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Title: 2013-2014 Program Review Psychology.
Creator: Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
Date Issued: 2013-2014
PURL: http://purl.flvc.org/fau/fd/FA00007699
Format: Document (PDF)

Title: 2012-2013 Program Review Psychology.
Creator: Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
Date Issued: 2012-2013
PURL: http://purl.flvc.org/fau/fd/FA00007692
Format: Document (PDF)

Title: 2010-2011 Program Review Psychology.
Creator: Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
Date Issued: 2010-2011
PURL: http://purl.flvc.org/fau/fd/FA00007685
Format: Document (PDF)

Title: 2014-2015 Program Review Psychology.
Creator: Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
Date Issued: 2014-2015
PURL: http://purl.flvc.org/fau/fd/FA00007706
Format: Document (PDF)

Title: 2016-2017 Program Review Psychology.
Creator: Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
Date Issued: 2016-2017
PURL: http://purl.flvc.org/fau/fd/FA00007720
Format: Document (PDF)

Title: 2009-2010 Program Review Psychology.
Creator: Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
Date Issued: 2009-2010
PURL: http://purl.flvc.org/fau/fd/FA00007678
Format: Document (PDF)

Title: 2015-2016 Program Review Psychology.
Creator: Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Florida Atlantic University Departmental Dashboard Indicators. Department program reviews for Charles E. Schmidt College of Science, Florida Atlantic University.
Date Issued: 2015-2016
PURL: http://purl.flvc.org/fau/fd/FA00007713
Format: Document (PDF)

Title: Attitude and valence dynamics in response to changes in perceived similarity vs. difference: implications for human conflict.
Creator: Michaels, Jay L., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Despite extensive research in conflict, relatively little is known about how psychological processes evolve over time in response to a dispute. The present research examines how cognitive and affective processes react to cooperative, competitive, or mixed cooperative-competitive interactions. Experimental predictions were derived from a model of two-actor interaction (Liebovitch, Naudot, Vallacher, Nowak, Bu--Wrzosinksa & Coleman, 2008). Specifically, it was expected that attitudes and...
Show moreDespite extensive research in conflict, relatively little is known about how psychological processes evolve over time in response to a dispute. The present research examines how cognitive and affective processes react to cooperative, competitive, or mixed cooperative-competitive interactions. Experimental predictions were derived from a model of two-actor interaction (Liebovitch, Naudot, Vallacher, Nowak, Bu--Wrzosinksa & Coleman, 2008). Specifically, it was expected that attitudes and emotional valence would exhibit stable dynamics when people encountered a neutral, continually cooperative, or continually competitive interaction. However, attitudes and emotional valence were expected to exhibit perturbation in response to transitions from cooperation to competition and vice-versa. These predictions were tested in four experiments. The first study verified most predictions, finding that people have little attitude or valence reaction to interactions that are neutral, continually coo perative or continually competitive. This study also established that people's attitudes are significantly unstable when faced with an interaction shifting from cooperation to competition, and this is experienced with negative emotions. However, interactions shifting from competition to cooperation resulted in stable attitudes and emotional valence. The remaining three experiments sought to explain the lack of psychological reaction to the development of cooperation in a previously competitive interaction. In Study 2, interaction expectancy was ruled out as a factor. Study 3 demonstrated that the reactivity to sudden competition and lack of reactivity to sudden cooperation developed regardless of interaction history. Finally, Study 4 offers evidence indicating that the lack of reaction to sudden cooperation results from factors other than the duration of cooperative feedback. The research has several important implications. First, the results provide evidence that competition is, not necessarily a key factor in promoting heightened psychological reaction in conflict. Rather, transitions between peace and conflict likely hold greater influence on psychological processes in disputes. Furthermore, the experimental evidence provides the first empirical test of the model predictions and offers insight into how the model may be improved. By combining experimental results with the model, the research provides much needed information about how mental dynamics unfold and differ in response to cooperation versus competition.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3342236
Subject Headings: Conflict management, Collective behavior, Social psychology, Interpersonal relations, Emotional intelligence, Self-management (Psychology), Motivation (Psychology), Affect (Psychology)
Format: Document (PDF)

Title: Attitudes towards multilanguage use among Latino and Asian immigrants in the United States.
Creator: Le, Cuong T., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study was designed to measure the relation of education and ethnic identity to attitudes towards bilingualism in two different ethnic groups, Asian and Latinos in the United States. In order to do this, an instrument was developed to measure attitudes towards bilingualism. No significant relations were found among education or ethnic identity and attitudes towards bilingualism in either group, but analyses revealed several other significant relationships. The two subscales of ethnic...
Show moreThis study was designed to measure the relation of education and ethnic identity to attitudes towards bilingualism in two different ethnic groups, Asian and Latinos in the United States. In order to do this, an instrument was developed to measure attitudes towards bilingualism. No significant relations were found among education or ethnic identity and attitudes towards bilingualism in either group, but analyses revealed several other significant relationships. The two subscales of ethnic identity, MEIM-R Commitment and Exploration, were related to each other both within Asian and Latino groups and in all participants combined. In the combined sample, education levels of participants' mothers was correlated with the MEIM-R subscale of Exploration. In addition, participants with a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Commitment than participants with an Associates Degree or below. Participants with mothers who possess a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Exploration than participants with mothers who possess an Associates Degree or below. Finally, Asian participants were found to have lower levels of MEIM-R Commitment when compared to Latino participants.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360953
Subject Headings: Second language acquisition, Bilingualism in children, Education, Bilingual, Social aspects, Group identity, Languages in contact, English language, Study and teaching, Foreign speakers, Ethnic relations
Format: Document (PDF)

Title: Attachment in preadolescence: consequence or cause of children's perceptions of parenting ?.
Creator: Menon, Meenakshi, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This one-year longitudinal study was designed to illuminate the direction of the causal arrow between children's perceptions of their mother's behavior and children's attachment style during a period of development that has been relatively neglected in research on attachment - preadolescence. The possibility that children's behavior problems moderate the influence of perceived parenting on attachment, or of attachment on perceived parenting, was also investigated. Participants were an...
Show moreThis one-year longitudinal study was designed to illuminate the direction of the causal arrow between children's perceptions of their mother's behavior and children's attachment style during a period of development that has been relatively neglected in research on attachment - preadolescence. The possibility that children's behavior problems moderate the influence of perceived parenting on attachment, or of attachment on perceived parenting, was also investigated. Participants were an ethnically diverse sample of 407 children (213 girls, 194 boys) who were in the fourth grade at initial testing (M age = 11 years 1 month). Measures included children's perceptions of five maternal behaviors (harassment, overprotectiveness, monitoring, affectionate contact, and reliable support), peer reports of children's behavior problems (internalizing and externalizing), and children's self-perceived attachment styles (preoccupied and avoidant). Contrary to a traditional attachment perspective, there was limited evidence that perceptions of parenting led to change in children's attachment styles. Though children with internalizing problems who perceived their mother as harassing developed preoccupied attachment over time, and children with externalizing problems who perceived their mother as v overprotective developed avoidant attachment over time. However, there was considerable support for the reverse causal hypothesis that children's attachment style influences how they perceive their mother: Preoccupied attachment predicted increasingly favorable perceptions of maternal behavior over time (reduced harassment and increased monitoring), whereas avoidant attachment predicted increasingly unfavorable perceptions of the mother over time (increased harassment, reduced monitoring, reduced affectionate contact, and reduced reliable support). Children's behavior problems moderated a few of these relations., Overall, results support a "child effects" interpretation of the links between perceived parenting and attachment styles during preadolescence.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/58007
Subject Headings: Parent and teenager, Attachment behavior in adolescence, Child rearing, Parenting, Psychological aspects
Format: Document (PDF)

Title: Attachment styles and aggressor-victim relationships in preadolescence.
Creator: Miller, Ashley M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low...
Show moreThe current study investigated the change in relationship between an aggressor's attachment style (avoidant or preoccupied) and a series of characteristics in their victims' over a school year. Once a semester, participants rated themselves and their classmates on 16 personality characteristics and their aggression levels against other students. Only avoidant girls significantly refined their targets over the course of a school year. They increased their aggression towards girls with low appearance self-efficacy, a high avoidance attachment, high depression, high cross-gender typed behavior, high internalizing behavior, and low global self-worth.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358753
Subject Headings: Bullying in schools, Aggressiveness in children, Interpersonal conflict in children, Social interaction in children, Interaction analysis in education
Format: Document (PDF)

Title: Another look at gender identity in preadolescence.
Creator: Perle, Jonathan., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This thesis examined relations of multiple dimensions of gender identity same gender typicality, other-gender typicality, gender contentedness, gender oppression, felt pressure to conform, and gender centrality) to children's adjustment (global self-worth, narcissism, depression, internalizing behaviors, externalizing behaviors, and prosocial behaviors. Participants were 237 fourth through eighth graders (108 males, 129 females; M[underscore] age = 11 years, 4 months). Each measure of gender...
Show moreThis thesis examined relations of multiple dimensions of gender identity same gender typicality, other-gender typicality, gender contentedness, gender oppression, felt pressure to conform, and gender centrality) to children's adjustment (global self-worth, narcissism, depression, internalizing behaviors, externalizing behaviors, and prosocial behaviors. Participants were 237 fourth through eighth graders (108 males, 129 females; M[underscore] age = 11 years, 4 months). Each measure of gender identity related to children's adjustment in a unique way. Findings also showed gender centrality to moderate relations of other gender identity variables to adjustment, suggesting that how central gender is to a child influences the impact of other gender self-appraisals on the child's development and adjustment.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/58008
Subject Headings: Identity (Psychology) in adolescence, Gender identity, Sex differences (Psychology), Self-esteem in adolescence
Format: Document (PDF)

Title: Bullying in schools: the role of empathy, temperament, and emotion regulation.
Creator: Gagnon, Chantal M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Peer aggression and bullying are significant problems for children in American schools. While a large body of research has been conducted in this area, none to date has examined the combined roles of temperament (behavioral activation system, or BAS, and behavioral inhibition system, or BIS), and empathy in predicting participation in bullying interactions. Previous research has found that low empathy facilitates aggressive behavior, while high empathy inhibits it, and has linked poor emotion...
Show morePeer aggression and bullying are significant problems for children in American schools. While a large body of research has been conducted in this area, none to date has examined the combined roles of temperament (behavioral activation system, or BAS, and behavioral inhibition system, or BIS), and empathy in predicting participation in bullying interactions. Previous research has found that low empathy facilitates aggressive behavior, while high empathy inhibits it, and has linked poor emotion regulation to conduct disorders. Thus, if these factors can predict behaviors towards peers, they may also predict (independently and in combination) involvement in bullying, specifically the roles assumed in those interactions - that is: bully, victim, bully-victim (a child who is both bully and victim), or defender/protector. The present study tested 226 middle school students on a measure of empathy (Interpersonal Reactivity Index), and a measure of temperament (BIS/BAS Scales). The students also completed a Peer Nomination Inventory to identify children who were aggressive toward others, victimized by peers, and/or protected peers from bullies. Although not all predictions were supported, results showed that certain sub-components of empathy, such as empathic concern (affective empathy) and personal distress (a measure of emotion regulation) predicted the behavior of "pure bullies" (bullies who are not themselves victimized), but not of other aggressive children such as bully-victims. High BAS drive and low BIS were significant predictors of aggressive behavior, and BAS reward responsiveness predicted protective behavior. Victimized children had higher fantasy (ability to identify with fictional characters) and lower perspective-taking (cognitive empathy) skills, and tended not to have overlapping characteristics and behaviors with protective children., These characteristics did not interact significantly with each other or with age, gender, ethnicity, or SES of students. It was concluded that pure bullies lack affective empathy, and victims lack cognitive empathy. That is, empathy is multidimensional and empathy deficits vary in type, but all lead to some form of socioemotional impairment. Furthermore, aggressive victims are a unique sub-group of children with unique characteristics.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3342106
Subject Headings: Bullying in schools, Prevention, Bullying, Prevention, School violence, Prevention, Aggressiveness in children, Violence, Psychological aspects, Violence, Social aspects
Format: Document (PDF)

Title: Children's conceptual understanding of growth.
Creator: Copeland, Aquilla D., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Growth is a property that is unique to living things. Studies demonstrate that even preschool children use growth to determine whether objects are alive. However, little identifies explanations that children use to attribute growth. The goal of the present study was to investigate how people reason about growth. We hypothesized that older children would outperform younger children in understanding that growth is inevitable for living things, while adults would consistently perform at ceiling...
Show moreGrowth is a property that is unique to living things. Studies demonstrate that even preschool children use growth to determine whether objects are alive. However, little identifies explanations that children use to attribute growth. The goal of the present study was to investigate how people reason about growth. We hypothesized that older children would outperform younger children in understanding that growth is inevitable for living things, while adults would consistently perform at ceiling levels. Our hypothesis was partially supported. Although adults consistently outperformed children, older children rarely outperformed younger children. Still, both younger and older children performed above chance in attributing growth. Moreover, all participants were more likely to use biological explanations to explain growth. Taken together, this research qualifies the early hypotheses of Piaget (1929) and Carey (1985) that children lack a well developed biological domain before age nine, but suggests that a biological domain, though less developed, is present. Based on these findings, implications for more efficient approaches to science education are discussed.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2974434
Subject Headings: Cognition in children, Imagery (Psychology) in children, Child development, Identity (Psychology) in children
Format: Document (PDF)

Title: Chimpanzee alarm communications: a zoosemiotic study.
Creator: Raymond, Alyssa M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Evidence for conceptual semantics is well established in monkeys, however this basis of human language is less evident in the great apes. In order to study semantic communications in chimpanzees, I analyzed alarm calls produced towards a blimp as it was flying overhead. I then replayed a set of these alarm calls to the chimps on a different day. The chimps appeared to act in a manner consistent with the presence of the blimp. The calls they produced in response to the playback stimuli were...
Show moreEvidence for conceptual semantics is well established in monkeys, however this basis of human language is less evident in the great apes. In order to study semantic communications in chimpanzees, I analyzed alarm calls produced towards a blimp as it was flying overhead. I then replayed a set of these alarm calls to the chimps on a different day. The chimps appeared to act in a manner consistent with the presence of the blimp. The calls they produced in response to the playback stimuli were nearly identical to the calls that were produced during the actual flyover. Though the data collected were not sufficient to support a definitive claim, it does appear that the chimpanzees of the study have a meaning-laden vocalization for the aerial stimuli. Whether this call is specific to the blimp or generalizable to other aerial threats is yet to be determined.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3352278
Subject Headings: Animal communication, Social behavior in animals, Cognition in animals, Chimpanzees, Behavior, Chimpanzees, Psychology
Format: Document (PDF)

Title: Children's adaptave strategies in a tool use task.
Creator: Weinstein, Allison., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Problem solving and strategy adaptation was assessed in 47 children ranging from 36 to 67 months. This was evaluated through problem sets in which participants were given tools that failed to reach given goal states, and then instructed to select appropriate tools in order to reach desired results. Analyses revealed that when participants were given a choice of tools to solve a given problem, they were more likely to select a correct tool when options were similar in function and appearance....
Show moreProblem solving and strategy adaptation was assessed in 47 children ranging from 36 to 67 months. This was evaluated through problem sets in which participants were given tools that failed to reach given goal states, and then instructed to select appropriate tools in order to reach desired results. Analyses revealed that when participants were given a choice of tools to solve a given problem, they were more likely to select a correct tool when options were similar in function and appearance. Additionally, participants were more likely to verbalize the need for a new tool when there was a lack of novel tool choices. However, the presence of a novel tool choice was linked to longer problem solving time. Findings are congruent with literature that suggests children possess the ability to select tools based on functional, not superficial, qualities, and can be easily distracted by the presence of novel stimuli.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356896
Subject Headings: Learning, Psychology of, Educational tests and measurements, Cognition in children, Cognitive styles in children, Human information processing in children, Individual differences in children
Format: Document (PDF)

Title: Changing cooperation to competition disrupts attitudes and valence: first test of a dynamical model.
Creator: Michaels, Jay L., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: With the cessation of cooperation between groups or individuals comes the threat that temporary competition transforms into destructive intractable conflict. To better understand how intractable conflicts develop, Liebovitch, Naudot, Vallacher, Nowak, Bui-Wrzosinksa, and Coleman (2008) recently developed a non-linear model of two-actor cooperation-competition incorporating interaction feedback and valence. This study tested their model's predictions by investigating attitude and valence...
Show moreWith the cessation of cooperation between groups or individuals comes the threat that temporary competition transforms into destructive intractable conflict. To better understand how intractable conflicts develop, Liebovitch, Naudot, Vallacher, Nowak, Bui-Wrzosinksa, and Coleman (2008) recently developed a non-linear model of two-actor cooperation-competition incorporating interaction feedback and valence. This study tested their model's predictions by investigating attitude and valence change depending on whether a social exchange was cooperative or competitive. Participants experiencing an exchange that switched from cooperation to competition exhibited greater attitude change than participants in the control or the continuously competitive interaction condition and more valence change than the control or competition switching to cooperation condition. These results support the model's prediction that greater attitude and valence fluctuation manifests in interactions transitioning from cooperation to competition, providing the first verification of the model. These findings offer new insights into how human cooperation and competition evolve over time.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/369196
Subject Headings: Conflict management, Power (Social sciences), Social psychology, Collective behavior, Interpersonal relations
Format: Document (PDF)

Title: Cardiac patterns during another infant's cry sound in neonates of depressed mothers.
Creator: Cotler, Joseph, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Past research indicates there is a link between physiological responses and adaptive social responses to another individual's distress. Scholars have theorized that humans may be predisposed, both physiologically and behaviorally to responding to others, especially those who are in distress. Maternal depression has been associated with dysregulated emotional development and may possibly affect the physiological and behavioral responses of a neonate. The present research examined the...
Show morePast research indicates there is a link between physiological responses and adaptive social responses to another individual's distress. Scholars have theorized that humans may be predisposed, both physiologically and behaviorally to responding to others, especially those who are in distress. Maternal depression has been associated with dysregulated emotional development and may possibly affect the physiological and behavioral responses of a neonate. The present research examined the relationship between neonates' physiological and behavioral responses to naturally generated (compared to artificial) stimuli of other neonates, as well as the role of maternal depression in the responses. Specifically, heart rate, heart period, and heart period variability were measured to assess the newborns' reaction to cries generated by both other newborns and digitally modulated sources. This study found that newborns of depressed mothers had higher heart period variability and showed less behavioral distress when hearing the cry of another infant.
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Date Issued: 2013
PURL: http://purl.flvc.org/FAU/3360769
Subject Headings: Heart sounds, Auscultation, Human physiology, Depression in children, Prevention
Format: Document (PDF)

Title: Emotional and physiological regulation during parent-child interaction in preschoolers.
Creator: Marsh, Kathryn L., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The purpose of the current study is to examine physiological and behavioral components of emotional regulation and the development of empathy in preschoolers. It also examines how the parents play a role in their child's development of emotional competence. Behavioral and physiological responses were assessed for the children during stories chosen for emotional content (one happy and one sad story for each parent). Maternal and paternal ratings of self-expressivity were collected using the...
Show moreThe purpose of the current study is to examine physiological and behavioral components of emotional regulation and the development of empathy in preschoolers. It also examines how the parents play a role in their child's development of emotional competence. Behavioral and physiological responses were assessed for the children during stories chosen for emotional content (one happy and one sad story for each parent). Maternal and paternal ratings of self-expressivity were collected using the Self- Expressiveness in Family Questionnaire (Halberstadt et al., 1995). Greater vagal suppression occurred during the sad conditions suggesting that negative emotions require more processing strategies. Greater attentional scores were related to the child's RSA and higher resting RSA was associated with great motor restriction. The mothers had higher SEFQ scores than the fathers. Higher maternal positive expressivity, lower maternal total expressivity, and lower paternal positive expressivity scores were related to the children's displays of empathy.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362553
Subject Headings: Parent and child, Adjustment (Psychology) in children, Social interaction in children, Developmental psychology, Moral education (Early childhood)
Format: Document (PDF)

Title: Eye fixations during encoding of familiar and unfamiliar language.
Creator: Mavica, Lauren Wood, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study examines gaze patterns of monolinguals and bilinguals encoding speech in familiar and unfamiliar languages. In condition 1 English monolinguals viewed videos in familiar and unfamiliar languages (English and Spanish or Icelandic). They performed a task to ensure encoding: on each trial, two videos of short sentences were presented, followed by an audio-only recording of one of those sentences. Participants choose whether the audio-clip matched the first or second video....
Show moreThis study examines gaze patterns of monolinguals and bilinguals encoding speech in familiar and unfamiliar languages. In condition 1 English monolinguals viewed videos in familiar and unfamiliar languages (English and Spanish or Icelandic). They performed a task to ensure encoding: on each trial, two videos of short sentences were presented, followed by an audio-only recording of one of those sentences. Participants choose whether the audio-clip matched the first or second video. Participants gazed significantly longer at speaker's mouths when viewing unfamiliar languages. In condition 2 Spanish-English bilingual's viewed English and Spanish, no difference was found between the languages. In condition 3 the task was removed, English monolinguals viewed 20 English and 20 Icelandic videos, no difference in the gaze patterns was found, suggesting this phenomenon relies on encoding. Results indicate people encoding unfamiliar speech attend to the mouth presumably to extract more accurate audiovisually invariant and highly salient speech information.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362556
Subject Headings: Eye, Movements, Psycholinguistics, Biolinguistics, Figures of speech, Gage, Psychological aspects
Format: Document (PDF)

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