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Description
Multimedia learning has become increasingly popular as it proceeds to understand how different senses such as the visual and auditory systems work together to present information. The aim of the present study was to examine the effect of temporal contiguity, a principle of multimedia learning, while displaying images and narration of fruits and vegetables to increase memorization of content. 21 preschool students between the ages of 4 and 5 from Arizona State University’s Child Study Lab were recruited for the purpose of the study. Students received one of two versions of a short video while inside the classroom. The two videos displayed information either at the same time or successively. Children’s knowledge was assessed with a drag and drop categorization game. The findings show there were no significant differences between the two conditions. Future studies should consider a longer training period when developing multimedia learning technology to ensure content is retained.
ContributorsLang, Destiny Hope (Author) / Craig, Scotty D. (Thesis advisor) / Roscoe, Rod (Committee member) / Kupfer, Anne (Committee member) / Arizona State University (Publisher)
Created2019
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
Description
Self-regulation in the form of coping with emotions is something that most people have effectively adapted to by adulthood. This is an organically learned process that begins in early childhood through play, parenting, education, and peer interactions. This study examines whether six children aged 4-5 (M age= 4.72, SD= 0.372, 50% female, 100% Caucasian) are able to understand basic emotions and how to cope with them through one of two protocols. The conditions were either directive instruction or embodied cognition, and children were evaluated with a pre and post-test measure. Findings did not indicate any significant effect of the conditions on memorizing coping mechanisms, nor did it indicate that there was a significant improvement in emotion understanding following the sessions. These findings were limited by the sample size and participant interest.
ContributorsLittell, Naila Sabre (Co-author) / Frutiger, Kiana (Co-author) / Fey, Richard (Thesis director) / Kupfer, Anne (Committee member) / School of Life Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
Curiosity has been linked with many benefits, including increased overall well-being (Lydon-Staley et al., 2020) and greater academic achievement (Gottfried et al., 2016). The value that children place on learning new things and exploring novel ideas is unrivaled by older individuals. However, little research has been conducted to examine how parents may be able to help foster their children’s curiosity in a way that teaches them how to effectively search for and synthesize information. This paper aims to determine how parents’ language during a storybook task is related to their children’s strategy to collect rewards during a search game. Preliminary results suggest that parents may be able to encourage more effective search by asking more close-ended questions. These findings provide insight into how parents and guardians may be able to encourage their children to become better adept at searching for information by taking in clues about their environment and modifying their behavior to maximize their efforts.
ContributorsScirpo, Kalie Rose (Author) / Lucca, Kelsey (Thesis director) / Kupfer, Anne (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Parental depression is a risk factor for children’s healthy language development, however, the mechanisms of risk transmission are less understood. The present study aimed to examine aspects of parent-child interactions as mediators of the negative relations between mothers’ and fathers’ depression and children’s expressive language. Using longitudinal data from families in a large city of the Western United States (N = 497; child Mage = 5.83 months; 47% female), I examined these relations using mothers’ and fathers’ reports of depression, observations of mothers’ and fathers’ parent-child interactions, and observational indices of children’s expressive language in the home. Although results indicated no longitudinal relations between mothers’ or fathers’ depression and children’s expressive language, mothers’ depression was negatively related to mothers’ and fathers’ later parental supportiveness. Moreover, mothers’ acceptance and fathers’ supportiveness were positively related to children’s later expressive language. These findings shed light on family dynamics when mothers’ experience heightened levels of postpartum depression and how specific parent-child interactions support healthy language development.
ContributorsClifford, Brandon Neil (Author) / Eggum, Natalie (Thesis advisor) / Rainey, Vanessa (Committee member) / Lucca, Kelsey (Committee member) / Bradley, Robert (Committee member) / Arizona State University (Publisher)
Created2023
Description
Science education faces a distinct challenge in the transition to active learning: how can teachers ensure students reach accurate understandings during the exploration and self-discovery phase of a lesson? Research in hypothesis generation demonstrates human's vulnerabilities to specific biases based on prior knowledge, selective memory retrieval, and failure to consider alternative explanations. This is further complicated in science education, where content standards are abstract. As such, it is imperative to implement a proactive intervention to curb misconceptions from forming during active learning in science lessons. In this work, a new a model of instruction, Question-Based Learning (QBL) is designed and tested against current learning paradigms. The study aims to investigate whether providing constraint-seeking questions is an effective intervention leading to improved mastery of learning targets during active learning. Participants were randomly assigned to one of three conditions to learn a scientific concept: a blended learning condition, a guided-inquiry condition, or a QBL condition. Mastery was measured at the end of the task using a 12-question assessment. The same measure was also administered one week after subjects completed the study to see whether delayed recall significantly differs between condition groups. Results indicate the QBL model is at least as effective two existing forms of pedagogy at teaching a scientific principle, increasing depth of knowledge regarding that scientific principle, and sustaining knowledge over time.
ContributorsWallace, Grace Kathleen (Author) / Duran, Nicholas (Thesis advisor) / Lucca, Kelsey (Committee member) / Horne, Zachary (Committee member) / Arizona State University (Publisher)
Created2021
Description
As any group-work member can attest, conveying information, and confirming understanding among group members can be a challenging first step in problem-solving. Despite being a ubiquitous strategy employed in many educational and organizational settings, there are collaborations that fall flat while others succeed. Recent strides have been made in the psycholinguistic approach to communication, evaluating the extent to which speakers align across lexical, syntactic, and semantic usages of language within various task environments, but gaps remain in understanding the role of language in open-ended, emergent problem-solving spaces. Study 1 examines the specific trends and functions of lexical, syntactic, and semantic alignment among speakers in a complex, creative problem-solving effort. As collaborators work through their tasks, lexical alignment decreases as semantic alignment increases and syntactic re-use decreases. These findings suggest alignment may be a sensitive mechanism that hinges on time spent in a collaborative environment and the influencing factor of goal type. More research is needed to understand the varying mechanisms across unique problem-solving spaces that vary in complexity, silence of referents, and cognitive load placed upon performers. Follow-up analyses explore how speakers use specific terms in their collaborative dialogues, assessing the roles of cognition- and action-related language. The use of thinking words (e.g. “think”, “wonder”) predicts when participants may hit an impasse in their collaborations. One interpretation suggests that cognition-related language tends to be involved when groups struggle to convey ideas. Findings from the current work have implications for interventions in organizational and educational domains, along with potential artificial intelligence applications.
ContributorsPaige, Amie Joy (Author) / Duran, Nicholas D (Thesis advisor) / Lucca, Kelsey (Committee member) / Powell, Derek (Committee member) / Arizona State University (Publisher)
Created2021
Description
The purpose of this paper is to examine cross-cultural differences between the United States and Turkey by coding multiple dimensions, such as parental intrusiveness, child persistence, and various others. The main research questions of this paper were as follows: (1) How does parental intrusiveness vary by country? (2) How does child persistence vary by country? and (3) Are parental intrusiveness and child persistence correlated, and if so, what is the direction of the correlation? The hypotheses were that (1) Turkish parents would score higher on parental intrusiveness, (2) American children would show higher levels of persistence, and (3) Parental intrusiveness and child persistence are correlated, with higher levels of parental intrusiveness resulting in lower levels of child persistence. While all of the hypotheses were supported with statistically significant results, it was found that in the U.S., higher parental intrusiveness does result in lower levels of child persistence, but in Turkey, parental intrusiveness was not a predictor of child persistence. The findings are therefore able to support cross-cultural differences in the correlation between parental intrusiveness and child persistence.
ContributorsPatel, Sonia (Author) / Lucca, Kelsey (Thesis director) / Updegraff, Kimberly (Committee member) / Barrett, The Honors College (Contributor) / School of Human Evolution & Social Change (Contributor) / School of International Letters and Cultures (Contributor) / Department of Psychology (Contributor)
Created2022-05
Description
Children have been known to engage in socially curious behaviors, such as frequently asking questions about other people’s feelings and actions (Friedman et al., 2018). Social curiosity helps children engage in cultural learning and understanding the explicit and implicit rules of society (Hartung & Renner, 2013). However, little is known about how social curiosity may impact children’s moral development. Seeking out social information may help form connections between children, increasing the extent to which they behave prosocially to others. Additionally, similar constructs to social curiosity (theory of mind and empathy) are linked to prosocial behavior (Imuta et al., 2016; Ding & Lu, 2016). The present study therefore investigates the relationship between social curiosity and prosocial sharing. To test the hypothesis that children who are primed to be socially curious will exhibit increased prosocial sharing, we used the Social Uncertainty Paradigm to elicit social curiosity in children who then completed a sticker sharing task. Our hypothesis was not supported; no significant differences between the sharing behaviors of children primed for social curiosity and those who were not. Additional research is needed to conclude whether social curiosity may be linked to prosocial behavior in a way that this study was not able to determine.
ContributorsTrimble, Gemma (Author) / Lucca, Kelsey (Thesis director) / Lee, Nayen (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Human Evolution & Social Change (Contributor)
Created2023-12