Matching Items (10)
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- All Subjects: Anxiety
- All Subjects: Embodied Cognition
- Creators: Sanford School of Social and Family Dynamics
- Resource Type: Text
Description
Both dialogic reading and embodied cognition have showed to be effective strategies in the development of early literacy skills. Additionally, the use of electronic books has been found to also have a positive effect, including in combination with dialogic reading. The effectiveness of dialogic reading and embodied strategy while reading an e-book has not been compared. The purpose of the study is to determine if embodied cognition can improve dialogic reading practices and possibly offer a theoretical framework for why dialogical reading practices work. Additionally, this study aims to determine the impact of embodied cognition and dialogic reading on the development of both vocabulary and story recall skills in preschool-aged children. Twenty-nine preschool children between the ages of 3 and 5 years old took part in a matched pairs experiment that included reading an e-book. Children in the experimental groups received four readings of either an embodied cognition condition or a dialogic reading condition. Following the four readings, the groups switched treatment. The children who received the embodied cognition conditions scored significantly higher on both story recall and vocabulary acquisition compared to those in the dialogic reading and control groups. Results of the study suggest embodied cognition in conjugation with dialogic reading practices could provide a more effective and improved model for promoting early literacy skills.
ContributorsMedrano, Danielle Alessandra (Author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Gomez, Ligia (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Music (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
An increasing number of veterans are transitioning from military service to college. Critical to academic success is the process of decision-making, which previous research has found to be influenced by a variety of factors including anxiety and working memory (WM). Many service-related conditions often influence anxiety and WM, and given the high prevalence of these conditions among veterans, the present study aimed to analyze the effects of working memory and anxiety on decision-making behavior in U.S. Military Veterans. Participants completed a large test battery including tasks assessing WM skills (Symmetry Span Task), anxiety (Beck Anxiety Inventory), and decision-making (Iowa Gambling Task). The study results indicated that WM and anxiety both play roles in decision-making performance in young military veterans. High anxiety is related to increased avoidance of adverse outcomes in decision-making for U.S. Military Veterans, while lower working memory span is associated with greater risk-taking behavior. This study provides both functional and clinical implications into areas of possible intervention that need to be assessed in military veterans, as well as modifications to these assessments that need to be made in order to appropriately measure decision-making behavior. Future work will be done in order to more effectively analyze the adverse impacts of service-related conditions and the ways in which intervention can be implemented in order to minimize these effects.
ContributorsTully, Mckayla Lynne (Author) / Azuma, Tamiko (Thesis director) / Gallagher, Karen (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Speech and Hearing Science (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Depression, anxiety, and suicidal thoughts or actions are on the rise in adolescents (National Institute of Mental Health, 2015; Bridge, Asti, & Horowitz, 2015). Parents, school administrators, and therapists are searching for resiliency factors with in at-risk groups to aid students in need. In previous work, Luthar and Zigler (1992) reported that intelligent youth are more resilient than less intelligent youth under low stress conditions but they lose their advantage under high stress conditions. This study examined whether intelligence (reflected in grade point average; GPA) and maladaptive (internalizing and externalizing symptoms) behaviors are negatively related in adolescents, and tested whether level of stress, reflected in emotion regulation and friendship quality, moderated that association. It also probed whether the relationships differ by gender. Sixth-graders (N=506) were recruited with active parental consent from three middle schools. Adolescents completed self-report questionnaires Regarding demo graphics, maladaptive behaviors, emotion regulation, and friendship quality, and GPA data were collected from the school. Regression analyses found that GPA was negatively related to externalizing symptoms. Girls with poor friendship communication report significantly higher maladaptive behaviors. This relation was more pronounced for girls with high GPAs, as predicted. Results support the theory that intelligent female adolescents are more reactive under adverse circumstances. Future efforts should follow students through middle school into high school to evaluate whether friendships remain important to adjustment, hold for boys as well as girls, and have implications for relationship interventions.
ContributorsGonzales, Ashlyn Carol (Author) / Luthar, Suniya (Thesis director) / Davis, Mary (Committee member) / Infurna, Frank (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This study investigates whether children who are Dual Language Learners (DLLs) and who have poor reading comprehension will benefit from participating in the EMBRACE intervention. The reading comprehension program is based on the Theory of Embodied Cognition, which focuses on the embodied nature of language comprehension. Our understanding of language is based on mental representations that we create through experiences and are integrated with according sensorimotor information. Therefore, by engaging the motor and language system through reading stories on an iPad that prompt the children to manipulate images on-screen, we might improve children's reading strategies and comprehension scores. Fifty-six children participated in reading three stories and answering related questions over a period of two weeks. Results showed that the intervention was successful in increasing reading comprehension scores in the physical manipulation condition but not in the imaginary manipulation condition. Although lower motor skill scores positively correlated with lower comprehension skills, the children's motor deficits did not moderate their performance on the intervention.
ContributorsValentin, Andrea Cristina (Author) / Glenberg, Arthur (Thesis director) / Restrepo, Maria Adelaida (Committee member) / Adams, Ashley M. (Committee member) / Department of Speech and Hearing Science (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Affluent children have been previously understudied and considerably neglected in developmental research due to the notion that they are "low risk." There is limited empirical research exploring the effects of parent involvement in affluent youth: specifically, the importance of the adolescent's perception that their mother/father do not spend as much time with them as they would like. The goals of the study were to explore the role of this dimension of perceived parental involvement in anxious-depressed symptoms, somatic symptoms, rule breaking behaviors and substance use with upper-class suburban youth. The sample was taken from the New England Study of Suburban Youth Cohort (NESSY) (Luthar & Latendresse, 2005b) consisting of 252 high school students in the 12th grade located in an affluent community in the Northeast. Results showed that the participants who indicated their fathers could have dinner with them more often if they tried presented significant group differences in anxious-depressed symptoms, somatic symptoms, and rule breaking behaviors while substance use trended towards significant. Thus, these data demonstrate that parent-child relationships are not only important for infant and child development, but are also an integral part of development of adaptive behaviors during adolescence. In addition, the data suggest the benefits from having strong, supportive, and stable relationships with not only mothers but with fathers as well. Results from post hoc analyses revealed perceived absence of fathers at dinnertime affects the adolescent more than the perceived absence of mothers at dinnertime. Finally, teens who indicated a need to spend more dinnertimes with their father may be suffering from a lack of open communication and opportunities to discuss social and emotional issues that are conducive to adolescent development and adjustment.
ContributorsOjeda, Johanna Alyssa Quiambao (Author) / Luthar, Suniya (Thesis director) / Glenberg, Arthur (Committee member) / Curlee, Alexandria (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
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
Embodiment refers to the interactions between the brain, the body, one’s behavior, and the surrounding physical and social worlds (Glenberg, 2010). Embodied cognition can be utilized to teach various aspects of human behavior, especially life skills. Psychologists have defined self-regulation as managing one’s thoughts, emotions, and behaviors to achieve goals (Rosanbalm & Murray, 2017; Dettmer et al., 2020). In this study, researchers examined the interaction of these concepts to determine whether embodied cognitive tasks could facilitate self-regulation skills in a sample of preschoolers and kindergarteners. Researchers recruited twenty-six participants aged three to six from ASU’s Child Study Lab. Researchers matched participants on PPVT scores, and one from each pair was randomly assigned to the traditional (control) group while the other was assigned to the embodied (experimental) group. In phase one, the embodied group received four sequential thought lesson plans based on physical manipulation of materials. The traditional group received four sequential thought lesson plans in a traditional, two-dimensional format. In phase two, all participants received four traditional-style impulse control lesson plans. Researchers used a factorial ANOVA to analyze both groups’ pre and post-test data in each phase. In phase one, the children in the embodied group displayed greater improvements in sequential thought skills than their counterparts in the traditional group, who only slightly improved overall. In phase two, the previously-embodied group ended with a higher average post-test score than the traditional group. This interaction effect could be attributed to the differences in training methods received in the sequential thought phase. This study would need to be replicated with a larger, more representative sample to determine a statistically significant effect.
ContributorsConway, Bryn (Author) / McKinney, Keagan (Co-author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2022-05
Description
Embodiment refers to the interactions between the brain, the body, one’s behavior, and the surrounding physical and social worlds (Glenberg, 2010). Embodied cognition can be utilized to teach various aspects of human behavior, especially life skills. Psychologists have defined self-regulation as managing one’s thoughts, emotions, and behaviors to achieve goals (Rosanbalm & Murray, 2017; Dettmer et al., 2020). In this study, researchers examined the interaction of these concepts to determine whether embodied cognitive tasks could facilitate self-regulation skills in a sample of preschoolers and kindergarteners. Researchers recruited twenty-six participants aged three to six from ASU’s Child Study Lab. Researchers matched participants on PPVT scores, and one from each pair was randomly assigned to the traditional (control) group while the other was assigned to the embodied (experimental) group. In phase one, the embodied group received four sequential thought lesson plans based on physical manipulation of materials. The traditional group received four sequential thought lesson plans in a traditional, two-dimensional format. In phase two, all participants received four traditional-style impulse control lesson plans. Researchers used a factorial ANOVA to analyze both groups’ pre and post-test data in each phase. In phase one, the children in the embodied group displayed greater improvements in sequential thought skills than their counterparts in the traditional group, who only slightly improved overall. In phase two, the previously-embodied group ended with a higher average post-test score than the traditional group. This interaction effect could be attributed to the differences in training methods received in the sequential thought phase. This study would need to be replicated with a larger, more representative sample to determine a statistically significant effect.
ContributorsMcKinney, Keagan (Author) / Conway, Bryn (Co-author) / Glenberg, Arthur (Thesis director) / Kupfer, Anne (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Politics and Global Studies (Contributor) / Department of Psychology (Contributor)
Created2022-05
Description
The present study examines the role of uncertainty and how it relates to variables pertinent to student success such as anxiety, future self-identification, and academic self-efficacy. The present study consists of two parts. Part 1 of the study aims to address whether levels of perceived uncertainty predict levels of state-anxiety, future self-identification, academic self-efficacy, and perceived predictability. Part 2 of the study aims to test the efficacy of a web-based manipulation among a sample of first-year students at Arizona State University. The experimental manipulation utilizes elements of self-compassion to attempt to mitigate the effects of uncertainty and anxiety, and their negative effects on cognitive performance. Additionally, the manipulation aims to increase academic self-efficacy and future self-identification. The study was administered online and consisted of 170 participants. For part one of the study, all participants were used in the correlational analyses. For part two of the study, the participants were randomly divided into two groups, the control condition and the self-compassion condition. As hypothesized, findings show that uncertainty of one’s future predicted (a) higher state-anxiety, (b) weaker future self-identification(b) less perceived predictability of the future, and (c) less academic self-efficacy. Analysis also revealed that perceived uncertainty and anxiety predicted a higher level of cognitive interference as evidenced by the number of errors on the Stroop Task. Nevertheless, the proposed manipulation did not demonstrate statistically significant effects to reduce students’ perceived uncertainty and anxiety about their future. In conclusion, the present findings support the theorized relationships between uncertainty, anxiety, future self-identification, self-efficacy, and cognitive performance. Implications, limitations and future directions of this research are discussed.
ContributorsThomas, Maitreya (Author) / Kwan, Virginia (Thesis director) / Corbin, William (Committee member) / Barrett, The Honors College (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor)
Created2022-05
Description
Approximately 20% of youth experience mental health problems (Vasileva et al., 2021), and dimensions of early childhood temperament, specifically negative affectivity and effortful control, predict later mental health (Rothbart, 2007). Examining temperament using person-centered methods, particularly in stressful contexts, may improve our understanding of vulnerability to adolescent emotional problems. The current study examined whether specific patterns, or types, of infant temperament longitudinally predicted adolescent anxiety and depression symptoms and whether family relationship stress moderated this association. We hypothesized that infants with a Negative Dysregulated temperament would experience higher anxiety and depression symptoms in later childhood compared to those with a Typical Expressive temperament, and that family relationship stress would exacerbate this link. In an ongoing-longitudinal study of families with twins (N=563, 51% female, 29.8% Hispanic/Latinx, 58.4% White; Lemery-Chalfant et al., 2019), primary caregivers (PCs) reported on infant temperament at 12 months (IBQ; Gartstein & Rothbart, 2003, α=.74-.90). In a prior study (Murillo et al., 2023), latent profile analysis yielded three infant temperament types: Negative Dysregulated, Positive Well-Regulated, and Typical Expressive. PCs reported on partner strain (PSS; Schuster, Kessler, & Asseltine, 1990, α=.87) and family conflict (FCS; Porter & O’Leary, 1980, α=.80) at age 8 and a composite of these two measures represented Family Relationship Stress (r = .689). Confirmatory factor analysis was used to form Depression and Anxiety outcome composites based on PC (4 reports), secondary caregiver (2 reports), teacher (2 reports), and self-report (3 reports) measures of depression and anxiety symptoms collected from ages 8-11 (HBQ, Armstrong & Goldstein, 2003; BPI, Measelle et al., 1998, all α’s > .80). We randomly selected one twin from each pair and conducted regression analyses, and then used the second twin for an internal replication. Family relationship stress had a significant main effect on both anxiety and depressive symptoms. The Negative Dysregulated temperament type did not predict anxiety and depression at ages 8-11, however, it interacted with family relationship stress to predict anxiety and depression in 1 of 2 samples. When family relationship stress was low, the Negative Dysregulated type was significantly associated with higher anxiety and depression outcomes compared to the Typical Expressive type, and high family relationship stress was significantly associated with lower depression outcomes. Elucidating these longitudinal relations is important for informing early intervention and reducing the burden of adolescent psychopathology.
ContributorsSingh, Ajuni (Author) / Lemery-Chalfant, Kathryn (Thesis director) / Corbin, William (Committee member) / Davis, Mary (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2023-12