Matching Items (48)
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- All Subjects: psychology
- Creators: School of Life Sciences
- Creators: Schweitzer, Nicholas
- Status: Published
Description
Humans use emotions to communicate social cues to our peers on a daily basis. Are we able to identify context from facial expressions and match them to specific scenarios? This experiment found that people can effectively distinguish negative and positive emotions from each other from a short description. However, further research is needed to find out whether humans can learn to perceive emotions only from contextual explanations.
ContributorsCulbert, Bailie (Author) / Hartwell, Leland (Thesis director) / McAvoy, Mary (Committee member) / School of Life Sciences (Contributor) / School of Criminology and Criminal Justice (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Recent research has identified affirmation of transcendence and exposure to violent Bible verses as being related to greater prejudice toward value-violating out-groups (Blogowska & Saroglou, 2012; Shen et al., 2013). Effects of exposure to specific Bible verses on attitudes toward out-groups have not been measured in combination with the Post-Critical Belief Scale developed by Hutsebaut (1996). The relationships between exposure to scriptural endorsements of prejudice, affirmation vs. disaffirmation of transcendence, literal vs. symbolic processing of religious content, and prejudice toward value-violating out-groups were examined using an online survey administered to a sample of U.S. adults (N=283). Greater affirmation of transcendence scores were linked to greater prejudice toward atheists and homosexuals and more favorable ratings of Christians and highly religious people. Lower affirmation of transcendence scores were linked to less favorable ratings of Christians and highly religious people and more favorable ratings of atheists. Exposure to scriptural endorsements of prejudice did not have a significant effect on levels of prejudice in this study.
ContributorsGrove, Richard (Author) / Robles, Elías (Thesis advisor) / Hall, Deborah (Committee member) / Schweitzer, Nicholas (Committee member) / Arizona State University (Publisher)
Created2013
Description
Deoxyribonucleic Acid (DNA) evidence has been shown to have a strong effect on juror decision-making when presented in court. While DNA evidence has been shown to be extremely reliable, fingerprint evidence, and the way it is presented in court, has come under much scrutiny. Forensic fingerprint experts have been working on a uniformed way to present fingerprint evidence in court. The most promising has been the Probabilistic Based Fingerprint Evidence (PBFE) created by Forensic Science Services (FSS) (G. Langenburg, personal communication, April 16, 2011). The current study examined how the presence and strength of DNA evidence influenced jurors' interpretation of probabilistic fingerprint evidence. Mock jurors read a summary of a murder case that included fingerprint evidence and testimony from a fingerprint expert and, in some conditions, DNA evidence and testimony from a DNA expert. Results showed that when DNA evidence was found at the crime scene and matched the defendant other evidence and the overall case was rated as stronger than when no DNA was present. Fingerprint evidence did not cause a stronger rating of other evidence and the overall case. Fingerprint evidence was underrated in some cases, and jurors generally weighed all the different strengths of fingerprint testimony to the same degree.
ContributorsArthurs, Shavonne (Author) / McQuiston, Dawn (Thesis advisor) / Hall, Deborah (Committee member) / Schweitzer, Nicholas (Committee member) / Arizona State University (Publisher)
Created2012
Description
Researchers have found inconsistent effects (negative or positive) of social relationships on self-control capacity. The variation of findings may depend on the aspects of social relationships. In this study, rather than examining overall social relationships and self-control, characteristics in social relationships were clearly defined, including social support, social connection and social conflict, to determine their specific effects on self-control. An online survey study was conducted, and 292 college students filled out the survey. For data analysis, path analysis was utilized to examined the direct effect and indirect effect from social relationships to self-control. Results showed social connection and social conflict may indirectly associate with self-control through stress, but social support does not. It may suggest, in traditional stress buffering model, it is the social connection in social support that really reduce the stress. Concerning the direct effects, social support and social connection were significantly associated with self-control directly, but social conflict does not. This result may support the Social Baseline Theory that positive social relationships have direct regulating effects. Results are good for guidance of experimental manipulation of social relationships in study of social influences of self-control.
ContributorsGuan, Xin (Author) / Burleson, Mary (Thesis advisor) / Roberts, Nicole (Committee member) / Schweitzer, Nicholas (Committee member) / Arizona State University (Publisher)
Created2012
Description
The relationship of attachment style to both the selection and efficacy of emotion management strategies in adult dyadic contexts is not well elucidated. In non-romantic contexts, the interplay between emotion management and individual attachment style may provide a better understanding of how affect can be mitigated in daily life. The present study investigated these interactions by studying 56 pairs of college age women who were close friends. Participants were asked to have a conversation about a current source of concern/distress to one partner, while seated in the laboratory. After the conversation, participants were asked to report their subjective experience of several emotions during the conversation, such as ‘sadness,’ ‘joy,’ and ‘fear.’ Participants were also asked to complete a questionnaire assessing adult attachment style, specifically attachment anxiety and avoidance. Behavior during the conversation was coded for co-rumination and co-cognitive reappraisal by the “listener.” Listener attachment insecurity showed a trending association with increased use of co-detached reappraisal, for both avoidance (p=0.14) and anxiety (p=0.14). Listener attachment insecurity also predicted lower use of co-rumination, for both anxiety (p=0.10) and avoidance (p=0.02). Speaker attachment insecurity moderated the relationship between co-detached reappraisal and speaker emotion. Greater co-detached reappraisal predicted higher reports of non-fear negative and positive emotions, but only for high-avoidance speakers. Greater co-detached reappraisal also predicted greater non-fear negative emotions among speakers high, but not low, on attachment anxiety. Greater listener use of co-positive reappraisal was associated with higher reports of speaker fear; this effect was not moderated by speaker attachment style. These findings are discussed in relation to theoretical conceptions of attachment style, and in terms of the impact of context on emotion.
ContributorsJakob, Nicholas (Co-author) / Tolmachoff, Georgeanne (Co-author) / Shiota, Michelle (Thesis director) / Luecken, Linda (Committee member) / Yee, Claire (Committee member) / School of Life Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Scientists, lawyers, and bioethicists have pondered the impact of scientifically deterministic evidence on a judge or jury when deciding the sentence of a criminal. Though the impact may be one that relieves the amount of personal guilt on the part of the criminal, this evidence may also be the very reason that a judge or jury punishes more strongly, suggesting that this type of evidence may be a double-edged sword. 118 participants were shown three films of fictional sentencing hearings. All three films introduced scientifically deterministic evidence, and participants were asked to recommend a prison sentence. Each hearing portrayed a different criminal with different neurological conditions, a different crime, and a different extent of argumentation during closing arguments about the scientifically deterministic evidence. Though the argumentation from the prosecution and the defense did not affect sentencing, the interaction of type of crime and neurological condition did.
ContributorsMeschkow, Alisha Sadie (Author) / Schweitzer, Nicholas (Thesis director) / Robert, Jason (Committee member) / Patten, K. Jakob (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2014-05
Description
First-semester student retention is a constant priority for undergraduate institutions. The transition to the collegiate level, and to a new scholastic program and format, is frequently challenging academically and socially—for this reason, many first-semester course schedules for incoming freshman undergraduates feature an introductory seminar to ease transition to an undergraduate lifestyle. Arizona State University features a required “Careers in the Life Sciences” course for its first-semester School of Life Sciences students, which has had tractable results in first semester student retention and academic success. Here, we evaluate a component of the seminar, the peer-mentorship program, for its efficacy in students’ first semester experience. Analysis of self-reports from 168 first-semester “mentees” and their 25 mentors indicates frequency of mentee-mentor contact was the best indicator of a higher first semester GPA, comfort with academic resources and study habits, and desire to engage in extracurricular activities and internships. These data indicate that access to a mentor who actively engages and verbally connects with their mentees is a valuable component of first-semester student academic integration and retention.
ContributorsMathews, Ian T. (Author) / Capco, David (Thesis director) / Clark-Curtiss, Josephine (Committee member) / Harrell, Carita (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
This study examined the cross-sectional and longitudinal associations among diurnal cortisol rhythms and sleeping patterns in adolescents. 79 participants completed the study over three days during the spring semester of their senior year in high school, and 76 of these subjects participated again over three days during the fall semester of their freshman year in college. They completed daily saliva samples and diary entries, while wearing an actigraph to obtain objective measurements of sleep duration and efficiency. Cross-sectionally, longer sleep duration was associated with a lower cortisol awakening response, a smaller area under the cortisol curve, and a steeper cortisol slope. Longitudinally, there was no significant relationship between sleep duration and these cortisol parameters. Moreover, sleep efficiency was not associated with cortisol parameters cross-sectionally nor longitudinally. Results suggest associations between concurrent sleep duration and cortisol patterns, and may have significant impact on understanding adolescents' physiological response to stress.
ContributorsLathrop, Devon Olivia (Author) / Doane, Leah (Thesis director) / Orchinik, Miles (Committee member) / Zeiders, Katherine (Committee member) / Barrett, The Honors College (Contributor) / School of Life Sciences (Contributor)
Created2013-05
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
Attention-deficit/hyperactivity disorder (ADHD) is a common developmental disorder characterized by symptoms of impulsivity, inattention, and hyperactivity that interfere with development. Given the lasting academic and social deficits associated with ADHD symptoms, it is critical to study the risk factors of this disorder and possible factors that could protect against its development. Therefore, the current study investigated the potential role of social support from parents, siblings, teachers, and peers as promotive and protective factors against the development of ADHD symptoms for children at familial risk of developing ADHD symptoms. Participants included 903 twins (30.5% monozygotic twins, 35.9% same-sex dizygotic twins, 31.7% opposite-sex dizygotic twins) from the longitudinal Arizona Twin Project. Children (51.6% female) were assessed for social support and ADHD symptoms at age 8 (M = 8.42, SD = 0.68) and for ADHD symptoms at age 9 (M = 9.71, SD = 0.93). Children’s familial risk for developing ADHD symptoms was assessed as a function of their cotwin’s symptom status at age 8 and the pair’s zygosity. Mixed model regression analyses indicated that familial risk was a robust predictor of ADHD symptoms. Further, peer acceptance was found to operate as a promotive factor against the development of ADHD symptoms, with some evidence for positive parenting as a promotive factor, as well. None of the forms of social support were found to be protective factors for children at familial risk of developing ADHD symptoms. Bivariate twin analyses revealed that peer acceptance and ADHD were related for both genetic and environmental reasons, suggesting that children’s heritable behaviors influence their peer acceptance. Future directions may include examining additional factors as possible moderators of familial risk of developing ADHD symptoms.
ContributorsHawkins, Jessica Kathryn (Author) / Lemery-Chalfant, Kathryn (Thesis director) / Miadich, Samantha (Committee member) / School of Life Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12