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- Creators: School of Life Sciences
Description
Color as a communication medium plays an important role in conveying meaning. It has been identified as a major element in marketing and advertising, and has shown to influence consumer's emotions (Labrecque & Milne, 2012). Despite the large volume of color-centered research, the literature on the subject remains largely abstract and unreliable. Academic research on the impact of color on brand personality it is still in its early stages of investigation, and therefore fragmented and inadequate. The goal of this study is to identify and visually represent patterns of association between colors and specific brand personality traits. We hypothesized that such patterns exist, although the exact associations are difficult to predict. If such patterns are found, they can assist in creating a valuable design tool with wide range of applications in product design, manufacturing, and marketing.
ContributorsToteva, Maya (Author) / Branaghan, Russell (Thesis advisor) / Gray, Rob (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2017
Self-congruity, Preference, and Pathfinder: An Examination of News Media Outlet Knowledge Structures
Description
Using a modified news media brand personality scale developed by Kim, Baek, and Martin (2010), this study measured the personalities of eight news media outlets and combined them into the same associative network with participants’ self-image via the Pathfinder tool (Schvaneveldt, Durso, & Dearholt, 1989). Using these networks, this study was able to both explore the personality associations of participants and observe if self-congruity, measured by the distance between the self-image node and a brand, is significantly related to participant preference for a brand. Self-congruity was found to be significantly related to preference. However, this relationship was mediated by participants’ fiscal and social orientation. Overall, using Pathfinder to generate associative networks and measure self-congruity could be a useful approach for understanding how people perceive and relate to different news media outlets.
ContributorsWillinger, Jacob T (Author) / Branaghan, Russel (Thesis advisor) / Craig, Scotty (Committee member) / Gray, Robert (Committee member) / Arizona State University (Publisher)
Created2018
Description
Multimedia educational technologies have increased their presence in traditional and online classrooms over the course of the previous decade. These tools hold value and can promote positive learning outcomes but are reliant on students’ degree of cognitive engagement and self-regulation. When students are not cognitively engaged or have low self-regulation capabilities, their interaction with the technology becomes less impactful because of decreased learning outcomes. Building or altering technologies to cognitively engage students is costly and timely; the present study investigates if introducing higher agency roles, to change the role of the student, increases learning outcomes. Specifically, this study investigates if higher agency roles of a designer or teacher enhances cognitive engagement and improves learning when compared to the conventional role of a learner. Improved learning outcomes were observed from the pretest to posttest for the learner, designer, and teacher role. Participants engaged with higher agency roles did not demonstrate more growth from pretest to posttest when compared to the control group, but participants in the teacher role outperformed those in the designer role. Additionally, reading ability did not impact learning gains across groups. While students who engaged with higher agency roles did not achieve greater learning outcomes than students in the control group, results indicate a learning effect across groups. Results of this study suggest that it was underpowered. Further research is needed to determine the extent of the impact that higher agency roles have on learning outcomes.
ContributorsNovak, Kyrsten (Author) / Roscoe, Rod (Thesis advisor) / Branaghan, Russell (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2018
Description
Human-robot interaction has expanded immensely within dynamic environments. The goals of human-robot interaction are to increase productivity, efficiency and safety. In order for the integration of human-robot interaction to be seamless and effective humans must be willing to trust the capabilities of assistive robots. A major priority for human-robot interaction should be to understand how human dyads have been historically effective within a joint-task setting. This will ensure that all goals can be met in human robot settings. The aim of the present study was to examine human dyads and the effects of an unexpected interruption. Humans’ interpersonal and individual levels of trust were studied in order to draw appropriate conclusions. Seventeen undergraduate and graduate level dyads were collected from Arizona State University. Participants were broken up into either a surprise condition or a baseline condition. Participants individually took two surveys in order to have an accurate understanding of levels of dispositional and individual levels of trust. The findings showed that participant levels of interpersonal trust were average. Surprisingly, participants who participated in the surprise condition afterwards, showed moderate to high levels of dyad trust. This effect showed that participants became more reliant on their partners when interrupted by a surprising event. Future studies will take this knowledge and apply it to human-robot interaction, in order to mimic the seamless team-interaction shown in historically effective dyads, specifically human team interaction.
ContributorsShaw, Alexandra Luann (Author) / Chiou, Erin (Thesis advisor) / Cooke, Nancy J. (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2019
Description
As automation becomes more prevalent in society, the frequency that systems involve interactive human-automation control increases. Previous studies have shown accountability to be a valuable way of eliciting human engagement and reducing various biases, but these studies have involved the presence of an authority figure during the research. The current research sought to explore the effect of accountability in the absence of an authority figure. To do this, 40 participants took part in this study by playing a microworld simulation. Half were told they would be interviewed after the simulation, and half were told data was not being collected. Eleven dependent variables were collected (accountability, number of resources shared, player score, agent score, combined score, and the six measures of the NASA- Task Load Index), of which statistical significance was found in number of resources shared, player score, and agent score. While not conclusive, the results suggest that accountability affects human-automation interactions even in the absence of an authority figure. It is suggested that future research seek to find a reliable way to measure accountability and examine how long accountability effects last.
ContributorsWilkins, Adam (Author) / Chiou, Erin K. (Thesis advisor) / Gray, Robert (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2019
Description
The inherent risk in testing drugs has been hotly debated since the government first started regulating the drug industry in the early 1900s. Who can assume the risks associated with trying new pharmaceuticals is unclear when looked at through society's lens. In the mid twentieth century, the US Food and Drug Administration (FDA) published several guidance documents encouraging researchers to exclude women from early clinical drug research. The motivation to publish those documents and the subsequent guidance documents in which the FDA and other regulatory offices established their standpoints on women in drug research may have been connected to current events at the time. The problem of whether women should be involved in drug research is a question of who can assume risk and who is responsible for disseminating what specific kinds of information. The problem tends to be framed as one that juxtaposes the health of women and fetuses and sets their health as in opposition. That opposition, coupled with the inherent uncertainty in testing drugs, provides for a complex set of issues surrounding consent and access to information.
ContributorsMeek, Caroline Jane (Author) / Maienschein, Jane (Thesis director) / Brian, Jennifer (Committee member) / School of Life Sciences (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Social-emotional learning (SEL) methods are beginning to receive global attention in primary school education, yet the dominant emphasis on implementing these curricula is in high-income, urbanized areas. Consequently, the unique features of developing and integrating such methods in middle- or low-income rural areas are unclear. Past studies suggest that students exposed to SEL programs show an increase in academic performance, improved ability to cope with stress, and better attitudes about themselves, others, and school, but these curricula are designed with an urban focus. The purpose of this study was to conduct a needs-based analysis to investigate components specific to a SEL curriculum contextualized to rural primary schools. A promising organization committed to rural educational development is Barefoot College, located in Tilonia, Rajasthan, India. In partnership with Barefoot, we designed an ethnographic study to identify and describe what teachers and school leaders consider the highest needs related to their students' social and emotional education. To do so, we interviewed 14 teachers and school leaders individually or in a focus group to explore their present understanding of “social-emotional learning” and the perception of their students’ social and emotional intelligence. Analysis of this data uncovered common themes among classroom behaviors and prevalent opportunities to address social and emotional well-being among students. These themes translated into the three overarching topics and eight sub-topics explored throughout the curriculum, and these opportunities guided the creation of the 21 modules within it. Through a design-based research methodology, we developed a 40-hour curriculum by implementing its various modules within seven Barefoot classrooms alongside continuous reiteration based on teacher feedback and participant observation. Through this process, we found that student engagement increased during contextualized SEL lessons as opposed to traditional methods. In addition, we found that teachers and students preferred and performed better with an activities-based approach. These findings suggest that rural educators must employ particular teaching strategies when addressing SEL, including localized content and an experiential-learning approach. Teachers reported that as their approach to SEL shifted, they began to unlock the potential to build self-aware, globally-minded students. This study concludes that social and emotional education cannot be treated in a generalized manner, as curriculum development is central to the teaching-learning process.
ContributorsBucker, Delaney Sue (Author) / Carrese, Susan (Thesis director) / Barab, Sasha (Committee member) / School of Life Sciences (Contributor, Contributor) / School of Civic & Economic Thought and Leadership (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
As of 2019, 30 US states have adopted abortion-specific informed consent laws that require state health departments to develop and disseminate written informational materials to patients seeking an abortion. Abortion is the only medical procedure for which states dictate the content of informed consent counseling. State abortion counseling materials have been criticized for containing inaccurate and misleading information, but overall, informed consent laws for abortion do not often receive national attention. The objective of this project was to determine the importance of informed consent laws to achieving the larger goal of dismantling the right to abortion. I found that informed consent counseling materials in most states contain a full timeline of fetal development, along with information about the risks of abortion, the risks of childbirth, and alternatives to abortion. In addition, informed consent laws for abortion are based on model legislation called the “Women’s Right to Know Act” developed by Americans United for Life (AUL). AUL calls itself the legal architect of the pro-life movement and works to pass laws at the state level that incrementally restrict abortion access so that it gradually becomes more difficult to exercise the right to abortion established by Roe v. Wade. The “Women’s Right to Know Act” is part of a larger package of model legislation called the “Women’s Protection Project,” a cluster of laws that place restrictions on abortion providers, purportedly to protect women, but actually to decrease abortion access. “Women’s Right to Know” counseling laws do not directly deny access to abortion, but they do reinforce key ideas important to the anti-abortion movement, like the concept of fetal personhood, distrust in medical professionals, the belief that pregnant people cannot be fully autonomous individuals, and the belief that abortion is not an ordinary medical procedure and requires special government oversight. “Women’s Right to Know” laws use the language of informed consent and the purported goal of protecting women to legitimize those ideas, and in doing so, they significantly undermine the right to abortion. The threat to abortion rights posed by laws like the “Women’s Right to Know” laws indicates the need to reevaluate and strengthen our ethical defense of the right to abortion.
ContributorsVenkatraman, Richa (Author) / Maienschein, Jane (Thesis director) / Brian, Jennifer (Thesis director) / Abboud, Carolina (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / School of Life Sciences (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Turbidity is a known problem for UV water treatment systems as suspended particles can shield contaminants from the UV radiation. UV systems that utilize a reflective radiation chamber may be able to decrease the impact of turbidity on the efficacy of the system. The purpose of this study was to determine how kaolin clay and gram flour turbidity affects inactivation of Escherichia coli (E. coli) when using a UV system with a reflective chamber. Both sources of turbidity were shown to reduce the inactivation of E. coli with increasing concentrations. Overall, it was shown that increasing kaolin clay turbidity had a consistent effect on reducing UV inactivation across UV doses. Log inactivation was reduced by 1.48 log for the low UV dose and it was reduced by at least 1.31 log for the low UV dose. Gram flour had a similar effect to the clay at the lower UV dose, reducing log inactivation by 1.58 log. At the high UV dose, there was no change in UV inactivation with an increase in turbidity. In conclusion, turbidity has a significant impact on the efficacy of UV disinfection. Therefore, removing turbidity from water is an essential process to enhance UV efficiency for the disinfection of microbial pathogens.
ContributorsMalladi, Rohith (Author) / Abbaszadegan, Morteza (Thesis director) / Alum, Absar (Committee member) / Fox, Peter (Committee member) / School of Human Evolution & Social Change (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
Aquatic macroinvertebrates are important for many ecological processes within river ecosystems and, as a result, their abundance and diversity are considered indicators of water quality and ecosystem health. Macroinvertebrates can be classified into functional feeding groups (FFG) based on morphological-behavioral adaptations. FFG ratios can shift due to changes in normal disturbance patterns, such as changes in precipitation, and from human impact. Due to their increased sensitivity to environmental changes, it has become more important to protect and monitor aquatic and riparian communities in arid regions as climate change continues to intensify. Therefore, the diversity and richness of macroinvertebrate FFGs before and after monsoon and winter storm seasons were analyzed to determine the effect of flow-related disturbances. Ecosystem size was also considered, as watershed area has been shown to affect macroinvertebrate diversity. There was no strong support for flow-related disturbance or ecosystem size on macroinvertebrate diversity and richness. This may indicate a need to explore other parameters of macroinvertebrate community assembly. Establishing how disturbance affects aquatic macroinvertebrate communities will provide a key understanding as to what the stream communities will look like in the future, as anthropogenic impacts continue to affect more vulnerable ecosystems.
ContributorsSainz, Ruby (Author) / Sabo, John (Thesis director) / Grimm, Nancy (Committee member) / Lupoli, Christina (Committee member) / School of Life Sciences (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2020-05