briggs' personality type. While this study revealed that Myers-Briggs' personality type alone cannot determine a player's mindset while playing online, it was found to be an indicator of how they feel about socializing with others online. The implications of these results are discussed in this paper.
ContributorsKeyvani, Kurosh (Author) / Atkinson, Robert (Thesis director) / Chavez-Echeagaray, Maria Elena (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Introspective awareness refers to direct access to one’s own internal and subjective thoughts and feelings (Wimmer & Hartl, 1991). Two theories, simulation theory and theory-theory, have been used to understand our access to our mental states. Simulation theory (Harris, 1991) involves imagining yourself in another person’s situation, reading off of your mental state, and attributing that state to the other person. Theory-theory (Gopnik, 1993) involves an interrelated body of knowledge, based on core mental-state constructs, including beliefs and desires, that may be applied to everyone—self and others (Gopnik & Wellman, 1994). Introspection is taken for granted by simulation theory, and explicitly denied by theory-theory. This study is designed to test for evidence of introspection in young children using simple perception and knowledge task. The current evidence is against introspective awareness in children because the data suggest that children cannot report their own false beliefs and they cannot report their on-going thoughts (Flavell, Green & Flavell, 1993; Gopnik & Astington, 1988). The hypothesis in this study states that children will perform better on Self tasks compared to Other tasks, which will be evidence for introspection. The Other-Perception tasks require children to calculate the other’s line of sight and determine if there is something obscuring his or her vision. The Other-Knowledge tasks require children to reason that the other’s previous looking inside a box means that he or she will know what is inside the box when it is closed. The corresponding Self tasks could be answered either by using the same reasoning for the self or by introspection to determine what it is they see and do not see, and know and do not know. Children performing better on Self tasks compared to Other tasks will be an indication of introspection. Tests included Yes/No and Forced Choice questions, which was initially to ensure that the results will not be caused by a feature of a single method of questioning. I realized belatedly, however, that Forced Choice was not a valid measure of introspection as children could introspect in both the Self and Other conditions. I also expect to replicate previous findings that reasoning about Perception is easier for children than reasoning about Knowledge.
ContributorsAamed, Mati (Author) / Fabricius, William (Thesis director) / Glenberg, Arthur (Committee member) / Kupfer, Anne (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2013-12