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- All Subjects: psychology
- Creators: Grimm, Kevin
- Member of: ASU Electronic Theses and Dissertations
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
Intuitive decision making refers to decision making based on situational pattern recognition, which happens without deliberation. It is a fast and effortless process that occurs without complete awareness. Moreover, it is believed that implicit learning is one means by which a foundation for intuitive decision making is developed. Accordingly, the present study investigated several factors that affect implicit learning and the development of intuitive decision making in a simulated real-world environment: (1) simple versus complex situational patterns; (2) the diversity of the patterns to which an individual is exposed; (3) the underlying mechanisms. The results showed that simple patterns led to higher levels of implicit learning and intuitive decision-making accuracy than complex patterns; increased diversity enhanced implicit learning and intuitive decision-making accuracy; and an embodied mechanism, labeling, contributes to the development of intuitive decision making in a simulated real-world environment. The results suggest that simulated real-world environments can provide the basis for training intuitive decision making, that diversity is influential in the process of training intuitive decision making, and that labeling contributes to the development of intuitive decision making. These results are interpreted in the context of applied situations such as military applications involving remotely piloted aircraft.
ContributorsCovas-Smith, Christine Marie (Author) / Cooke, Nancy J. (Thesis advisor) / Patterson, Robert (Committee member) / Glenberg, Arthur (Committee member) / Homa, Donald (Committee member) / Arizona State University (Publisher)
Created2011
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
The bilingual experience is an often-studied multivariate phenomenon with a heterogeneous population that is often described using subtypes of bilingualism. “Bilingualism” as well as its subtypes lack consistent definitions and often share overlapping features, requiring researchers to measure a number of aspects of the bilingual experience. Different variables have been operationalized to quantify the language proficiencies, use, and histories of bilinguals, but the combination of these variables and their contributions to these subtypes often vary between studies on bilingualism. Research supports that these variables have an influence not only on bilingual classification, but also on non-linguistic outcomes including perceptions of self-worth and bicultural identification. To date, there is a lack of research comparing the quantification of these bilingual subtypes and these non-linguistic outcomes, despite research supporting the need to address both. Person-centered approaches such as latent profile analysis (LPA) and fuzzy set qualitative comparative analysis (fsQCA) have been applied to describe other multivariate constructs with heterogeneous populations, but these applications have yet to be used with bilingualism. The present study integrates models of bilingualism with these analytic methods in order to quantitatively identify latent profiles of bilinguals, describe the sets of conditions that define these subtypes, and to characterize the subjective experiences that differentiate these subtypes. The first study uses an existing data set of participants who completed the Language and Social Background Questionnaire (LSBQ) and performs LPA and fsQCA, identifying latent profiles and the sets of conditions that these subtypes. The following studies use a second set of bilinguals who also completed the LSBQ as well as a supplementary questionnaire, characterizing their identification with biculturalism and their feelings of self-worth. The analyses are repeated with these data to describe the profiles within these data and the subjective experiences in common. Finally, all analyses are repeated with the combined datasets to develop a final model of bilingual subtypes, describing the differences in language use and history within each subtype. Results demonstrate that latent models can be used to consistently characterize bilingual subtypes, while also providing additional information about the relationship between individual bilingual history and attitudes towards cultural identification.
ContributorsMcGee, Samuel (Author) / Azuma, Tamiko (Thesis advisor) / Gray, Shelley (Committee member) / Roscoe, Rod (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2022
Description
Mediation analysis is integral to psychology, investigating human behavior’s causal mechanisms. The diversity of explanations for human behavior has implications for the estimation and interpretation of statistical mediation models. Individuals can have similar observed outcomes while undergoing different causal processes or different observed outcomes while receiving the same treatment. Researchers can employ diverse strategies when studying individual differences in multiple mediation pathways, including individual fit measures and analysis of residuals. This dissertation investigates the use of individual residuals and fit measures to identify individual differences in multiple mediation pathways. More specifically, this study focuses on mediation model residuals in a heterogeneous population in which some people experience indirect effects through one mediator and others experience indirect effects through a different mediator. A simulation study investigates 162 conditions defined by effect size and sample size for three proposed methods: residual differences, delta z, and generalized Cook’s distance. Results indicate that analogs of Type 1 error rates are generally acceptable for the method of residual differences, but statistical power is limited. Likewise, neither delta z nor gCd could reliably distinguish between contrasts that had true effects and those that did not. The outcomes of this study reveal the potential for statistical measures of individual mediation. However, limitations related to unequal subpopulation variances, multiple dependent variables, the inherent relationship between direct effects and unestimated indirect effects, and minimal contrast effects require more research to develop a simple method that researchers can use on single data sets.
ContributorsSmyth, Heather Lynn (Author) / MacKinnon, David (Thesis advisor) / Tein, Jenn-Yun (Committee member) / McNeish, Daniel (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2022
Description
It is well known that neighborhood contexts form an integral part in shaping development across the lifespan. At the same time, it is recognized that there is variability in the manner with which the neighborhood context is associated with pertinent outcomes, such as mental health and psychological well-being. In this regard, empirical research has differentiated between subjective and objective neighborhood indicators. Midlife is a critical life stage due to middle-aged adults being “sandwiched” between generations and being firmly entrenched in the workforce; in this regard, the neighborhood context could play a role in shaping mental health and psychological well-being in midlife. Of importance is determining which factors account for development in midlife, and whether individuals can find protective factors in order to preserve their health and psychological wellbeing into older adulthood. The purpose of this dissertation was to examine whether and how neighborhood context is associated with mental health and psychological well-being in midlife. The first study examined whether the subjective and objective neighborhood context moderates the impact of monthly adversity on mental health and psychological well-being in midlife. The second study aimed to examine whether and which potentially relevant latent factors exist among subjective and objective neighborhood indicators in a sample of middle-aged adults from the Phoenix Metropolitan area.
Taken together, the results of these studies provide evidence that neighborhood context is indeed relevant resource for middle-aged adults. Specifically, in Paper 1, found that individuals who live in neighborhoods with less disorder show fewer steep declines in mental health and well-being in months when an adversity was reported. Paper 2 found that that there are distinct latent constructs that were primarily comprised of factors related to resource and prosperity and financial strain for the objective indicators. For subjective perceptions factors comprised neighborhood insights. These findings contribute to the literature on potential ways in which neighborhood context may serve as a resource and serve as the groundwork for future studies that test mechanisms linking the neighborhood context to mental health and well-being in midlife and inform future intervention studies.
ContributorsStaben, Omar Enrique (Author) / Infurna, Frank J (Thesis advisor) / Sheehan, Connor (Committee member) / White, Rebecca (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2022
Description
Autism spectrum disorder (ASD) is characterized by deficits in flexible cognition and social behavior. The most common atypical brain structure in ASD, the cerebellum, has multisynaptic connections through the cerebellar nuclei (CN) and thalamus to cognitive- and social-associated brain regions, yet formation and modulation of these pathways are not fully understood. Additionally, a CN output mechanism, perineuronal nets (PNNs), structure and function are undefined. PNNs are specialized extracellular matrix structures whose appearance is associated with the end of the critical period of plasticity and have been implicated in learning and neurodevelopmental disorders, but their role in the CN during development is unknown.To examine the role of CN on cognition, CN activity was increased or decreased in both male and female mice using Designer Receptors Exclusively Activated by Designer Drugs (DREADDs) from postnatal day 21-35. Learning and reversal was analyzed using a pairwise visual discrimination task. Social behavior was assessed using a classic three-chamber assay and analyzed using SLEAP (Social Leap Estimates Animal Poses). A marker of critical periods, perineuronal nets (PNNs), was examined to understand relationships between neural development and behavior.
Interestingly, adolescent CN disruption did not alter task acquisition, yet correct choice reversal performance was dependent on DREADD manipulation and sex. CN inhibition improved reversal learning in males (5 days faster to criteria) and CN excitation improved female reversal learning (10 days faster to criteria) compared to controls. Analysis of social behavior revealed male social preference was abolished in CN manipulated groups, whereas females failed to demonstrate a social preference. Interestingly, CN manipulation in females regardless of direction, reduced PNN intensity, whereas in males only CN inhibition reduced PNN intensity. PNN intensity negatively correlated with reversal performance. CN PNN intensity showed no relation to social behavior. These data suggest chronic adolescent CN manipulation may have compensatory changes in PNN structure and CN output to improve reversal learning and PNN function was unrelated to social behavior. This study provides new evidence for CN in non-motor functions and sex-dependent differences in behavior and CN plasticity.
ContributorsLyle, Tristan (Author) / Verpeut, Jessica (Thesis advisor) / Sanabria, Federico (Committee member) / Newbern, Jason (Committee member) / Arizona State University (Publisher)
Created2024
Description
Anxiety disorder diagnosis is a risk factor for alcohol use disorders (AUDs), but mechanisms of risk are not well understood. Studies show that anxious individuals receive greater negative reinforcement from alcohol when consumed prior to a stressor, but few studies have examined whether anxious individuals receive greater negative (or positive) reinforcement from alcohol in a general drinking context (i.e., no imminent stressor). Previous studies have also failed to examine possible moderating effects of specific drinking contexts (e.g., drinking in a group or alone). Finally, no studies have investigated mediating variables that might explain the relationship between anxiety and reinforcement from alcohol, such as physiological response to alcohol (e.g., cortisol response). Data for this study were drawn from a large alcohol administration study (N = 447) wherein participants were randomized to receive alcohol (target peak BAC: .08 g%) or placebo in one of four contexts: group simulated bar, solitary simulated bar, group sterile laboratory, solitary sterile laboratory. It was hypothesized that anxiety would be associated with positive subjective response (SR) under alcohol (above and beyond placebo), indicating stronger reinforcement from alcohol. It was also hypothesized that social and physical drinking context would moderate this relationship. Finally, it was hypothesized that anxiety would be associated with a blunted cortisol response to alcohol (compared to placebo) and this blunted cortisol response would be associated with stronger positive SR and weaker negative SR. Results showed that anxiety was not associated with positive SR in the full sample, but drinking context did moderate the anxiety/SR relationship in most cases (e.g., anxiety was significantly associated with positive SR (stimulation) under placebo in solitary contexts only). There was no evidence that cortisol response to alcohol mediated the relationship between anxiety and SR. This study provides evidence that anxious drinkers expect stronger positive reinforcement from alcohol in solitary contexts, which has implications for intervention (e.g., modification of existing interventions like expectancy challenge). Null findings regarding cortisol response suggest alcohol’s effect on cortisol response to stress (rather than cortisol response to alcohol consumption) may be more relevant for SR and drinking behavior among anxious individuals.
ContributorsMenary, Kyle Robert (Author) / Corbin, William (Thesis advisor) / Chassin, Laurie (Committee member) / Meier, Madeline (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2018
Description
The construct of adult emotional intelligence has gained increasing attention over the last 15 years given its significant socioemotional implications for the ability to label, understand, and regulate emotions. There is a gap, however, in understanding how emotional intelligence develops in children. Parenting is one of the most salient predictors of children’s behavior and the current study investigated its prospective link to children’s emotional intelligence. More preceisely, this study took a differentiated approach to parenting by examining the distinct contributions of maternal sensitivity and emotion socialization to children’s emotional intelligence. In addition, executive function, considered a “conductor” of higher-order skills and a neurocognitive correlate of emotional intelligence, was examined as a possible mechanism by which parenting influences emotional intelligence. Data were collected from 269 Mexican-American mother-child dyads during 2-year (parenting), 4.5-year (executive function), and 6-year (emotional intelligence) laboratory visits. Both parenting variables were assessed by objective observer ratings. Exeutive function and emotional intelligence were examined as latent constructs comprised of relevant parent-reported and objective measures. Due to a lack of adequate fit, the emotional intelligence variable was separated into two distinct latent constructs, emotion knowledge/understanding and emotion dysregulation. Results indicated that neither dimension of parenting was predictive of dimensions of emotional intelligence. On the other hand, children’s executive function was positively related to emotion knowledge. Finally, executive function did not emerge as a mediator of the relation between parenting and dimensions of emotional intelligence. Taken together, these findings highlight the need for a nuanced developmental and bioecological framework in the study of childen’s executive function and emotional intelligence.
ContributorsRoss, Emily (Author) / Crnic, Keith (Thesis advisor) / Luecken, Linda (Committee member) / Bradley, Robert (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2020
Description
Clinically meaningful emotional and behavioral problems are thought to be present beginning in infancy, and may be reliably assessed in children as young as 12 months old. However, few studies have investigated early correlates of emotional and behavioral problems assessed in infancy. The current study investigates the direct and interactive contributions of early infant and caregiver characteristics thought to play an important role in the ontogeny of behavior problems. Specifically, the study examines: (1) the links between temperamental reactivity across the first year of life and behavior problems at 18 months, (2) whether children high in temperamental reactivity are differentially susceptible to variations in maternal sensitivity, (3) the extent to which child temperamental risk or susceptibility may further be explained by mothers’ experiences of stressful life events (SLEs) during and before pregnancy. Data were collected from 322 Mexican American families during prenatal, 6-, 12-, 18-, and 24-week home interviews, as well as during 12- and 18-month lab interviews. Mother reports of SLEs were obtained between 23-40 weeks gestation; temperamental negativity and surgency at 6 weeks and 12 months; and internalizing and externalizing behaviors at 18 months. Maternal sensitivity during structured mother-infant interaction tasks at the 6-, 12-, 18-, and 24-week visits was assessed by objective observer ratings. Study findings indicated that maternal SLEs before birth were associated with more infant negativity across the first year of life, and that negativity in turn was associated with more internalizing problems at 18 months. Ecological stressors thought to be associated with sociodemographic risk factors such as low-income and ethnic minority status may begin to exert cascades of influence on children’s developmental outcomes even before birth.
ContributorsLin, Betty (Author) / Crnic, Keith A (Thesis advisor) / Lemery-Chalfant, Kathryn S (Committee member) / Luecken, Linda J. (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2016