Matching Items (26)
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- All Subjects: psychology
- All Subjects: Biculturalism
- Creators: Brewer, Gene
Description
Ethnic identity has consistently been associated with Latino youths' psychosocial well-being; however, an area that has received much less attention is how parents' characteristics inform their ethnic socialization efforts and, in turn, youths' ethnic identity. In addition, we know little about how this process unfolds in specific at-risk samples of youth, such as adolescent mothers. Thus, the current prospective study examined how mothers' cultural characteristics informed adolescents' and mothers' reports of ethnic socialization, and how this, in turn, informed adolescents' ethnic identity exploration and resolution among a sample of 193 adolescent mothers and their mothers. In addition, the current study tested whether mothers' ethnic identity affirmation was directly related to adolescents' ethnic identity affirmation over time. Results indicated that mothers' familism was associated with increases in mothers' reports of maternal ethnic socialization, and, in turn, with increases in ethnic identity exploration for foreign-born adolescents, and decreases in ethnic identity exploration for U.S.-born adolescents. In addition, adolescents' reports of familial ethnic socialization were associated with increases in their ethnic identity exploration and resolution. Finally, mothers' ethnic identity affirmation was associated with increases in adolescents' ethnic identity affirmation. Findings are discussed with special attention to the importance of mothers' cultural values in how they socialize their adolescents, and this impact on adolescents' ethnic identity, as well as the implications this study has for interventions focused on bolstering positive outcomes for adolescent mothers.
ContributorsDerlan, Chelsea L (Author) / Umaña-Taylor, Adriana J. (Thesis advisor) / Knight, George P. (Committee member) / Updegraff, Kimberly A. (Committee member) / Arizona State University (Publisher)
Created2012
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
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
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
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
Music and emotions have been studied frequently in the past as well as music and memory. However, these three items don’t have as much research grouped together. Further, this research does not also encompass culture. In my research, the aim was to examine the relationship between music, memory, emotion, and culture of gender. The hypothesis was that women had more emotions linked to music than men. We gave 416 students an animal fluency task, a letter fluency task, six cultural fluency tasks, and a cultural identity survey. We used a t-test and created a graph to analyze my data. After administering my tasks, we found that women had recalled more adjectives linked to music than men. However, there was not a statistically significant difference between the number of adjectives with emotional valence between men and women, indicating that there was no relationship between gender and emotion in regards to music. The limitations on this study included the descriptions on how to complete the task, the cultural norms of the participants, and the disparity between the number of female and male participants. In a future study, it is necessary to be more specific in what is desired from the participants and to pay close attention to shifting gender norms. Further, we would also like to see how the results from future research can impact music therapy for memory-related mood disorders.
ContributorsLevin, Allison (Author) / Brewer, Gene (Thesis director) / Cohen, Adam (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / College of Integrative Sciences and Arts (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The locus coeruleus-norepinephrine system (LC-NE) has been argued to play a vital role in task engagement and attention control by the adaptive gain theory (Aston-Jones & Cohen, 2005). One of the central claims of this theory is that tonic LC activity exhibits a quadratic relationship with task performance. Pupil dynamics have been correlated to LC-NE activity via primate intracranial recordings in ways that provide evidence for the adaptive gain theory. Due to the small size and location of the LC, less is known about LC functioning in humans, leading to a desire to find valid, noninvasive psychophysiological proxies to study this structure. In this paper we performed a replication of Murphy, Robertson, Balsters, & O’Connell (2011) to gather evidence on whether pupil fluctuations and the P3 event-related potential are viable markers for measuring tonic and phasic LC-NE activity in humans. A sample of 33 subjects from the Arizona State University human subjects pool provided usable electroencephalogram and pupillometry data collected during an auditory oddball task. Our analyses largely correspond with those found in Murphy et al. (2011) showing some evidence that pupillometry and P3 can be utilized when studying the LC. Moving forward we will reproduce the full set of analyses from Murphy et al. (2011) with our dataset.
ContributorsStrayer, Deanna L. (Author) / Brewer, Gene (Thesis director) / Robison, Matthew (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Although it has recently been demonstrated that source monitoring (SM) processes may mediate the relationship between working memory (WM) and false memories, little research has investigated whether the quality of monitoring processes can account for this reduction. In the current study, participants performed multiple false memory, WM, and SM tasks. Consistent with previous research, SM abilities mediated the relationship between WM and false memories (regardless of whether or not participants were warned of the illusions at encoding). High SM individuals were better able to recall contextual information from study to correctly reject lures, whereas low SM individuals were more likely to rely on the quality of retrieved details to reject lures. These results suggest that individuals low and high in SM abilities rely on qualitatively different monitoring processes to reduce errors, and that individual differences in diagnostic monitoring strategies may account for previous relationships found between WM and false memories.
ContributorsCoulson, Allison Rose (Author) / Brewer, Gene (Thesis director) / Ellis, Derek (Committee member) / Department of Psychology (Contributor) / School of Public Affairs (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Working memory is the cognitive system responsible for storing and maintaining information in short-term memory and retrieving cues from long-term memory. Working memory capacity (WMC) is needed for goal maintenance and to ignore task-irrelevant stimuli (Engle & Kane, 2003). Emotions are one type of task-irrelevant stimuli that could distract an individual from a task (Smallwood, Fitzgerald, Miles, & Phillips, 2009). There are studies that show there is a relation between emotions and working memory capacity. The direction of this relationship, though, is unclear (Kensinger, 2009). In this study, emotions served as a distractor and task performance was examined for differences in the effect of emotion depending on participants' working memory capacity. The participants watched a mood induction video, then were told to complete a complex-span working memory task. The mood induction was successful- participants watching the negative emotional video were in a less positive mood after watching the video than the participants that watched a neutral video. However, the results of the complex-span working memory task showed no significant difference in the results between participants in the negative versus neutral mood. These results may provide support to an alternative hypothesis: cognitive tasks can diminish the effects of emotions (Dillen, Heslenfeld, & Koole, 2009).
ContributorsAhmed, Sania (Author) / Brewer, Gene (Thesis director) / Wingert, Kimberly (Committee member) / Blais, Chris (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12