Matching Items (2)
Filtering by
- All Subjects: Females
- All Subjects: Technology Breaks
- Creators: Burleson, Mary
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
Description
Females' attractiveness ratings of male faces have often been attributed to the male faces' physical characteristics. Multiple studies have determined that male faces are perceived as more attractive when they show the following characteristics: masculine and feminine features, facial age, neotenous signs, symmetry, and averageness. However, certain traits of the rater, such as mood and romantic relationship status, also influence the perceived attractiveness of those faces. This study was designed to address whether female raters' mood and romantic relationship status were associated with their ratings of men in photographs. We recorded the romantic relationship status and current mood of 115 heterosexual females, who then rated ten male photographs on their: likeability, datability, physical attractiveness, sexual desirability, and perceived age of the face. Four separate one-way analyses of variance (ANOVAs) were carried out to test the differences in ratings (i.e., physical attractiveness, datability, likability, and sexual desirability) between single and partnered women. Also, among partnered participants, correlations were calculated between relationship happiness and photo ratings. Finally, correlations between attractiveness ratings and mood-related variables were calculated. Results suggested that the participants' mood was associated with the photo ratings. These findings are consistent with previous literature suggesting that mood can influence people's perception of others. We can then infer that physical traits are not the only defining factor of attractiveness.
ContributorsGonzalez Garcia, Silvio Adrian (Author) / Burleson, Mary (Thesis director) / Roberts, Nicole (Committee member) / Barrett, The Honors College (Contributor) / School of Social and Behavioral Sciences (Contributor)
Created2014-05
Description
With social technology on the rise, it is no surprise that young students are at the forefront of its use and impact, particularly in the realm of education. Due to greater accessibility to technology, media multitasking and task-switching are becoming increasingly prominent in learning environments. While technology can have numerous benefits, current literature, though somewhat limited in this scope, overwhelmingly shows it can also be detrimental for academic performance and learning when used improperly. While much of the existing literature regarding the impact of technology on multitasking and task-switching in learning environments is limited to self-report data, it presents important findings and potential applications for modernizing educational institutions in the wake of technological dependence. This literature review summarizes and analyzes the studies in this area to date in an effort to provide a better understanding of the impact of social technology on student learning. Future areas of research and potential strategies to adapt to rising technological dependency are also discussed, such as using a brief "technology break" between periods of study. As of yet, the majority of findings in this research area suggest the following: multitasking while studying lengthens the time required for completion; multitasking during lectures can affect memory encoding and comprehension; excessive multitasking and academic performance are negatively correlated; metacognitive strategies for studying have potential for reducing the harmful effects of multitasking; and the most likely reason students engage in media-multitasking at the cost of learning is the immediate emotional gratification. Further research is still needed to fill in gaps in literature, as well as develop other potential perspectives relevant to multitasking in academic environments.
ContributorsKhanna, Sanjana (Author) / Roberts, Nicole (Thesis director) / Burleson, Mary (Committee member) / Barrett, The Honors College (Contributor)
Created2016-12