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- Title
- Correlates of interpersonal conflict.
- Creator
- Vazquez, Karinna., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Evidence suggests that self-reports of the frequency of an event, the most common way of measuring rates of conflict, are an unreliable source of data and that minor changes in question format can result in major changes in the results obtained (Bless, Bohner, Hild & Schwarz 1992; Schwarz, 1991; Schwarz, 1999; Winkielman, Knauper & Schwarz, 1998). In the conflict literature, different studies report different rates of conflict and different associations between conflict frequency and...
Show moreEvidence suggests that self-reports of the frequency of an event, the most common way of measuring rates of conflict, are an unreliable source of data and that minor changes in question format can result in major changes in the results obtained (Bless, Bohner, Hild & Schwarz 1992; Schwarz, 1991; Schwarz, 1999; Winkielman, Knauper & Schwarz, 1998). In the conflict literature, different studies report different rates of conflict and different associations between conflict frequency and individual adjustment. Therefore, the present study examined how alterations in the measurement of conflict frequency affected how many conflicts participants reported and whether different measures of conflict were differentially associated with psychological adjustment outcomes (i.e., alcohol use, drug use, depression, delinquency, and interpersonal support). Response scales, reference periods, and question formats of conflict measures were manipulated to examine differences in conflict frequency reports. Results indicate that the changes in conflict measurement produce varied amounts of conflict across conditions and that changes in the measurement of conflict frequency change the associations between conflict frequency and adjustment outcomes.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3322511
- Subject Headings
- Interpersonal conflict, Conflict (Psychology), Interpersonal relations, Psychological aspects, Adjustment (Psychology), Stress (Psychology)
- Format
- Document (PDF)
- Title
- Cultural Influences on Mother-Child Conversations in Monolingual European American, Monolingual Hispanic American and Bilingual Hispanic American Mothers.
- Creator
- Shanks, Katherine Alexandra Filippi, Hoff, Erika, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Adult-child interactions vary between cultures. For example, Hispanic parents are characterized by a more adult-centered style of interaction with children, while European American parents are more child-centered. Little is known about the influences cultural differences may have on the ways that Spanish-English bilingual parents speak to their children in each language. To address this question, 17 monolingual Spanish-speaking Hispanic American mothers, 22 monolingual English-speaking...
Show moreAdult-child interactions vary between cultures. For example, Hispanic parents are characterized by a more adult-centered style of interaction with children, while European American parents are more child-centered. Little is known about the influences cultural differences may have on the ways that Spanish-English bilingual parents speak to their children in each language. To address this question, 17 monolingual Spanish-speaking Hispanic American mothers, 22 monolingual English-speaking European American mothers, and 33 Spanish-English bilingual mothers were videorecorded in toy-play interactions with their children. The bilingual mothers and children were recorded in two sessions, one in which they were instructed to speak English and one in which they were instructed to speak Spanish. Using CHILDES programs, these interactions were transcribed and coded for properties of parent-child conversation known to be related to child language outcomes and hypothesized to reflect parent-centered and child-centered styles of interaction. The parent-child conversations of the two monolingual groups were compared in order to obtain baseline cultural differences in interaction style. The parentchild conversations of the bilingual mothers when speaking Spanish and when speaking English were compared in terms of the properties that showed differences between the monolingual groups. The conversations of the monolingual Hispanic American mothers were characterized by fewer maternal word types, and proportionately fewer maternal questions, and fewer child utterances than the conversations of the monolingual European American mothers. These differences were reflected in the comparisons of the bilingual mothers’ Spanish and English interactions with the exception of number of word types. The results are consistent with the hypotheses that (1) Spanish-speaking Hispanic American mothers use a more adult-centered style of interaction with their children compared to European American mothers, who use a more child-centered style of interacting with children and that (2) Hispanic American bilingual mothers reflect aspects of these cultural differences when speaking each language with their children.
Show less - Date Issued
- 2019
- PURL
- http://purl.flvc.org/fau/fd/FA00013414
- Subject Headings
- Mother and child, Mother and child--Cross-cultural studies, Language Development, Hispanic Americans, European Americans, Conversation
- Format
- Document (PDF)
- Title
- Cyclical Variations in Object and Spatial-based Attention.
- Creator
- Ray, Subhosit, Sheremata, Summer, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Spatial-based attention is shown to vary in strength over short intervals of time. Whether object-based selection also has similar temporal variability is not known. Egly, Driver and Rafal (1994) demonstrated using 2-rectangle displays how both spatial and object-based selection engages in processing of a visual scene. In Experiment-1 using the 2-rectangle paradigm we measured temporal variability of target detection by presenting targets at a variable SOA. In Experiment-2, we used 4-squares...
Show moreSpatial-based attention is shown to vary in strength over short intervals of time. Whether object-based selection also has similar temporal variability is not known. Egly, Driver and Rafal (1994) demonstrated using 2-rectangle displays how both spatial and object-based selection engages in processing of a visual scene. In Experiment-1 using the 2-rectangle paradigm we measured temporal variability of target detection by presenting targets at a variable SOA. In Experiment-2, we used 4-squares to preclude any object-based selection and measured temporal variability in target detection at similar locations as in Experiment-1. We found target detection to be periodic in delta and theta hertz rhythm in both Experiment-1 and Experiment-2 upon comparing corresponding cue-valid and same-object locations. Similar spectral profiles across experiments indicate a split-spotlight of spatial attention that rhythmically monitors cue-valid and other invalid locations. Future experiments are needed to determine whether object-based selection is periodic in nature.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013563
- Subject Headings
- Attention, Visual Perception, Space perception, Selective attention, Selectivity (Psychology), Visual system
- Format
- Document (PDF)
- Title
- Daily Feedback of Self-Concept Clarity and Grit.
- Creator
- Wong, Alexander E., Vallacher, Robin R., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Self-concept clarity and grit are important constructs in the self-concept and selfregulation domains. Though distinct in their focus on identity and goal processes, self-concept clarity and grit similarly emphasize the extent to which self-views and goal-perseverance are strong, clear, consistent, and unshakeable. We hypothesized self-knowledge and goalperseverance may be mutually reinforcing given the role of self-knowledge in directing goal pursuit, and of goal pursuit in structuring the...
Show moreSelf-concept clarity and grit are important constructs in the self-concept and selfregulation domains. Though distinct in their focus on identity and goal processes, self-concept clarity and grit similarly emphasize the extent to which self-views and goal-perseverance are strong, clear, consistent, and unshakeable. We hypothesized self-knowledge and goalperseverance may be mutually reinforcing given the role of self-knowledge in directing goal pursuit, and of goal pursuit in structuring the self-concept. The present study tested this hypothesis in the form of whether self-concept clarity and grit reciprocally influence one other across time, and was conducted using a daily diary design with 97 college-aged participants across several weeks. Data were analyzed using multilevel cross-lagged panel modeling. Results indicated daily self-concept clarity and grit both had positive influences on each other across time, while controlling for their previous values. The reciprocal influences were also symmetric: self-concept clarity and grit had equally strong influences on each other. The results of the present study are the first to indicate the existence of reinforcing feedback loops between self-concept clarity and grit, and to demonstrate that fluctuations in self-knowledge trigger fluctuations in goal resolve, and vice versa. The results suggest the two are, in part, both causes and consequences of one another.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004689
- Subject Headings
- Identity (Philosophical concept), Identity (Psychology), Self actualization (Psychology), Self management (Psychology)
- Format
- Document (PDF)
- Title
- Daily Loneliness in Young and Older Adults.
- Creator
- Wilson, Angalee, Maniaci, Michael, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Loneliness is defined as perceived social isolation. Previous research has identified several predictors of chronic loneliness, such as poor self-reported health and living alone. However, the predictors of daily fluctuations in transient experiences of loneliness have not been closely examined. For one week, 200 participants were asked to complete a daily diary survey about their social interactions and loneliness each night. Consistent with predictions, participants reported feeling...
Show moreLoneliness is defined as perceived social isolation. Previous research has identified several predictors of chronic loneliness, such as poor self-reported health and living alone. However, the predictors of daily fluctuations in transient experiences of loneliness have not been closely examined. For one week, 200 participants were asked to complete a daily diary survey about their social interactions and loneliness each night. Consistent with predictions, participants reported feeling lonelier on days with less time interacting with others and with poorer quality social interaction. The effect of time spent interacting with others on daily loneliness was stronger for participants higher in chronic loneliness. Supplemental analyses showed that participants felt less lonely on days of the weekend and that additional hours of interaction were more effective in reducing daily loneliness for older adults than younger adults. Examining this differential response in daily loneliness to interaction quality and quantity could inform future interventions.
Show less - Date Issued
- 2021
- PURL
- http://purl.flvc.org/fau/fd/FA00013827
- Subject Headings
- Loneliness, Older people, Young people
- Format
- Document (PDF)
- Title
- DEEP LEARNING OF POSTURAL AND OCULAR DYNAMICS TO PREDICT ENGAGEMENT AND LEARNING OF AUDIOVISUAL MATERIALS.
- Creator
- Perez, Nicole, Barenholtz, Elan, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Engagement with educational instruction and related materials is an important part of learning and contributes to test performance. There are various measures of engagement including self-reports, observations, pupil diameter, and posture. With the challenges associated with obtaining accurate engagement levels, such as difficulties with measuring variations in engagement, the present study used a novel approach to predict engagement from posture by using deep learning. Deep learning was used...
Show moreEngagement with educational instruction and related materials is an important part of learning and contributes to test performance. There are various measures of engagement including self-reports, observations, pupil diameter, and posture. With the challenges associated with obtaining accurate engagement levels, such as difficulties with measuring variations in engagement, the present study used a novel approach to predict engagement from posture by using deep learning. Deep learning was used to analyze a labeled outline of the participants and extract key points that are expected to predict engagement. In the first experiment two short lectures were presented and participants were tested on a lecture to motivate engagement. The next experiment had videos that varied in interest to understand whether a more interesting presentation engages participants more, therefore helping participants achieve higher comprehension scores. In a third experiment, one video was presented to attempt to use posture to predict comprehension rather than engagement. The fourth experiment had videos that varied in level of difficulty to determine whether a challenging topic versus an easier topic affects engagement. T-tests revealed that the more interesting Ted Talk was rated as more engaging, and for the fourth study, the more difficult video was rated as more engaging. Comparing average pupil sizes did not reveal significant differences that would relate to differences in the engagement scores, and average pupil dilation did not correlate with engagement. Analyzing posture through deep learning resulted in three accurate predictive models and a way to predict comprehension. Since engagement relates to learning, researchers and educators can benefit from accurate engagement measures.
Show less - Date Issued
- 2020
- PURL
- http://purl.flvc.org/fau/fd/FA00013558
- Subject Headings
- Instruction, Effective teaching, Pupil (Eye), Posture, Deep learning, Engagement
- Format
- Document (PDF)
- Title
- Demonstration Motivation Encourages Aggressive Reactions To Peer Rejection and Victimization.
- Creator
- Aults, Christopher D., Perry, David G., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Some, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by...
Show moreSome, but not all, children who experience rejection or victimization by peers develop aggressive habits in response. This dissertation study tested the hypothesis that children who possess demonstration self-guides—cognitive structures that motivate a child to display behaviors and attributes that bring attention, admiration, or subservience from peers—are particularly at risk for such aggressive reactions. Children with such self-guides, it is suggested, experience adverse treatment by peers as particularly frustrating, humiliating, and shameful, and these reactions increase the children’s threshold for exhibiting aggression during peer interactions. Participants were 195 children in the fourth through seventh grades of a school serving an ethnically and racially diverse student population (94 girls and 101 boys; M age = 10.1 years). Children completed self- and peer-report questionnaires in the fall and spring of a school year. Measures included rejection and victimization by peers, demonstration self-guides (narcissism, self-efficacy for demonstration attributes, felt pressure for gender conformity, and sexist ideology), aggression toward peers, and other variables testing secondary hypotheses. Consistent with the focal hypothesis, children with demonstration self-guides were more likely than other children to increase their aggression following peer rejection or victimization. However, this result was more common for girls than for boys; for boys, increased aggression more often reflected additive rather than interactive effects of peer rejection/victimization and demonstration motivation. Support for the focal hypothesis also depended on additional moderator variables, including gender of the peer group rejecting or victimizing the child, the nature of the demonstration self-guide, and gender of the target of the child’s own aggression.
Show less - Date Issued
- 2016
- PURL
- http://purl.flvc.org/fau/fd/FA00004646
- Subject Headings
- Aggressiveness in children -- Evaluation, Behavior disorders in children, Bullying in schools, Child psychopathology, Conduct disorders in children, Interpersonal relations -- Psychological aspects, Rejection (Psychology) in children
- Format
- Document (PDF)
- Title
- DEPRESSIVE SYMPTOMS & EXPRESSING EMOTIONS: EMOTIONAL EXPRESSIVENESS IN CHILDREN WITH PARENTS WHO EXPERIENCE DEPRESSIVE SYMTPOMS.
- Creator
- Salley, Jenna, Jones, Nancy Aaron, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
Children learn from their parents’ emotional expressions because one’s parents are the main source of social information, especially on an emotional level. Depression hinders the parents’ ability to express these emotions, in turn, hindering the child’s ability to identify and express emotions as they get older. Parents self-reported their everyday depressive symptoms and were placed into two depressive categories: high and low. By means of a story-telling paradigm, each parent read 2 stories...
Show moreChildren learn from their parents’ emotional expressions because one’s parents are the main source of social information, especially on an emotional level. Depression hinders the parents’ ability to express these emotions, in turn, hindering the child’s ability to identify and express emotions as they get older. Parents self-reported their everyday depressive symptoms and were placed into two depressive categories: high and low. By means of a story-telling paradigm, each parent read 2 stories to their child, one positively and one negatively valanced. This study looked at the parent-child dyadic interaction, as well as behavioral patterns of interactions in both children and parents. Parents’ depressive symptoms affected their ability to be expressive during emotionally valenced situations. Parent-child pairs also had less dyadic unity when depressive symptoms were prevalent. Depressive symptoms in the parent also led to the child expressing fewer relevant emotions and having lower comprehension of emotions. The findings suggest that depressive symptoms in the parents, even at a subclinical level, not only affect the parents’ emotional expressivity but also leads to weaker emotional processing skills in their preschoolers.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00014113
- Subject Headings
- Depression, Emotions, Parent and child, Emotions in children
- Format
- Document (PDF)
- Title
- Developing mechanisms of self-regulation: an integrative perspective.
- Creator
- Kadin-Pessoa, Aviva R., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Parents' and children's behaviors are intricately woven together over the course of development. Consequently it is difficulty to determine the sources of influence predicting socially and academically oriented outcomes. Research from several developmental fields suggests that developing mechanisms of attention during the preschool years is crucial for both emotional and cognitive control. The current study shows that parental responsive behavior is important in understanding the development...
Show moreParents' and children's behaviors are intricately woven together over the course of development. Consequently it is difficulty to determine the sources of influence predicting socially and academically oriented outcomes. Research from several developmental fields suggests that developing mechanisms of attention during the preschool years is crucial for both emotional and cognitive control. The current study shows that parental responsive behavior is important in understanding the development of voluntary attention. More specifically, the results suggest that parental awareness, assessed utilizing their perceptions of attentive temperament is an important factor in predicting their own behavior and the developmental outcomes of their children.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2705084
- Subject Headings
- Parent and child, Attachment behavior in childhood, Family, Psychological aspects, Emotions and cognition, Cognition in children, Human information processing, Attribution (Social psychology)
- Format
- Document (PDF)
- Title
- DEVELOPMENT OF INFANT AGENCY.
- Creator
- Sloan, Aliza T., Jones, Nancy Aaron, Kelso, J. A. Scott, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
- Abstract/Description
-
The mobile conjugate reinforcement (MCR) paradigm, made famous by Carolyn Rovee-Collier and her colleagues (Rovee & Rovee, 1969), has long been used to study infant learning and memory. In MCR studies, the infant's foot is tethered to a mobile hanging overhead, and the mobile responds directly to the infant's kicking. Infant kicking rate triples within a few minutes of interacting with the mobile. This result was classically interpreted as evidence of reinforcement learning. Kelso and Fuchs ...
Show moreThe mobile conjugate reinforcement (MCR) paradigm, made famous by Carolyn Rovee-Collier and her colleagues (Rovee & Rovee, 1969), has long been used to study infant learning and memory. In MCR studies, the infant's foot is tethered to a mobile hanging overhead, and the mobile responds directly to the infant's kicking. Infant kicking rate triples within a few minutes of interacting with the mobile. This result was classically interpreted as evidence of reinforcement learning. Kelso and Fuchs (2016) reinterpreted it as evidence that a coordinative structure, or functional synergy, forms between infant and mobile, triggering a positive feedback loop between the two. Positive feedback is proposed to give rise to an `Aha!' moment as the (prelinguistic) infant suddenly realizes it is an agent in control of the mobile's motion. While some have theorized the realization of self as causal agent emerges from organism-environment interactions, Kelso and Fuchs (2016) developed a mathematical model of the coordination dynamics between the infant and mobile, providing mechanistic explanations for the formation of agency. The current study was the first to measure movement of the mobile and analyze how dynamics of coordination between infant and mobile relate to possible transitions from spontaneous to intentional action. Novel measures of infant and mobile dynamics were used to test model predictions. Infant activity dropped drastically in response to non-contingent mobile movement and remained suppressed at the start of infant~mobile contingency, suggesting that mobile movement triggers a qualitatively different context for infants. This finding challenges the widely held assumption that mobile movement rewards and stimulates infant movement and calls into question the sufficiency of standard contingency detection cut-offs and explanations of conjugate reinforcement learning. Assessing coordination dynamics on a fine time scale using new analytical techniques made it possible to identify moments of agentive realization. Approaching agency as a relational phenomenon allowed for detailed characterization of the infant~mobile relationship and its role in the emergence of causal agency. In addition, the results revealed a number of surprising insights into agency formation such as the critical role of inactivity for agentive discovery and the possibility of intermediary stages or quasi-agentive states.
Show less - Date Issued
- 2022
- PURL
- http://purl.flvc.org/fau/fd/FA00013967
- Subject Headings
- Infants, Infants--Development, Developmental psychology
- Format
- Document (PDF)
- Title
- Development of inhibition as a function of the presence of an intentional agent.
- Creator
- King, Ashley., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
This thesis examined the developmental differences in inhibition and theory-of-mind of 4-8 year olds as a function of the suggested presence of a supernatural agent. All children played four games designed to assess their current level of inhibition and theory-of-mind performance; Children in the experimental condition, only, were also introduced to an invisible Princess Alice and were told that she was watching during the games. Following these measures, all children engaged in a resistance...
Show moreThis thesis examined the developmental differences in inhibition and theory-of-mind of 4-8 year olds as a function of the suggested presence of a supernatural agent. All children played four games designed to assess their current level of inhibition and theory-of-mind performance; Children in the experimental condition, only, were also introduced to an invisible Princess Alice and were told that she was watching during the games. Following these measures, all children engaged in a resistance-to-temptation task to determine any differences in inhibition resulting from Princess Alice's suggested presence. I found that children exhibiting a well-developed theory-of-mind were more likely to express belief in Princess Alice than were children lacking this cognitive ability. This research provided support that cognitive maturity, rather than immaturity, may be necessary for children to express belief in novel supernatural agents, and highlighted the importance of context as a mediating factor in children's behavioral inhibition.
Show less - Date Issued
- 2009
- PURL
- http://purl.flvc.org/FAU/227977
- Subject Headings
- Child psychopathology, Physiological aspects, Cognition in children, Philosophy of mind in children, Inhibition
- Format
- Document (PDF)
- Title
- The development of jealousy.
- Creator
- Blau, Alexis K., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Jealousy is a response to a situation in which a person feels a combination of different emotions, such as love, anger, sadness and fear when an affectionate interaction is happening between a loved one and someone else. This paper discusses the definition and onset of infant jealousy, the physiological basis of jealousy, whether maternal factors play a role, as well as studies on jealousy and EEG patterns. It has been argued that infants, as young as six-months-old display jealous-like...
Show moreJealousy is a response to a situation in which a person feels a combination of different emotions, such as love, anger, sadness and fear when an affectionate interaction is happening between a loved one and someone else. This paper discusses the definition and onset of infant jealousy, the physiological basis of jealousy, whether maternal factors play a role, as well as studies on jealousy and EEG patterns. It has been argued that infants, as young as six-months-old display jealous-like behaviors. During jealousy evocation conditions, infants demonstrate negative emotions such as protesting or crying, diminished distancing, and heightened gaze toward their mother during maternal inattention. Approach/withdrawal behaviors and electroencephalography (EEG) activation were studied in the context of an infant jealousy paradigm. In this investigation, 45 mother-infants dyads were exposed to a social versus non-social condition during maternal inattention. During the social condition, infants demonstrated increased approach-style gaze and reach and negative affect. EEG was collected during all conditions on a subsample of 15 infants and in agreement with adult jealousy literature (Harmon-Jones, Peterson, & Harris, 2009), infants displayed left midfrontal EEG asymmetry, and displayed more approach motivations during the social doll condition indicative of jealousy approach motivations.
Show less - Date Issued
- 2010
- PURL
- http://purl.flvc.org/FAU/2953203
- Subject Headings
- Jealousy, Psychological aspects, Emotions and cognition, Parent and infant, Behavioral assessment of infants, Social perception in children
- Format
- Document (PDF)
- Title
- The development of math strategies in a sociocultural context.
- Creator
- Hubertz, Martha J., Florida Atlantic University, Bjorklund, David F., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Current studies are rapidly investigating strategy choice on tasks such as math and reading that children encounter in day to day life; it follows that strategy development should also be examined in the naturalistic settings where children actually perform these tasks. From a sociocultural learning perspective, we examined five year old children's arithmetic strategy use, in a game context, with the most likely of mentors for a young child, his or her parents. Children played three games of...
Show moreCurrent studies are rapidly investigating strategy choice on tasks such as math and reading that children encounter in day to day life; it follows that strategy development should also be examined in the naturalistic settings where children actually perform these tasks. From a sociocultural learning perspective, we examined five year old children's arithmetic strategy use, in a game context, with the most likely of mentors for a young child, his or her parents. Children played three games of a modified version of "Chutes and Ladders" with one of their parents. Children's strategy use and parents' behavior were coded and analyzed. Results indicate that parents usually provided appropriate support to their children, providing more direction and assistance to the children who required them, and less to those who did not.
Show less - Date Issued
- 1999
- PURL
- http://purl.flvc.org/fcla/dt/15731
- Subject Headings
- Mathematical ability, Problem solving in children, Cognition in children
- Format
- Document (PDF)
- Title
- The development of mother-infant communication through touch and gaze patterns in depressed and non-depressed breast-and bottle-feeding dyads.
- Creator
- Sader, Jillian., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
The present study examined developmental changes in the establishment of mother-infant tactile and visual communication within depressed and non-depressed breast- and bottlefeeding dyads. 113 (30 depressed, 83 non-depressed mothers) mother-infant dyads participated at the 1-month visit and 87 dyads returned at the 3-month lab visit. Maternal mood status was assessed. EEG recordings were taken from the infants at mid-frontal, central, parietal and occipital sites. Mothers and their infants...
Show moreThe present study examined developmental changes in the establishment of mother-infant tactile and visual communication within depressed and non-depressed breast- and bottlefeeding dyads. 113 (30 depressed, 83 non-depressed mothers) mother-infant dyads participated at the 1-month visit and 87 dyads returned at the 3-month lab visit. Maternal mood status was assessed. EEG recordings were taken from the infants at mid-frontal, central, parietal and occipital sites. Mothers and their infants were videotaped during a 5- minute feeding. The feeding session was coded for touch and gaze, utilizing coding scales similar to those of Polan and Ward (1994) and Moszkowski and Stack (2007). Infant self-touch significantly predicted infant EEG asymmetry scores. Non-depressed and depressed breast-feeding mothers displayed more affectionate touch while depressed bottle-feeding mothers displayed an absence of touch.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3172700
- Subject Headings
- Pediatric neuropsychology, Child development, Parent and child, Interpersonal communication, Developmental psychology
- Format
- Document (PDF)
- Title
- The developmental costs of high self-esteem.
- Creator
- Menon, Madhavi, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Two potential developmental costs of high self-esteem were investigated. One was that high self-esteem leads children to act on antisocial cognitions (the disposition activating hypothesis). The other was that high self-esteem leads children to rationalize antisocial conduct (the disposition-rationalizing hypothesis). Both hypotheses were explored in two longitudinal studies with preadolescents. In Study 1 (N = 189) the antisocial behavior was aggression; in Study 2 (N = 407) the antisocial...
Show moreTwo potential developmental costs of high self-esteem were investigated. One was that high self-esteem leads children to act on antisocial cognitions (the disposition activating hypothesis). The other was that high self-esteem leads children to rationalize antisocial conduct (the disposition-rationalizing hypothesis). Both hypotheses were explored in two longitudinal studies with preadolescents. In Study 1 (N = 189) the antisocial behavior was aggression; in Study 2 (N = 407) the antisocial behavior under focus was avoidance of the mother. There was little evidence for the disposition-activating hypothesis in either study but considerable support for the disposition-rationalizing hypothesis in both studies. Over time, aggressive children with high self-esteem increasingly valued the rewards that aggression offers and belittled their victims, and avoidant children with high self-esteem increasingly viewed their mother as harassing and uninvolved. Results therefore suggest that for antisocial children, high self-esteem carries costs, for both themselves and others.
Show less - Date Issued
- 2007
- PURL
- http://purl.flvc.org/FAU/42773
- Subject Headings
- Self in children, Self, Social aspects, Identity (Psychology), Self-defeating behavior, Medicine and psychology
- Format
- Document (PDF)
- Title
- Developmental differences in memory, recall, and suggestibility two years later: Should young children be considered "aye" witnesses?.
- Creator
- Cassel, William Steven, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
-
Kindergartners, grade 1, 2, 3, 4, 5 children, and adult college students participated in a two-year longitudinal study of eyewitness memory, recall, and suggestibility with one- and two-year assessment periods additionally, kindergartners and adults participated in a short-term repeated trials free recall study. Delays varied from a few minutes (in the short-term repeated free recall trial) to two years in the longitudinal study. Subjects were asked free-recall (open ended), unbiased cued...
Show moreKindergartners, grade 1, 2, 3, 4, 5 children, and adult college students participated in a two-year longitudinal study of eyewitness memory, recall, and suggestibility with one- and two-year assessment periods additionally, kindergartners and adults participated in a short-term repeated trials free recall study. Delays varied from a few minutes (in the short-term repeated free recall trial) to two years in the longitudinal study. Subjects were asked free-recall (open ended), unbiased cued recall, and specifically suggestive (leading) questions about the event they had observed as well as their involvement in the experiment at the initial phase one or two years before. Longer delays resulted in lower levels of correct free recall which varied positively with age. Levels of incorrect free recall were at floor for all trials. With longer delays, unbiased cued-recall questions resulted in higher levels of incorrect responses. Differential levels of correct free recall were found for different categories of items, with the central (most legally important) items being recalled correctly by all age groups more often than the less central items. Kindergarten and second grade children were the most influenced by leading questions and were found to be most influenced by the type question (correctly or incorrectly suggestive) posed first. Responses by kindergartners to later questions about the same items were influenced by the leading nature of the initial question with kindergarten and second grade children responding incorrectly to the follow-up questions based upon their answers to the initial questions. The order of presentation effect was enhanced for questions suggesting incorrect responses. The longer delays diminished the age effects of leading questions between the older children and adults. Examination of short-term delay repeated recall trials disclosed that adults produced higher percentages of correct free recall with each subsequent trial, while the kindergarten children did not. Collapsed across grade, subjects who increased their levels of correct free recall following their unbiased cued-recall trial generally remained at that higher level for the remaining free-recall trials. Small hypermnesia effects were found for certain treatment groups. Results are discussed in terms of information processing and fuzzy-trace theories.
Show less - Date Issued
- 1993
- PURL
- http://purl.flvc.org/fcla/dt/12350
- Subject Headings
- Law, Psychology, Developmental
- Format
- Document (PDF)
- Title
- Developmental differences in the source monitoring of efficient and inefficient inhibitors.
- Creator
- Kennedy, Elizabeth Carol, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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Source monitoring capabilities in children four, five, and six years of age classified along high and low inhibition abilities were investigated in three different conditions of source monitoring: reality monitoring, internal source monitoring, and external source monitoring. Specifically, children's misattribution errors in internal and reality source monitoring conditions with regard to their inhibition status was investigated. During one testing session, children were randomly assigned to...
Show moreSource monitoring capabilities in children four, five, and six years of age classified along high and low inhibition abilities were investigated in three different conditions of source monitoring: reality monitoring, internal source monitoring, and external source monitoring. Specifically, children's misattribution errors in internal and reality source monitoring conditions with regard to their inhibition status was investigated. During one testing session, children were randomly assigned to the three source monitoring conditions and invited to participate in puzzle completion tasks. In the reality source monitoring condition, children and experimenters took turns placing the puzzle pieces on a puzzle board. In the internal source monitoring condition, children were requested to actually place half of the puzzle pieces of their choice and to pretend to place the other half on the board. In the external source monitoring condition, children were requested to watch two different experimenters taking turns placing puzzle pieces on the board. After a short retention interval, children were surprised with a puzzle piece recall test. Children's inhibition abilities were assessed with three different inhibition tasks during a subsequent testing session and consisted of a tapping test, Simon Says test, and response compatibility test. Median splits determined children's inhibition abilities as either high (efficient) or low (inefficient). Sets of analysis of variance tests compared participants' general recall performance abilities among the three conditions of source monitoring and evaluated participants' reality and internal performance abilities with regard to inhibition status. The first set of analyses indicated that children made the most recall errors in the external source monitoring condition and the fewest in the reality source monitoring condition. The second set of analyses revealed that 4-year-old boys, compared to 5- and 6-year-old boys, committed more errors toward the misattribution bias in the internal condition, while 4-year-old girls, compared to 5- and 6-year-old girls, committed more errors against the bias. The third set of analyses supported the hypothesis that inefficient inhibitors on the tapping task committed more errors toward the misattribution bias in the internal source monitoring condition than those in the reality condition.
Show less - Date Issued
- 1998, 1998
- PURL
- http://purl.flvc.org/fcla/dt/12556
- Subject Headings
- Psychology, Developmental, Psychology, Experimental, Psychology, Cognitive
- Format
- Document (PDF)
- Title
- DEVELOPMENTAL DIFFERENCES IN THE TIMING OF ORGANIZATION IN CHILDREN'S RECALL.
- Creator
- HIBEL, JANET, Florida Atlantic University, Bjorklund, David F., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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In the present experiment possible developmental differences in the timing of organization in children's free recall were examined. It was hypothesized that children who organize information at input would show a smaller decrement in recall as a result of delayed testing with related than with unrelated materials. If the categorical similarity among items is discovered at input, the resulting organizational scheme(s) would make the individual items more resistant to forgetting over time....
Show moreIn the present experiment possible developmental differences in the timing of organization in children's free recall were examined. It was hypothesized that children who organize information at input would show a smaller decrement in recall as a result of delayed testing with related than with unrelated materials. If the categorical similarity among items is discovered at input, the resulting organizational scheme(s) would make the individual items more resistant to forgetting over time. However, since no organizational scheme could be imposed upon unrelated items, many items would be lost as a result of delayed testing. This pattern of data was predicted only for junior high students and not for second and third graders. However, contrary to expectation, both the younger and older groups of subjects showed this pattern, indicating that children of both age groups organize categorically related information at input. The possibility of a semantic facilitative effect for the younger subjects was discussed.
Show less - Date Issued
- 1978
- PURL
- http://purl.flvc.org/fcla/dt/13934
- Subject Headings
- Recollection (Psychology), Memory in children
- Format
- Document (PDF)
- Title
- The developmental effect of the presence of a recipient in a modified dictator game.
- Creator
- Grotuss, Jason., Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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Economic game theory has been a challenge to traditional models of selfish human nature. Resource acquisition games, such as the dictator game, which have been primarily played by adults, have revealed that humans are inclined to share even when it is not in their best interest to do so. Few studies have been conducted on the development of resource distribution in children, and fewer still have explored the effect of context and level of involvement of a second player in such games. In the...
Show moreEconomic game theory has been a challenge to traditional models of selfish human nature. Resource acquisition games, such as the dictator game, which have been primarily played by adults, have revealed that humans are inclined to share even when it is not in their best interest to do so. Few studies have been conducted on the development of resource distribution in children, and fewer still have explored the effect of context and level of involvement of a second player in such games. In the current study, 179 children from kindergarten, first, and second grades participated in a modified dictator game with another player. Children were randomly assigned to one of four conditions; a control condition, where they played individually with an anonymous player, or one of three experimental conditions with two players who each played with varying levels of involvement with the second player. It was found that kindergarteners shared significantly less across conditions than first and second graders, with first and second graders sharing similar amounts. The presence of another player significantly increased the amount of sharing for all grades. Additionally, second players shared significantly less than first players. Developmental and contextual patterns of sharing are discussed.
Show less - Date Issued
- 2011
- PURL
- http://purl.flvc.org/FAU/3332258
- Subject Headings
- Cooperativeness, Behavior evolution, Game theory, Social interaction, Economics, Moral and ethical aspects, Economics, Psychological aspects, Negotiation, Research, Strategic planning
- Format
- Document (PDF)
- Title
- Digit ratio (2D:4D) predicts communion in exploratory structural equation modeling of self-narratives.
- Creator
- Wong, Alexander E., Vallacher, Robin R., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
- Abstract/Description
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Agency and communion are fundamental dimensions underlying psychological processes. Although agency and communion are coherent dimensions, their origins, nature, stability differ across theoretical framework. Common to these frameworks are gender differences in agency and communion. The present study hypothesized that because agency and communion relate to gender, they may also relate to digit ratio. The present study is important because digit ratio may offer clues on the origins and nature...
Show moreAgency and communion are fundamental dimensions underlying psychological processes. Although agency and communion are coherent dimensions, their origins, nature, stability differ across theoretical framework. Common to these frameworks are gender differences in agency and communion. The present study hypothesized that because agency and communion relate to gender, they may also relate to digit ratio. The present study is important because digit ratio may offer clues on the origins and nature of agency and communion, and their gender differences. Agency and Communion factors were extracted from implicit linguistic measures obtained by LIWC analysis of selfnarratives. Exploratory structural equation modeling indicated communion related to digit ratio in men, and gender differences in communion. Although the results supported the distal, biological influences of communion argued by evolutionary accounts, the null finding agency was not related to digit ratio, while not directly interpretable, did not contradict socialization accounts of agency.
Show less - Date Issued
- 2014
- PURL
- http://purl.flvc.org/fau/fd/FA00004237
- Subject Headings
- Embryology, Human, Fingers -- Sex differences, Human body -- Social aspects, Psychophysiology, Self actualization (Psychology), Sex differentiation
- Format
- Document (PDF)