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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
Emotions have been defined as coordinated and functional changes in subjective experience, motivation, physiological activation, instrumental behavior, expressive behavior, and cognition that are evoked by important threats or opportunities in the environment. The proposed study looks at cognitive changes associated with the experience of several positive emotions, with a specific focus on awe. Prior research shows that positive emotions tend to increase people's use of cognitive heuristics (i.e. mental shortcuts used to simplify information we intake from the environment) and changes how they apply rules of thumb from stored knowledge to make decisions. Stereotypes, or assumptions about the characteristics held by individual members of a group, are one such heuristic. Awe, in contrast to other positive emotions, has been found to reduce people's tendency to rely on heuristics, rather than increasing its use. Thus, awe should tend to reduce stereotyping specifically. Participants made judgments on three characteristics and two types of theoretically valuable true/false statements. However, for both our measures, awe had no significant effect on stereotyping. Participants in the enthusiasm condition were significantly more likely than those in the awe condition to correctly identify stereotype-inconsistent statements present in the biography, which is the opposite of the predicted direction. Patterns for all four emotion conditions trended similarly to our predictions for stereotype-consistent statements correctly marked as being absent in the biography. There were no significant differences in ratings of three traits. Implications for enthusiasm and awe are discussed in the context of stereotypes of social objects and schemas of nonsocial objects.
ContributorsMurwin, Paige Elizabeth (Co-author) / O'Neil, Makenzie (Co-author) / Shiota, Michelle (Thesis director) / Davis, Mary (Committee member) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This study tested the effect of status threat on ingroup identification and examined identity concealability and stereotype endorsement as moderators of the relationship. Participants included a visible identity group (Asian men) and a concealable identity group (gay men). Participants were randomized into either a status threat condition, in which they read a vignette that reminded them of a negative stereotype about the target group and discussed positive stereotypes of the group as well, or a control condition that discussed positive stereotypes only. Participants then responded to a measure of ingroup identification and a measure of stereotype endorsement. A significant main effect of status threat on ingroup identification was found, such that participants in the status threat condition showed lower ingroup identification. The interaction of condition and concealability was not significant. The interaction of condition and stereotype endorsement was marginally significant, such that the main effect shows up stronger for those lower on stereotype endorsement. The main effect is interpreted as a potential protective strategy for self-esteem. The stereotype threat interaction is interpreted as a difference in the way that those who do and do not endorse the stereotype view the legitimacy of the status threat.
ContributorsWeathers, Shelby E (Author) / Shiota, Michelle (Thesis director) / Kenrick, Douglas (Committee member) / Wiezel, Adi (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Watts College of Public Service & Community Solut (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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
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
Description
The goal of this paper is to examine the relevance of ethnic identity in young Latinos and Whites in the Phoenix area. Based on interviews with 30 Latino and White young adults, I explore how “Zoomers” and millennials think about their ethnicity. I found that Whites’ ethnic identity tends to be symbolic or meaningless as they attribute less importance to ethnic identity because it has low personal significance and is inconsequential in their daily lives. Latinos, with their stronger connection to the ethnic core, tend to describe their ethnicity as consequential due to their experiences of discrimination that make their ethnic identity less optional. This research has implications for those looking to better understand how different groups think about their ethnicity.
ContributorsTorre, Samantha (Author) / Flores-González, Nilda (Thesis director) / Salgado, Casandra (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2022-05
Description
A case study using Bate Guide to Physical Examination and History Taking to look at gender and racial biases in medical school textbooks. 5 chapters were looked at specific based on their racial and gender themes present in the images in the chapters. Data from these chapters demonstrate the medical field as beneficial for white and male patients, while women and patients of racial minorities are underrepresented. This underrepresentation impacts future medical care, where these patients are dying as a result of this underdeveloped material.
ContributorsTrantina, Emily (Author) / Haskin, Jennifer (Thesis director) / Carlsen-Landy, Beverly (Committee member) / Barrett, The Honors College (Contributor) / Watts College of Public Service & Community Solut (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / School of Molecular Sciences (Contributor)
Created2022-05
Description
Textbooks are crucial in classrooms when it comes to developing lesson plans and curriculum for the classroom. They serve as a way for students to learn more about a certain topic in depth and can improve reading comprehension skills. However, as past studies have shown (Grever and van der Vlies), textbooks can be one-sided and leave out stories and perspectives from marginalized groups, such as African Americans and Indigenous peoples. Multiple perspectives in textbooks allow students to use historical consciousness to reflect how these historical events have an impact on modern society. Arizona has been in a unique political position over the past decade. In 2011, the state legislature passed a bill banning ethnic studies to be taught in schools. This was eventually reversed by the Court in 2017. Recently, the Governor signed two bills regarding education, which are improving curriculum on the Holocaust and banning critical race theory from being taught in schools. Because of Arizona’s geographic diversity, textbook content might vary since Arizona holds the most federally recognized tribes and borders Mexico. To analyze those differences, the 15 counties of Arizona are grouped into five regions, and from each region, one textbook will be analyzed. The textbooks will be coded for each racial community, which will be Asian American, Hispanic American, Black American, and Indigenous American. It is concluded that there is a direct relationship between the textbooks chosen and the racial groups that are covered in these books. Counties that had a larger Indigenous population tended to have a textbook that would cover more Indigenous history.
ContributorsNatarajan, Anusha (Author) / Kappes, Janelle (Thesis director) / O'Donnell, Catherine (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / School of Geographical Sciences and Urban Planning (Contributor) / School of Social Transformation (Contributor) / School of Human Evolution & Social Change (Contributor) / Sanford School of Social and Family Dynamics (Contributor)
Created2022-05