Matching Items (25)
Description
Neuroscientific research has verified that humans have specialized brain areas used in the production and perception of language. It is speculated that these brain areas may also be involved in the perception and expression of emotions. A recent study supports the idea of an auditory equivalent to visually recognizable emotions, finding that the words containing the phoneme /i:/ as in “beat” were rated more positively and those with the phoneme /^/ as in “but” were rated more negatively. It was theorized that these results support that the same facial musculature used in producing visually recognizable expressions also favors specific phonemic sounds. The present study replicates this prior research using a new methodology in which participants matched verbalized monosyllabic nonsense pseudo-words to positive or negative cartoon pictures. We hypothesized that pseudo-words containing the sounds /i:/ would be matched with pictures that are more emotionally positive and ones containing the sounds /^/ would be matched with pictures that are more negative. Data collected from 119 undergraduate student volunteers from a Southwestern public university confirmed our hypotheses and exhibit the same pattern found in previous research supporting that specific vowel phonemes are matched with emotional valence. Our findings are the first to confirm this phoneme-emotion relationship with verbalized sounds and pictures. The results support the idea that the musculature associated with positive and negative facial expressions also favors production of specific phonemic sounds that listeners recognize and associate with specific emotions.
ContributorsBarnes, Heather Lee (Author) / Benitez, Viridiana (Thesis director) / Corbin, William (Thesis director) / McBeath, Michael K. (Thesis director) / Yu, Christine S.P. (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-12
Description
Cross-situational word learning (CSWL) is a method of learning new words where an individual
is exposed to the word’s meaning in an ambiguous fashion throughout different contexts. Many
studies have been conducted using CSWL tasks on both children and adults. Most of these
studies look at single-label pairings, which is when one object is paired with one word. More
recently, research has also started to look at double-label pairings. Double-label pairings consist
of one object being paired with two words. No study to date has compared adult and children’s
performance in a double-label design. This study’s aim was to better understand how adults and
children compare in these tasks. The current study conducted two experiments to compare adult
and children’s performance in a CSWL task in either a single-label and double-label design.
Results showed that adults were successful in both conditions but performed better in the
single-label condition than the double-label condition. Children on the other hand were
unsuccessful in both conditions and did not demonstrate learning. Several reasons for these
findings are discussed. These results highlight the need for further research that directly
compares age groups in CSWL tasks and for further research into the area of multiple-label
pairings.
is exposed to the word’s meaning in an ambiguous fashion throughout different contexts. Many
studies have been conducted using CSWL tasks on both children and adults. Most of these
studies look at single-label pairings, which is when one object is paired with one word. More
recently, research has also started to look at double-label pairings. Double-label pairings consist
of one object being paired with two words. No study to date has compared adult and children’s
performance in a double-label design. This study’s aim was to better understand how adults and
children compare in these tasks. The current study conducted two experiments to compare adult
and children’s performance in a CSWL task in either a single-label and double-label design.
Results showed that adults were successful in both conditions but performed better in the
single-label condition than the double-label condition. Children on the other hand were
unsuccessful in both conditions and did not demonstrate learning. Several reasons for these
findings are discussed. These results highlight the need for further research that directly
compares age groups in CSWL tasks and for further research into the area of multiple-label
pairings.
ContributorsCorbin, Elaina Danielle (Author) / Benitez, Viridiana (Thesis director) / Goldinger, Stephen (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The goal of this study was to examine whether there is any effect of phonotactic probability during the early phases of novel word recognition. In order to determine this, I performed two experiments. In Experiment 1, 33 adult monolingual English speakers learned 24 novel word-object pairings, half of which were high English phonotactic probability words and the other half were low English phonotactic probability words. I additionally included three conditions that varied the amount of exposures to each novel word-object pairing (i.e. One Exposure Condition, Two Exposures Conditions, and Five Exposures Condition). Experiment 2 was designed to clarify results found in Experiment 1, with improved randomization and fewer conditions (i.e. One Exposure Condition and Five Exposures Condition). The findings from both experiments were statistically significant in accuracy for Training condition, but not statistically significant for phonotactic probability nor for an interaction between phonotactic probability and Training condition. Although participants demonstrated learning across conditions there is no indication of a relationship between high and low phonotactic probability and novel word recognition. Collectively, these findings suggest that future studies will be necessary to determine if there is indeed an effect of phonotactic probability on early novel word recognition.
ContributorsQuinones, Sara Cristina (Co-author) / Quiñones, Sara (Co-author) / Benitez, Viridiana (Thesis director) / Tecedor Cabrero, Marta (Committee member) / Davis, Mary (Committee member) / Department of Psychology (Contributor) / Dean, W.P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Source monitoring refers to the ability to discriminate the origins of memories. The source monitoring framework is a theoretical model that describes the various characteristics of memories and judgement processes necessary for this discrimination process. Little research has analyzed the extent to which predictable encoding contexts influence source monitoring processes. In this study, we found that predictability at encoding aids later source recognition, but only when the test-relevant source dimension was predictable at encoding. The encoding format was either predictable (sequential spatial location) or non-predictable (random spatial location) and the test format was either color or location. In Experiment 1, the encoding format was either predictable or non-predictable spatial locations and participants were tested on the location. In this experiment, predictability did aid when the encoding format matched the test format. The average conditionalized source identification measure was statistically higher for those who saw images appear in a predictable pattern at encoding. In Experiment 2, when participants were tested on an orthogonal source dimension, the average conditionalized source identification measure was not statistically significant for those who saw the images appear in either encoding format. In this experiment, the predictability did not have an effect when the encoding format did not match the test format. In Experiment 3, there was a significant interaction of predictability by source dimension showing an improvement to memory for the predictable source condition and a decrement to memory for the unpredictable source dimension. In this experiment, predictability aided when encoding format matched the test format, but not when the encoding and test format did not match.
ContributorsDickson, Katrina Rebecca (Author) / Brewer, Gene (Thesis director) / Benitez, Viridiana (Committee member) / Ellis, Derek (Committee member) / School of Molecular Sciences (Contributor) / Department of Psychology (Contributor) / College of Health Solutions (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
For many years now, early word learning in children has been an important subject among many researchers. There are many ways in which children learn word-object pairings including using co-occurrences, forwards integration, and backwards integration. This study primarily focuses on backwards integration. Backwards integration entails using learned information to be able to recall a word-object pairing from a previous time. In this thesis, three different studies were conducted with children aged 3-7 years old. In the general task, children were presented with a computerized word-learning task in which they could track word-referent pairings using co-occurrence statistics, forward integration, and backward integration. The goal of Study 1 and Study 2 was to determine the best task design to study backwards integration. The goal of the final study, Study 3, was to provide preliminary data on backwards integration. The overall results indicate that a between subjects design is the most beneficial way to test backwards integration because as a group, children were learning when compared to chance. In addition, the results from Study 3 showed that children were not learning in the task. In general, this suggests that this task may have been very difficult for children to complete. One limitation of Study 3
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
was that there was a small sample size of only 29 children. In order to account for this, the sample sizes in Study 2 and Study 3 were combined. This combined data did show that children succeeded at the backwards integration condition. It is noteworthy to mention that backwards integration was above chance in Study 2 and in the Study 2 and 3 combination. Therefore, the overall results suggest that children may possibly be able to backwards integrate; however, no evidence of learning in any of the other conditions were present.
ContributorsLalani, Hanna Alyssa (Author) / Benitez, Viridiana (Thesis director) / Kupfer, Anne (Committee member) / Fabricius, William (Committee member) / Department of Psychology (Contributor) / Department of Management and Entrepreneurship (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Although it has recently been demonstrated that source monitoring (SM) processes may mediate the relationship between working memory (WM) and false memories, little research has investigated whether the quality of monitoring processes can account for this reduction. In the current study, participants performed multiple false memory, WM, and SM tasks. Consistent with previous research, SM abilities mediated the relationship between WM and false memories (regardless of whether or not participants were warned of the illusions at encoding). High SM individuals were better able to recall contextual information from study to correctly reject lures, whereas low SM individuals were more likely to rely on the quality of retrieved details to reject lures. These results suggest that individuals low and high in SM abilities rely on qualitatively different monitoring processes to reduce errors, and that individual differences in diagnostic monitoring strategies may account for previous relationships found between WM and false memories.
ContributorsCoulson, Allison Rose (Author) / Brewer, Gene (Thesis director) / Ellis, Derek (Committee member) / Department of Psychology (Contributor) / School of Public Affairs (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Human potential is characterized by our ability to think flexibly and develop novel solutions to problems. In cognitive neuroscience, problem solving is studied using various tasks. For example, IQ can be tested using the RAVEN, which measures abstract reasoning. Analytical problem solving can be tested using algebra, and insight can be tested using a nine-dot test. Our class of problem-solving tasks blends analytical and insight processes. This can be done by measuring multiply-constrained problem solving (MCPS). MCPS occurs when an individual problem has several solutions, but when grouped with simultaneous problems only one correct solution presents itself. The most common test for MCPS is known at the CRAT, or compound remote associate task. For example, when given the three target words “water, skate, and cream” there are many compound associates that can be assigned each of the target words individually (i.e. salt-water, roller-skate, whipped-cream), but only one that works with all three (ice-water, ice-skate, ice-cream).
This thesis is a tutorial for a MATLAB user-interface, known as EEGLAB. Cognitive and neural correlates of analytical and insight processes were evaluated and analyzed in the CRAT using EEG. It was hypothesized that different EEG signals will be measured for analytical versus insight problem solving, primarily observed in the gamma wave production. The data was interpreted using EEGLAB, which allows psychological processes to be quantified based on physiological response. I have written a tutorial showing how to process the EEG signal through filtering, extracting epochs, artifact detection, independent component analysis, and the production of a time – frequency plot. This project has combined my interest in psychology with my knowledge of engineering and expand my knowledge of bioinstrumentation.
This thesis is a tutorial for a MATLAB user-interface, known as EEGLAB. Cognitive and neural correlates of analytical and insight processes were evaluated and analyzed in the CRAT using EEG. It was hypothesized that different EEG signals will be measured for analytical versus insight problem solving, primarily observed in the gamma wave production. The data was interpreted using EEGLAB, which allows psychological processes to be quantified based on physiological response. I have written a tutorial showing how to process the EEG signal through filtering, extracting epochs, artifact detection, independent component analysis, and the production of a time – frequency plot. This project has combined my interest in psychology with my knowledge of engineering and expand my knowledge of bioinstrumentation.
ContributorsCobban, Morgan Elizabeth (Author) / Brewer, Gene (Thesis director) / Ellis, Derek (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Fast mapping is the initial link infants make between a word and its referent, and it is crucial to later processes of learning the meanings of words. Despite the importance of fast mapping, previous research has suggested that fast mapping is fragile, with infants being unable to retain words learned through fast mapping longer than five minutes. The current study tested the robustness of fast mapping by imposing task irrelevant interruptions on a fast mapping task. Forty-seven infants (14.7 \u2014 17.4 months old) were assigned to a No Interruption condition, a Posture Interruption condition, or a Visual Interruption condition, and they performed a fast mapping task in which a novel object was named in one trial. Videos of the infants were coded for accuracy of fast mapping and for attentional behaviors (looking behavior) during the task. We found that infants did not learn novel word-object pairings when interrupted, demonstrating that infants' fast mapping abilities are easily disrupted. Overall, there was no evidence that looking behaviors were affected by interruptions, or that they were correlated with accuracy. These findings suggest that fast mapping is fragile in young infants, and further research is required to determine the mechanisms for infant learning, and how infants transition from fast to slow mapping processes.
ContributorsSmith, Emily J (Author) / Benitez, Viridiana (Thesis director) / Glenberg, Arthur (Committee member) / Department of Psychology (Contributor) / School of International Letters and Cultures (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Problem solving is a crucial skill needed to accomplish everyday tasks and overcome potential obstacles. One way to measure individual differences in problem solving ability is through performance differences on multiply-constrained problem solving tasks. Multiple cognitive processes are involved in multiply-constrained problem solving. An individual uses prospective metacognitive monitoring judgments to gauge future allocation of resources before engaging in the necessary semantic search. Problem solvers also vary in their semantic search strategies, and use either an active analytical strategy or a passive insight strategy to arrive at asolution. Prospective metacognitive monitoring judgments and solution strategies are two aspects of the problem solving process that occur at specific points in the process while motivation influences problem solving throughout the process. The goal of this study is to examine prospective metacognitive judgments, problem solving accuracy, solution strategy, and motivation in multiply-constrained problem solving. Motivation was manipulated using a performance based monetary incentive. Participants self reported prospective Feeling-of-Knowing judgments after brief exposure to the problem, and solution strategy ratings after each problem. No significant differences were found to support the effect of motivation on problem solving accuracy, prospective metacognitive judgments, relative accuracy, or solution strategies. Significant differences were found between groups when comparing the number of problems skipped, indicating that participants were sensitive to the incentive structure. The findings suggest that motivation may not be an overarching mediator in multiply-constrained problem solving or problem solving may require a specific type of incentive structure to increase accuracy. However, little is known in the research literature about the type of incentive structure needed to consistently increase individual motivation.
ContributorsCohen, Aaron Sayre (Author) / Brewer, Gene (Thesis director) / Ellis, Derek (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The ability to regulate emotions, attention, and behavior develops early in life and impacts future academic success, social competency, behavioral problems, and psychopathology. An impairment in regulation is known as dysregulation. Past research shows that children of mothers with postpartum depression are more likely to show impairment in regulatory abilities. There is an established link in the literature between family support and maternal depression, which in turn can impact child behavior. However, further research is needed to explore the impact of family support on early childhood dysregulation in the context of maternal depression. Using a sample of 322 Mexican-American, mother-child dyads, two models were examined. Model one hypothesized family support would buffer the effects of maternal depression on child dysregulation at 24 months. Model 2 hypothesized that family support is related to child dysregulation through its effect on maternal depression. Results showed that increased family support was related to more child dysregulation when there were high levels of maternal depression. There was no evidence to support the hypothesis that maternal depression mediated the relationship between family support and child dysregulation.
ContributorsRodrigues, Samantha Jean (Author) / Luecken, Linda (Thesis director) / Benitez, Viridiana (Committee member) / Davis, Mary (Committee member) / Department of Psychology (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12