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The influence that agent-student interaction has on learning can have significant outcomes in an ITS. Agent-human relationships within ITSs possess elements modeled by teacher-student relationships in the classroom. As a result, student perceptions of pedagogical agents can affect learning outcomes. An efficient environment can depend upon the intention for which

The influence that agent-student interaction has on learning can have significant outcomes in an ITS. Agent-human relationships within ITSs possess elements modeled by teacher-student relationships in the classroom. As a result, student perceptions of pedagogical agents can affect learning outcomes. An efficient environment can depend upon the intention for which the virtual agent is designed. As researchers gain more knowledge on the effect that characteristics outside of language have on learning, agent pedagogies can begin to be developed and perfected. In this research, we investigate the role that the pedagogical agent's gender has in the learning process. Specifically, we examine whether gender of agent interacts with gender of student to influence variables related to affect and motivation in ITSs
ContributorsStone, Melissa Linn (Author) / McNamara, Danielle (Thesis director) / Snow, Erica (Committee member) / Barrett, The Honors College (Contributor) / School of Film, Dance and Theatre (Contributor) / Department of Psychology (Contributor)
Created2014-05
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Description
Brain-computer interface technology establishes communication between the brain and a computer, allowing users to control devices, machines, or virtual objects using their thoughts. This study investigates optimal conditions to facilitate learning to operate this interface. It compares two biofeedback methods, which dictate the relationship between brain activity and the movement

Brain-computer interface technology establishes communication between the brain and a computer, allowing users to control devices, machines, or virtual objects using their thoughts. This study investigates optimal conditions to facilitate learning to operate this interface. It compares two biofeedback methods, which dictate the relationship between brain activity and the movement of a virtual ball in a target-hitting task. Preliminary results indicate that a method in which the position of the virtual object directly relates to the amplitude of brain signals is most conducive to success. In addition, this research explores learning in the context of neural signals during training with a BCI task. Specifically, it investigates whether subjects can adapt to parameters of the interface without guidance. This experiment prompts subjects to modulate brain signals spectrally, spatially, and temporally, as well differentially to discriminate between two different targets. However, subjects are not given knowledge regarding these desired changes, nor are they given instruction on how to move the virtual ball. Preliminary analysis of signal trends suggests that some successful participants are able to adapt brain wave activity in certain pre-specified locations and frequency bands over time in order to achieve control. Future studies will further explore these phenomena, and future BCI projects will be advised by these methods, which will give insight into the creation of more intuitive and reliable BCI technology.
ContributorsLancaster, Jenessa Mae (Co-author) / Appavu, Brian (Co-author) / Wahnoun, Remy (Co-author, Committee member) / Helms Tillery, Stephen (Thesis director) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor) / Department of Psychology (Contributor)
Created2014-05
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Description
Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most important factor found was the quality of the interactions. Studies

Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most important factor found was the quality of the interactions. Studies have suggested that high achieving students are capable of improving the quality of interactions. This bears the question if prior knowledge plays an influence in the learning outcome of students in collaborative learning. Results show that high prior knowledge students do not face a detriment in having low prior knowledge students as a partner comparing to having another high prior knowledge student and that low prior knowledge students show significantly higher learning outcome when partnered with a high prior knowledge partner than with another low prior knowledge student. It is therefore likely that having a high prior knowledge student within a dyad improves the quality of interaction, resulting in greater learning outcome through collaborative learning.
ContributorsKeyvani, Kewmars (Author) / Chi, Michelene (Thesis director) / Wylie, Ruth (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2014-05
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Description
Menopause is associated with a wide array of negative symptoms. As average lifespan increases due to advances in healthcare and technology, more women are spending a larger portion of their lives in a menopausal state low in estrogen and progesterone. Hormone therapies such as Conjugated Equine Estrogens (CEE) and the

Menopause is associated with a wide array of negative symptoms. As average lifespan increases due to advances in healthcare and technology, more women are spending a larger portion of their lives in a menopausal state low in estrogen and progesterone. Hormone therapies such as Conjugated Equine Estrogens (CEE) and the bioidentical estrogen, 17-estradiol (E2), are commonly prescribed to treat the negative symptoms of menopause. Our laboratory has previously shown that CEE has differential effects on cognitive ability depending on whether menopause is transitional (VCD) or surgical (ovariectomy, OVX). Further, the negative impact of CEE on cognitive function in a transitional ovary-intact model of menopause was associated with high levels of serum androstenedione; the primary hormone circulating in a follicle-deplete menopausal state. Here, we investigate the cognitive effects of these two common hormone therapies separately, and in conjunction with the hormone androstenedione, in a "blank-slate" OVX mouse model. We assessed cognitive ability using two behavioral tasks such at the Water Radial Arm Maze (WRAM, measuring spatial working and reference memory) and the Morris water maze (MM, measuring spatial reference memory). In the WRAM, every treatment group saw impaired performance compared to Vehicle but the combination group of E2 plus Androstenedione. In the MM, the combination group of E2 plus Androstenedione actually enhanced performance in the maze compared to every other comparable group. Translationally, these results suggest that CEE given in the presence of an androstenedione-dominant hormone milieu is impairing to cognition, E2 in this same manner is not. These results yield valuable insight into optimal hormone therapies for menopausal women.
ContributorsGranger, Steven Jay (Author) / Bimonte-Nelson, Heather (Thesis director) / Presson, Clark (Committee member) / Hiroi, Sheri (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description
Chronic stress often leads to cognitive deficits, especially within the spatial memory domain mediated by the hippocampus. When chronic stress ends and a no-stress period ensues (i.e., washout, WO), spatial ability improves, which can be better than non-stressed controls (CON). The WO period is often the same duration as the

Chronic stress often leads to cognitive deficits, especially within the spatial memory domain mediated by the hippocampus. When chronic stress ends and a no-stress period ensues (i.e., washout, WO), spatial ability improves, which can be better than non-stressed controls (CON). The WO period is often the same duration as the chronic stress paradigm. Given the potential benefit of a post-stress WO period on cognition, it is important to investigate whether this potential benefit of a post-stress WO period has long-lasting effects. In this project, chronic restraint (6hr/d/21d) in Sprague-Dawley rats was used, as it is the minimum duration necessary to observe spatial memory deficits. Two durations of post-stress WO were used following the end of chronic restraint, 3 weeks (STR-WO3) and 6 weeks (STR-WO6). Immediately after chronic stress (STR-IMM) or the WO periods, rats were tested on various cognitive tests. We corroborated past studies that chronic stress impaired spatial memory (STR-IMM vs CON). Interestingly, STR-WO3 and STR-WO6 failed to demonstrate improved spatial memory on a radial arm water maze task, performing similarly as STR-IMM. Performance outcomes were unlikely from differences in anxiety or motivation because rats from all conditions performed similarly on an open field task and on a simple object recognition paradigm, respectively. However, performance on object placement was unusual in that very few rats explored, suggesting some degree of anxiety or fear in all groups. One possible interpretation of the unusual results of the 3 week washout group may be attributed to the different spatial memory tasks used across studies or external factors from the study. Further exploration of these other factors led to the conclusion that they did not play a role and the STR-WO3 RAWM data were anomalous to other studies. This suggests that a washout period following chronic stress may not be fully understood.
ContributorsFlegenheimer, Aaron Embden (Author) / Conrad, Cheryl (Thesis director) / Bimonte-Nelson, Heather (Committee member) / Ortiz, J. Bryce (Committee member) / School of Life Sciences (Contributor) / School of Human Evolution and Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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Description
Drospirenone (DRSP) is a novel, pharmacologically unique synthetic progestin with properties more similar to the endogenous progestogen, progesterone, than any other progestin currently on the market. While a significant amount of research has been conducted on the risks associated with DRSP, the impact of DRSP on cognition, especially in reference

Drospirenone (DRSP) is a novel, pharmacologically unique synthetic progestin with properties more similar to the endogenous progestogen, progesterone, than any other progestin currently on the market. While a significant amount of research has been conducted on the risks associated with DRSP, the impact of DRSP on cognition, especially in reference to learning and memory, is not well understood. However, it is imperative to fully understand the cognitive effects of DRSP, both alone and in combination with EE (as taken in a combined oral contraceptive [COC]), so that women and their physicians can make a fully-informed decision when deciding to take a DRSP-containing COC. Study 1 examined the effects of three doses of DRSP in order to determine the optimal dose for combining with EE, and found that the medium dose of DRSP (30 µg/day) enhanced spatial working memory performance. In Study 2, the medium dose of DRSP from Study 1 was combined with low (0.125 µg/day) and high (0.3 µg/day) doses of EE to examine the effects of DRSP as taken with EE in a COC. The results from Study 2 indicated that when DRSP was combined with a low, but not high, dose of EE, spatial working memory impairments were seen at the highest working memory load. Anxiety-like behavior was evaluated using the OFT, and DRSP was shown to decrease measures of anxiety-like behavior. Additionally, while treatment with a high dose of EE decreased several measures of anxiety-like behavior, a low dose of EE did not, suggestive of a dose response. Taken together, the findings presented from both studies suggest that some of the cognitive effects of the combination of DRSP with EE are different than those of either hormone administered on its own. Further exploration in a preclinical, ovary-intact animal model is a next step to fully understand these effects in the translational context of a contraceptive, given that women taking an EE-DRSP combination are typically ovary-intact.
ContributorsPoisson, Mallori Louise (Author) / Bimonte-Nelson, Heather (Thesis director) / Doane, Leah (Committee member) / School of Nutrition and Health Promotion (Contributor) / School of Molecular Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
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Description
It is a well-established finding in memory research that spacing or distributing information, as opposed to blocking all the information together, results in an enhanced memory of the learned material. Recently, researchers have decided to investigate if this spacing effect is also beneficial in category learning. In a set of

It is a well-established finding in memory research that spacing or distributing information, as opposed to blocking all the information together, results in an enhanced memory of the learned material. Recently, researchers have decided to investigate if this spacing effect is also beneficial in category learning. In a set of experiments, Carvalho & Goldstone (2013), demonstrated that a blocked presentation showed an advantage during learning, but that ultimately, the distributed presentation yielded better performance during a post-learning transfer test. However, we have identified a major methodological issue in this study that we believe contaminates the results in a way that leads to an inflation and misrepresentation of learning levels. The present study aimed to correct this issue and re-examine whether a blocked or distributed presentation enhances the learning and subsequent generalization of categories. We also introduced two shaping variables, category size and distortion level at transfer, in addition to the mode of presentation (blocked versus distributed). Results showed no significant differences of mode of presentation at either the learning or transfer phases, thus supporting our concern about the previous study. Additional findings showed benefits in learning categories with a greater category size, as well as higher classification accuracy of novel stimuli at lower-distortion levels.
ContributorsJacoby, Victoria Leigh (Author) / Homa, Donald (Thesis director) / Brewer, Gene (Committee member) / Davis, Mary (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
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Description
Estradiol (E2) and Levonorgestrel (Levo) are two hormones commonly used in hormone therapy (HT) to decrease symptoms associated with menopause. Both of these hormones have been shown to have beneficial effects on cognition when given alone in a rodent model of menopause. However, it is unknown whether these hormones, when

Estradiol (E2) and Levonorgestrel (Levo) are two hormones commonly used in hormone therapy (HT) to decrease symptoms associated with menopause. Both of these hormones have been shown to have beneficial effects on cognition when given alone in a rodent model of menopause. However, it is unknown whether these hormones, when taken in combination, are beneficial or harmful to cognition. This is a critically important question given that these hormones are most often given in combination versus separately. This thesis is composed of two studies examining the cognitive effects of E2 and Levo using a rat model of surgical menopause. Study 1 assessed how the dose of E2 treatment in rats impacted cognitive performance, and found that low dose E2 enhanced working memory performance. Next, based on the results from Study 1, Study 2 used low dose E2 in combination with different doses of Levo to examine the cognitive effects of several E2 to Levo ratio combinations. The results from Study 2 demonstrated that the combination of low dose E2 with a high dose of Levo at a 1:2 ratio impaired cognition, and that the ratio currently used in HT, 3:1, may also negatively impact cognition. Indeed, there was a dose response effect indicating that working and reference memory performance was incrementally impaired as Levo dose increased. The findings in this thesis suggest that the E2 plus Levo combination is likely not neutral for cognitive function, and prompts further evaluation in menopausal women, as well as drug discovery research to optimize HT using highly controlled preclinical models.
ContributorsBerns-Leone, Claire Elizabeth (Co-author) / Prakapenka, Alesia (Co-author) / Pena, Veronica (Co-author) / Northup-Smith, Steven (Co-author) / Melikian, Ryan (Co-author) / Ladwig, Ducileia (Co-author) / Patel, Shruti (Co-author) / Croft, Corissa (Co-author) / Bimonte-Nelson, Heather (Thesis director) / Glenberg, Arthur (Committee member) / Conrad, Cheryl (Committee member) / School of Life Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description

After answering a test question, feedback of the correct answer provided after a brief delay can be more beneficial to learning than feedback provided immediately (Brackbill & Kappy, 1962; Kulhavy & Anderson, 1972). Several theoretical models have been proposed to explain this delay-of-feedback benefit, with the most well supported being

After answering a test question, feedback of the correct answer provided after a brief delay can be more beneficial to learning than feedback provided immediately (Brackbill & Kappy, 1962; Kulhavy & Anderson, 1972). Several theoretical models have been proposed to explain this delay-of-feedback benefit, with the most well supported being that delaying feedback promotes anticipation of the correct answer, which has been examined using curiosity as a measure of answer anticipation (Mullaney et al. 2014). The present study tested this model across two task designs, one designed to elicit epistemic curiosity, and one designed to elicit perceptual curiosity, to determine if the relationship between curiosity and feedback delay is type-dependent. In Task 1, participants answered trivia questions, reported their subjective level of curiosity to know the answer, and then received correct answer feedback after a variable delay (0s, 4s, or 8s). Task 2 was identical to Task 1, except that participants learned and were tested on the identities of blurred pictures, rather than trivia question answers. A subsequent learning retention test demonstrated a significant effect of curiosity, but not feedback delay, on performance in the trivia task, and no significant effect of curiosity, but a negative effect of feedback delay, on performance in the blurred pictures task. Neither task found a significant interaction effect between curiosity and delay group, which fails to support the answer anticipation model of the delay-of-feedback benefit.

ContributorsMcDaniel, Layla (Author) / Brewer, Gene (Thesis director) / Pages, Erika (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor)
Created2023-05