Matching Items (109)
ContributorsBach, Johann Sebastian, 1685-1750 (Composer)
ContributorsBach, Johann Sebastian, 1685-1750 (Composer)
ContributorsBach, Johann Sebastian, 1685-1750 (Abridger)
Description
The purpose of this study was to investigate the effect of partial exemplar experience on category formation and use. Participants had either complete or limited access to the three dimensions that defined categories by dimensions within different modalities. The concept of "crucial dimension" was introduced and the role it plays in category definition was explained. It was hypothesized that the effects of partial experience are not explained by a shifting of attention between dimensions (Taylor & Ross, 2009) but rather by an increased reliance on prototypical values used to fill in missing information during incomplete experiences. Results indicated that participants (1) do not fill in missing information with prototypical values, (2) integrate information less efficiently between different modalities than within a single modality, and (3) have difficulty learning only when partial experience prevents access to diagnostic information.
ContributorsCrawford, Thomas (Author) / Homa, Donald (Thesis advisor) / Mcbeath, Micheal (Committee member) / Glenberg, Arthur (Committee member) / Arizona State University (Publisher)
Created2011
Description
Intuitive decision making refers to decision making based on situational pattern recognition, which happens without deliberation. It is a fast and effortless process that occurs without complete awareness. Moreover, it is believed that implicit learning is one means by which a foundation for intuitive decision making is developed. Accordingly, the present study investigated several factors that affect implicit learning and the development of intuitive decision making in a simulated real-world environment: (1) simple versus complex situational patterns; (2) the diversity of the patterns to which an individual is exposed; (3) the underlying mechanisms. The results showed that simple patterns led to higher levels of implicit learning and intuitive decision-making accuracy than complex patterns; increased diversity enhanced implicit learning and intuitive decision-making accuracy; and an embodied mechanism, labeling, contributes to the development of intuitive decision making in a simulated real-world environment. The results suggest that simulated real-world environments can provide the basis for training intuitive decision making, that diversity is influential in the process of training intuitive decision making, and that labeling contributes to the development of intuitive decision making. These results are interpreted in the context of applied situations such as military applications involving remotely piloted aircraft.
ContributorsCovas-Smith, Christine Marie (Author) / Cooke, Nancy J. (Thesis advisor) / Patterson, Robert (Committee member) / Glenberg, Arthur (Committee member) / Homa, Donald (Committee member) / Arizona State University (Publisher)
Created2011
Description
Learning and transfer were investigated for a categorical structure in which relevant stimulus information could be mapped without loss from one modality to another. The category space was composed of three non-overlapping, linearly-separable categories. Each stimulus was composed of a sequence of on-off events that varied in duration and number of sub-events (complexity). Categories were learned visually, haptically, or auditorily, and transferred to the same or an alternate modality. The transfer set contained old, new, and prototype stimuli, and subjects made both classification and recognition judgments. The results showed an early learning advantage in the visual modality, with transfer performance varying among the conditions in both classification and recognition. In general, classification accuracy was highest for the category prototype, with false recognition of the category prototype higher in the cross-modality conditions. The results are discussed in terms of current theories in modality transfer, and shed preliminary light on categorical transfer of temporal stimuli.
ContributorsFerguson, Ryan (Author) / Homa, Donald (Thesis advisor) / Goldinger, Stephen (Committee member) / Glenberg, Arthur (Committee member) / Arizona State University (Publisher)
Created2011
Description
Most people are experts in some area of information; however, they may not be knowledgeable about other closely related areas. How knowledge is generalized to hierarchically related categories was explored. Past work has found little to no generalization to categories closely related to learned categories. These results do not fit well with other work focusing on attention during and after category learning. The current work attempted to merge these two areas of by creating a category structure with the best chance to detect generalization. Participants learned order level bird categories and family level wading bird categories. Then participants completed multiple measures to test generalization to old wading bird categories, new wading bird categories, owl and raptor categories, and lizard categories. As expected, the generalization measures converged on a single overall pattern of generalization. No generalization was found, except for already learned categories. This pattern fits well with past work on generalization within a hierarchy, but do not fit well with theories of dimensional attention. Reasons why these findings do not match are discussed, as well as directions for future research.
ContributorsLancaster, Matthew E (Author) / Homa, Donald (Thesis advisor) / Glenberg, Arthur (Committee member) / Chi, Michelene (Committee member) / Brewer, Gene (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this project was to research the expression of Autism Spectrum Disorder in children and create a children’s book that can help the peers of individuals with a diagnosis to understand what the disorder entails and potentially gain a new sense of empathy for peers of all levels of physical and mental abilities. The research component includes interviews with individuals deemed knowledgeable about ASD, including occupational therapists, behavioral analysts, and parents, as well as a literature review of research studies on the expression of Autism in children. This written portion of the project may also serve as a manual for individuals who have little to no knowledge of ASD, as it dives deeper into the content of the book and research, while remaining easily understandable and clear to those without any prior knowledge or experience with ASD. It could prove especially useful for those in professions that come into contact with individuals with Autism, but do not necessarily require psychology courses or training as a prerequisite for the role, such as teachers and some health professionals.
ContributorsSigna, Hope (Author) / Nelson, Elizabeth (Thesis director) / Spinrad, Tracy (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
The Latino population is the fastest growing minority group in the United States (U.S Census Bureau, 2003). Such a rapidly changing demographic stresses the importance of implementing strategies into the community social framework to accommodate for cultural and language differences. This research paper seeks to answer: what factors influence the sense of community among Latino families in Phoenix? The following questions will help to assess the dynamic relationship between sense of community and literacy 1) what is the perceived importance of literacy among Latino families living in Phoenix? 2) How is language development reflected among the family dynamics within a predominantly collectivist culture? It is hypothesized that both collectivism and literacy are the main influences on sense of community among this population.
ContributorsBennett, Julie (Author) / Glenberg, Arthur (Thesis director) / Restrepo, Laida (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
Description
There is significant amount of research suggesting that high maternal interference can cause low infant emotion regulation, where the infant is unlikely to develop socially acceptable self-regulation mannerisms. Inculcating these vital emotion regulation behaviors early on is critically important for dealing with daily stressors in adulthood and many children who cannot do this may develop anxiety and severe mental health issues. Since mothers are the primary caregivers, it would greatly behoove them to encourage their children to use these emotion regulation behaviors when need be. In an effort to examine the dimensions of maternal interference and infant self-regulation, this study was created with the main purpose of understanding if there's a significant relationship between the type of maternal interference (passive vs. active) and the infant's self-comforting behavior. Instances of self-comforting behavior and active and passive maternal interference were counted for in 68 home visit videos from the larger Las Madres Nuevas longitudinal study. The statistical analyses, such as Pearson's correlation coefficients and multiple regression analysis, were conducted using Excel. While the Pearson's correlation coefficients (0.304 for passive and 0.815 for active) and R2 (0.09 for passive and 0.65 for active) suggested that active maternal interference can largely affect infant emotion regulation more so than passive maternal interference, the standard error of regression values (0.58 for passive and 1.97 for active) implied that the passive interference model more precisely fit the data than the active interference model. Thus, the hypothesis was partially supported in this study since not all statistics conveyed maternal interference does affect infant emotion regulation more than passive maternal interference.
ContributorsVaka, Ujwala (Author) / Crnic, Keith (Thesis director) / Nelson, Elizabeth (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05