Matching Items (15)
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- All Subjects: Children
- Creators: Sanford School of Social and Family Dynamics
Description
Psychotic-Like Experiences (PLEs) are prevalent in the general population and may be a marker of risk for psychosis, yet little is known about the everyday functioning of individuals with PLEs. The purpose of this study was to compare everyday functioning of people with and without PLEs. Participants were 108 college students enrolled in an introductory psychology course who were selected for participation in the study because they scored in the top and bottom 10% of a screening test for PLEs. Informants were emailed questionnaires and asked to report on the participants' functioning in three domains: interpersonal functioning, disorganized behavior, and cognitive-perceptual functioning. Informants also reported on participants' attention and memory problems. Results showed that, consistent with prior research, individuals high in PLEs were from lower SES families and reported more depression, anxiety, and substance use. Moreover, informants for participants high in PLEs reported more unusual/disorganized behavior than informants for participants low in PLEs. No differences were observed between individuals high versus low in PLEs for informant-reported interpersonal functioning and attention and memory problems, however. Findings suggest that noticeable difficulties among individuals with PLEs are limited to disorganized behavior. More research is needed to determine the functional consequences of disorganized behavior among individuals with PLEs.
ContributorsLynch, Emily Nicole (Author) / Meier, Madeline (Thesis director) / Presson, Clark (Committee member) / Low, Sabina (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The Centers for Disease Control and Prevention in the United States announced that there has been roughly a 50% increase in the prevalence of food allergies among people between the years of 1997 - 2011. A food allergy can be described as a medical condition where being exposed to a certain food triggers a harmful immune response in the body, known as an allergic reaction. These reactions can range from mild to fatal, and they are caused mainly by the top 8 major food allergens: dairy, eggs, peanuts, tree nuts, wheat, soy, fish, and shellfish. Food allergies mainly plague children under the age of 3, as some of them will grow out of their allergy sensitivity over time, and most people develop their allergies at a young age, and not when they are older. The rise in prevalence is becoming a frightening problem around the world, and there are emerging theories that are attempting to ascribe a cause. There are three well-known hypotheses that will be discussed: the Hygiene Hypothesis, the Dual-Allergen Exposure Hypothesis, and the Vitamin-D Deficiency Hypothesis. Beyond that, this report proposes that a new hypothesis be studied, the Food Systems Hypothesis. This hypothesis theorizes that the cause of the rise of food allergies is actually caused by changes in the food itself and particularly the pesticides that are used to cultivate it.
ContributorsCromer, Kelly (Author) / Lee, Rebecca (Thesis director) / MacFadyen, Joshua (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
For many years now, early word learning in children has been an important subject among many researchers. There are many ways in which children learn word-object pairings including using co-occurrences, forwards integration, and backwards integration. This study primarily focuses on backwards integration. Backwards integration entails using learned information to be able to recall a word-object pairing from a previous time. In this thesis, three different studies were conducted with children aged 3-7 years old. In the general task, children were presented with a computerized word-learning task in which they could track word-referent pairings using co-occurrence statistics, forward integration, and backward integration. The goal of Study 1 and Study 2 was to determine the best task design to study backwards integration. The goal of the final study, Study 3, was to provide preliminary data on backwards integration. The overall results indicate that a between subjects design is the most beneficial way to test backwards integration because as a group, children were learning when compared to chance. In addition, the results from Study 3 showed that children were not learning in the task. In general, this suggests that this task may have been very difficult for children to complete. One limitation of Study 3
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
ContributorsLalani, Hanna Alyssa (Author) / Benitez, Viridiana (Thesis director) / Kupfer, Anne (Committee member) / Fabricius, William (Committee member) / Department of Psychology (Contributor) / Department of Management and Entrepreneurship (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Equal access to community facilities and resources is vital to the educational development of children. Yet, many times community programs and activities are not appropriately adapted for children with disabilities. This thesis project explored how public library spaces and programs can be adapted to become more accessible for children with special needs. Forty-one library youth staff members were surveyed to understand their training needs and inform the development of a professional workshop. In partnership, Arizona State University and Scottsdale Public Library System created a professional development training to educate library youth staff on cultural responsivity. One component of the training, "Creating Safe Library Spaces for Children with Special Needs," was developed to teach library youth staff about techniques for ensuring equal educational opportunities for all children in libraries. Sixteen library staff members participated in the training and were asked to complete a post-workshop survey evaluating their satisfaction and perceived usefulness of the training.
ContributorsFessenden, Wyatt J. (Author) / Taylor, Michelle (Thesis director) / Gaias, Larissa (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This creative project is a children's book entitled Sheldon the Shy Tortoise. Accompanying the story is a literature review of the research on childhood shyness. The purpose of the project is to gain a better of understanding of shyness in childhood. Topics covered in the literature review include risk factors and causes, negative social and behavioral effects, impact on academics, and treatment options. Using this information, the children's book was written. It aims to be fun for children to read while also providing insight and encouragement into some of the problems related to being shy. The story features animal characters and a relatively simple plot so it is easily understandable by the target audience of late-preschool and early-elementary children. The main character, Sheldon the tortoise, is often physically and metaphorically "stuck in his shell". He wants to participate in social activities but is afraid to do so. Through a series of events and interactions, Sheldon starts to come out of his shell in every sense of the phrase. The book is illustrated using photographs of hand-crocheted stuffed animals representing each of the characters. By incorporating scholarly research into the writing process, children will hopefully be able to gain an understanding of their shyness and ways to help decrease it. Teachers should be able to better understand their shy students and understand some of the unique challenges of working with shy children. This creative project helps convey necessary information to children and families during a critical period of development.
ContributorsRyan, Amanda (Author) / Hansen, Cory (Thesis director) / Bernstein, Katie (Committee member) / Department of Speech and Hearing Science (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Previous research demonstrated the overall efficacy of an embodied language intervention (EMBRACE) that taught pre-school children how to simulate (imagine) language in a heard narrative. However, EMBRACE was not effective for every child. To try to explain this variable response to the intervention, the video recordings made during the four-day intervention sessions were assessed and emotion was coded. Each session was emotion-coded for child emotions and for child-researcher emotions. The child specific emotions were 1) engagement in the task, this included level of participation in the activity, 2) motivation/attention to persist and complete the task, as well as stay focused, and 3) positive affect throughout the session. The child-researcher specific emotions were 1) engagement with each other, this involved how the child interacted with the researcher and under what context, and 2) researcher’s positive affect, this incorporated how enthusiastic and encouraging the researcher was throughout the session. It was hypothesized that effectiveness of the intervention would be directly correlated with the degree that the child displayed positive emotions during the intervention. Thus, the analysis of these emotions should highlight differences between the control and EMBRACE group and help to explain variability in effectiveness of the intervention. The results did indicate that children in the EMBRACE group generally had a significantly higher positive affect compared to the control group, but these results did not influence the ability for the child to effectively recall or moderate the EEG variables in the post-test. The results also showed that children who interacted with the researcher more tended to be in the EMBRACE group, whereas children who did not interact with the researcher more frequently were in the control group, showing that the EMBRACE intervention ended up being a more collaborative task.
ContributorsOtt, Lauren Ruth (Author) / Glenberg, Arthur (Thesis director) / Presson, Clark (Committee member) / Kupfer, Anne (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Culture is a living, dynamic concept that influences the lives of all human beings, making it one of the cornerstone building blocks of the human experience. However, there is a widespread assumption that culture matters more for some people than others. Recent studies have found evidence of a cultural (mis)attribution bias among psychologists, the tendency to exaggerate the role of cultural factors in the behavior of racial/ethnic minorities while simultaneously exaggerating the role of personal psychological factors in the behavior of the racial/ethnic majority (Causadias, Vitriol, & Atkins, 2018a; 2018b). This study aims to explore the cultural (mis)attribution bias, and how it manifests in the beliefs and attitudes of undergraduate students at ASU. Additionally, this paper will also explore the implications of those results and how to apply that knowledge to our daily interactions with the people around us.
ContributorsKwon, Woochan (Author) / Causadias, José (Thesis director) / Pedram, Christina (Committee member) / Korous, Kevin (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Immigration becomes relevant in policies and U.S. culture as globalization spreads. The physical relocation affects children’s development because they are growing up during uncertain times and they could potentially miss important milestones during childhood if the effects of immigration are not understood and explored. This paper aims to assess children’s physical, psychosocial, and academic trends and how they compare to native citizens of the United States. Law, research, medicine, and education are all relevant realms that could work on understanding the immigrant children’s problems, as well as help bolster any advantages and skills they might have.
ContributorsNawara, Nourhan Muniem (Author) / Swanson, Jodi (Thesis director) / Romley, Courtney (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Objective: This study examined how the belief (internalization) in the model minority myth of achievement orientation and of unrestricted mobility relates to one’s social awareness of racial inequity and inequality in society (critical consciousness) amongst Asian American college students. Methods: Participants (N = 275, 67.7% female, M_age = 22.35) were recruited from Asian American ethnic studies classes, clubs and organizations and completed an online cross-sectional survey. Results: Results indicated that internalization of achievement orientation significantly correlated with levels of racial critical consciousness while unrestricted mobility did not. Conclusion: These findings extend research exploring the correlates of critical consciousness on internalization of racial stereotypes for Asian Americans.
ContributorsMatriano, Ronae (Author) / Yoo, Hyung Chol (Thesis director) / Atkin, Annabelle (Committee member) / Li, Wei (Committee member) / School of Social Transformation (Contributor) / School of Life Sciences (Contributor) / Hugh Downs School of Human Communication (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Prior research suggests that African American adults are more likely than White adults to experience negative alcohol use outcomes such as alcohol use disorder (AUD) despite reporting lower rates of alcohol consumption. Research also shows that African Americans experience higher rates of depression, which can increase risk for alcohol consumption and AUD through drinking to cope. The current study examined the role of depressive symptoms and drinking to cope in alcohol consumption and AUD symptoms among White and Black/African American college students. Participants completed an online survey during the fall (T1) and spring semester (T2) of their first year of college (N = 2,168, 62.8% female, 75.8% White). Path analyses were conducted to examine whether depressive symptoms and drinking to cope mediated the association between race/ethnicity and alcohol consumption and AUD symptoms, as well as whether race/ethnicity moderated the associations between depressive symptoms, drinking to cope, and alcohol use outcomes. Results indicated that White participants had higher levels of depressive symptoms and alcohol consumption than African American participants. Drinking to cope at T1 was also associated with more depressive symptoms at T1, higher levels of alcohol consumption at T2, and higher levels of AUD symptoms at T2. Also, there was an indirect effect of depressive symptoms on AUD symptoms via drinking to cope. Results from multigroup path analyses suggested that depressive symptoms were more strongly associated with drinking to cope for White students than African American students. There were no significant racial/ethnic differences in the associations between depressive symptoms or drinking to cope and alcohol use outcomes. Future research should examine the roles of race, depression, and drinking to cope in alcohol use outcomes for college students.
ContributorsTaylor, Nicole (Author) / Su, Jinni (Thesis director) / Corbin, William (Committee member) / Chassin, Laurie (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12