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Title: Comprehension of an audio versus an audiovisual lecture at 50% time-compression.
Creator: Perez, Nicole, Barenholtz, Elan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Since students can adjust the speed of online videos by time-compression which is available through common software (Pastore & Ritzhaupt, 2015), it is important to learn at which point compression impacts comprehension. The focus of the study is whether the speaker’s face benefits comprehension during a 50% compressed lecture. Participants listened to a normal lecture or a 50% compressed lecture. Each participant saw an audio and audiovisual lecture, and were eye tracked during the...
Show moreSince students can adjust the speed of online videos by time-compression which is available through common software (Pastore & Ritzhaupt, 2015), it is important to learn at which point compression impacts comprehension. The focus of the study is whether the speaker’s face benefits comprehension during a 50% compressed lecture. Participants listened to a normal lecture or a 50% compressed lecture. Each participant saw an audio and audiovisual lecture, and were eye tracked during the audiovisual lecture. A comprehension test revealed that participants in the compressed lecture group performed better with the face. Eye fixations revealed that participants in the compressed lecture group looked less at the eyes and more at the nose when compared to eye fixations for those that viewed the normal lecture. This study demonstrates that 50% compression affects eye fixations and that the face benefits the listener, but this much compression will still lessen comprehension.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004847, http://purl.flvc.org/fau/fd/FA00004847
Subject Headings: Learning--Case studies., Perceptual-motor learning., Nonverbal communication., Internet videos--Education.
Format: Document (PDF)

Title: DIRECT AND INDIRECT EFFECTS FROM AGGRESSION TO INTERNALIZING SYMPTOMS: A GENETICALLY CONTROLLED STUDY.
Creator: Valdés, Olivia, Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Behavioral difficulties in the early school years pose a risk to psychosocial functioning. The failure model suggests that peer rejection explains longitudinal associations between aggression and internalizing symptoms. The model postulates that aggression leads to increases in peer rejection, which, in turn, contributes to internalizing symptoms. This study tests pathways posited by the failure model, examining direct and indirect longitudinal effects. Direct effects models examined...
Show moreBehavioral difficulties in the early school years pose a risk to psychosocial functioning. The failure model suggests that peer rejection explains longitudinal associations between aggression and internalizing symptoms. The model postulates that aggression leads to increases in peer rejection, which, in turn, contributes to internalizing symptoms. This study tests pathways posited by the failure model, examining direct and indirect longitudinal effects. Direct effects models examined associations between reactive aggression and internalizing problems, reactive aggression and peer rejection, and peer rejection and internalizing symptoms. A mediation model examined the indirect effect of reactive aggression to internalizing symptoms, via peer rejection. Because distinct components of the failure model are presumed to share genetic influences, removing potential genetic contributions is important when examining the environmental influences over developmental pathways posited by the model. To this end, longitudinal tests were conducted with traditional (non-genetically controlled) and MZ twin difference (genetically controlled) designs. The latter disentangled nonshared environment effects from those for genetic factors from environmental factors.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013578
Subject Headings: Behavior disorders in children, Aggression, Behavior genetics
Format: Document (PDF)

Title: DIRECT AND INDIRECT PATHWAYS FROM LONELINESS TO PEER EXPERIENCES.
Creator: Altman, Robert L., Laursen, Brett, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Loneliness is a common experience for many people (Rubenstein et al., 1979) and most lonely individuals experience a variety of comorbid disorders (Heinrich & Gullone, 2006). Adolescent loneliness is particularly problematic, due to the rapid changes that take place in the peer social world (Laursen & Hartl, 2013). Prior evidence ties loneliness to low group status and victimization (Asher & Paquette, 2003), but we do not fully understand the transmission mechanisms. A full longitudinal...
Show moreLoneliness is a common experience for many people (Rubenstein et al., 1979) and most lonely individuals experience a variety of comorbid disorders (Heinrich & Gullone, 2006). Adolescent loneliness is particularly problematic, due to the rapid changes that take place in the peer social world (Laursen & Hartl, 2013). Prior evidence ties loneliness to low group status and victimization (Asher & Paquette, 2003), but we do not fully understand the transmission mechanisms. A full longitudinal mediation design (Fritz & MacKinnon, 2012) was used to test the hypotheses that social withdrawal mediates the association from loneliness to changes in peer status and peer difficulties victimization among adolescents. Results indicated that the longitudinal associations between loneliness and peer outcomes were mediated by social withdrawal. Successful engagement with peers is vital to navigating the complex social world of adolescence, thus the results provide an impetus for aiding lonely adolescents in improving their social connections.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013590
Subject Headings: Loneliness, Loneliness in adolescence
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.
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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: 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.
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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: EFFECTS OF OPTOGENETICALLY STIMULATING THE REUNIENS NUCLEUS DURING SLEEP IN A NOVEL ATTENTIONAL SET-SHIFTING TASK.
Creator: Yarden, Ori Simon, Varela, Carmen, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Sparse thalamocortical cell population synchronicity during sleep spindle oscillations has been hypothesized to promote the integration of hippocampal memory information into associated neocortical representations 1. We asked the question of whether sparse or rhythmic activity in thalamocortical cells of the reuniens nucleus influence memory consolidation and cognitive flexibility during learning after sleep. For this study, I designed a novel attentional set-shifting task and incorporated...
Show moreSparse thalamocortical cell population synchronicity during sleep spindle oscillations has been hypothesized to promote the integration of hippocampal memory information into associated neocortical representations 1. We asked the question of whether sparse or rhythmic activity in thalamocortical cells of the reuniens nucleus influence memory consolidation and cognitive flexibility during learning after sleep. For this study, I designed a novel attentional set-shifting task and incorporated optogenetics with closed-loop stimulation in sleeping rats to investigate the effects of sparse (nonrhythmic) or rhythmic spindle-like (~10Hz) activity in thalamic cells of the reuniens nucleus on learning and cognitive flexibility. We show that, as predicted, post-sleep setshifting performance improved after sleep with non-rhythmic optogenetic stimulation in the thalamic nucleus reuniens relative to rhythmic optogenetic stimulation. While both non-rhythmic and rhythmic optogenetic stimulation led to an increase in perseverative errors, only non-rhythmic optogenetic stimulation showed effects of learning from errors, which correlated with sleep, and which ultimately had a net benefit in set-shifting performance compared to rhythmic optogenetic stimulation and the control group.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013632
Subject Headings: Optogenetics, Thalamic Nuclei, Sleep, Learning
Format: Document (PDF)

Title: Dual Language Proficiencies of Second Generation Immigrants during Development and in Adulthood.
Creator: Giguere, David, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current studies tested the hypothesis, that early exposure is sufficient for nativelike proficiency. Study 1 compared the English skill of 116 5 year olds who had been exposed to English and Spanish from birth with English monolingual and found that the bilingual children had significantly lower levels of vocabulary skill. Study 2 assessed 65 adult bilinguals, comparing them to 25 English and 25 Spanish monolinguals on a battery of language measures. The bilinguals had lower scores in...
Show moreThe current studies tested the hypothesis, that early exposure is sufficient for nativelike proficiency. Study 1 compared the English skill of 116 5 year olds who had been exposed to English and Spanish from birth with English monolingual and found that the bilingual children had significantly lower levels of vocabulary skill. Study 2 assessed 65 adult bilinguals, comparing them to 25 English and 25 Spanish monolinguals on a battery of language measures. The bilinguals had lower scores in Spanish in 7 of the 8 domains of language skill measured. The bilinguals were not different from the English monolingual speakers in most, but not all, aspects of language proficiency. These findings provide evidence that the monolingual-bilingual gap observed in childhood is no longer evident among adult bilinguals, but that despite early exposure and continued use into adulthood, second generation immigrants are not native-like in their heritage language skills.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004981, http://purl.flvc.org/fau/fd/FA00004971
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Immigrants Language., Bilingualism., Language attrition.
Format: Document (PDF)

Title: Dynamic Grouping Motion and Amodal Completion.
Creator: Datta, Debarshi, Hock, Howard S., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Objects in a scene are likely to occlude other objects partially and are itself likely to be partially occluded. A central question, therefore, is how the visual system resolves the resulting surface correspondence problem by successfully determining which surfaces belong to which objects. To this end, a recently developed dynamic grouping methodology has determined whether pairs of adjacent surfaces are grouped (Hock & Nichols, 2012). The grouping of adjacent surfaces, which depends on their...
Show moreObjects in a scene are likely to occlude other objects partially and are itself likely to be partially occluded. A central question, therefore, is how the visual system resolves the resulting surface correspondence problem by successfully determining which surfaces belong to which objects. To this end, a recently developed dynamic grouping methodology has determined whether pairs of adjacent surfaces are grouped (Hock & Nichols, 2012). The grouping of adjacent surfaces, which depends on their affinity state, is indicated by the direction of perceived motion across one surface when its luminance is perturbed. In the current stimuli, which consists of a horizontal surface partially occluded by a vertical bar, dynamic grouping also can occur for nonadjacent surfaces, providing they are linked in two-dimensions by a connecting surface. Results indicate that the dynamic grouping motion is stronger for amodal completion entailing the perceptual grouping of nonadjacent surfaces behind an occluder.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004998, http://purl.flvc.org/fau/fd/FA00004988
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Visual perception., Visual system., Dynamic grouping
Format: Document (PDF)

Title: Friend influence on achievement during middle childhood.
Creator: DeLay, Dawn, Laursen, Brett, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study was designed to investigate friend influence on academic achievement and task avoidance during middle childhood in a sample of 794 participants in 397 stable same-sex friendship dyads (205 girl dyads and 192 boy dyads) from four municipalities in Finland: two in Central Finland, one in Western Finland, and one in Eastern Finland. Longitudinal data were collected during the spring of 3rd grade and 4th grade and reports were available from both members of each friendship dyad. The...
Show moreThis study was designed to investigate friend influence on academic achievement and task avoidance during middle childhood in a sample of 794 participants in 397 stable same-sex friendship dyads (205 girl dyads and 192 boy dyads) from four municipalities in Finland: two in Central Finland, one in Western Finland, and one in Eastern Finland. Longitudinal data were collected during the spring of 3rd grade and 4th grade and reports were available from both members of each friendship dyad. The Actor-Partner Interdependence Model (APIM; Kenny, Kashy & Cook, 2006) was used with a single sample of participants to estimate friend influence on academic achievement and task avoidance between two types of friendship dyads: (1) dyads that were distinguishable as a function of relative math achievement and relative peer acceptance and (2) dyads that were indistinguishable as a function of relative math achievement and relative peer acceptance. The results demonstrate that when friends are distinguished by math achievement the high achiever influences the low achiever’s math achievement, but not the reverse. When friends are distinguishable by peer acceptance the high accepted partner influences the low accepted partner’s math achievement, but not the reverse. When friends are indistinguishable on the basis of math achievement and peer acceptance there is mutual influence on math achievement. There was no evidence of friend influence on task avoidance. There was no evidence of friend influence from an individual’s own task avoidance predicting changes in friend math achievement, except among dyads that could not be distinguished on the basis of math achievement. Math achievement predicted within-individual changes in task avoidance for all friendship dyads, except those that could not be distinguished by relative math achievement. The findings suggest that friends influence math achievement during middle childhood. Furthermore, when friends are distinguished, relative math achievement and peer acceptance determines who is influencing whom within a friendship dyad. The use of the APIM for distinguishable and indistinguishable dyads on a single sample of participants illustrates that it is not sufficient to ignore differentiating features between friends, or to discard friendships that are more similar. Implications for teaching strategies and classroom interventions are discussed.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004015
Subject Headings: Achievement in education, Achievement motivation in adolescence, Achievement motivation in children, Motivation in education, Peer motivation in adolescence, Peer motivation in children
Format: Document (PDF)

Title: From Study Hall to Skipping Class: An Examination of the Relationship Between Situations and Academic Performance.
Creator: Hojecki, Kimberly, Sherman, Ryne A., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Psychologists have studied the relationship between personality and academic performance for over a century, and more recently the relationship between personality and situations, but no connection between academic performance and situation characteristics has been researched. The current study examines this relationship using the DIAMONDS dimensions and undergraduate GPA. Participants wore a life logging camera to capture pictures of their surroundings for 24 hours and then self-sorted and...
Show morePsychologists have studied the relationship between personality and academic performance for over a century, and more recently the relationship between personality and situations, but no connection between academic performance and situation characteristics has been researched. The current study examines this relationship using the DIAMONDS dimensions and undergraduate GPA. Participants wore a life logging camera to capture pictures of their surroundings for 24 hours and then self-sorted and rated the photos into meaningful situations. Results found support for previous findings of the relationships for personality with GPA and situations. Significant correlations were found between GPA and Adversity, Deception, and Mating situations, though none were significant unique predictors. There was also no correlation between GPA and percentage of situations which took place in a classroom setting, though there was a significant correlation with time spent in a classroom. Limitations and future research ideas are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004849
Subject Headings: Personality and academic achievement., Academic achievement., Performance--Psychological aspects., Motivation (Psychology)
Format: Document (PDF)

Title: Flexible Attentional Prioritization of Working Memory Object Representations.
Creator: Pytel, Paige, Ester, Edward, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Working memory (WM) is an important cognitive function that, among other duties, allows temporary storage of visual representations of objects observed in the sensorium. The visual aspect of this core cognitive function enables our perception of the identity of objects and where those objects are located in space at any particular time to help direct attention. In a typical working memory task, a cue is presented beforehand to guide attention to which objects in an array to encode. The...
Show moreWorking memory (WM) is an important cognitive function that, among other duties, allows temporary storage of visual representations of objects observed in the sensorium. The visual aspect of this core cognitive function enables our perception of the identity of objects and where those objects are located in space at any particular time to help direct attention. In a typical working memory task, a cue is presented beforehand to guide attention to which objects in an array to encode. The performance of our WM abilities can be improved on memory tasks by a retrospective cue resented after the encoding process of working memory. Several mechanisms have been proposed to explain etrospective cue benefits in WM performance, including the removal of irrelevant information from WM, attentional enhancement of the cued representation, protection of the cued representation from subsequent decay or interference, or retrieval head start.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013406
Subject Headings: Memory, Short-Term, Cues, Visual perception, Electroencephalography
Format: Document (PDF)

Title: Complexity and Blocked Trial Presentation in a Novel Verb Generalization Task.
Creator: Pruzansky, Rita, Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study examined the role of complexity and initial variability of exemplars during learning in verb generalization. Children and adults learned two novel verbs in the context of two novel creatures across two sessions. After a second training session, participants completed a generalization task during which they were required to identify the verbs when presented with seven novel creatures of varying levels of complexity. Performance was compared across age group and condition....
Show moreThe current study examined the role of complexity and initial variability of exemplars during learning in verb generalization. Children and adults learned two novel verbs in the context of two novel creatures across two sessions. After a second training session, participants completed a generalization task during which they were required to identify the verbs when presented with seven novel creatures of varying levels of complexity. Performance was compared across age group and condition. Participants who initially learned the verbs in the context of a single, simple exemplar demonstrated a higher proportion of correct responses than participants who initially learned the verbs with both a simple & complex exemplar. These results provide evidence that fewer exemplars during initial training of novel verbs may increase learning in young children, as well as some evidence that complex exemplars may increase the difficulty of learning and generalizing verbs.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004622
Subject Headings: Psycholinguistics., Language acquisition., Cognitive grammar.
Format: Document (PDF)

Title: A survival analysis of adolescent friendships: the downside of dissimilarity.
Creator: Hartl, Amy C., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Adolescent friendships are critical for adjustment but are extremely unstable. Dyadic characteristics may put friendships at risk for dissolution, whereas individual characteristics may put individuals at risk for participating in unstable friendships. The present study examines whether dyadic or individual school-related characteristics predict rates of adolescent friendship dissolution. A sample of 410 adolescents (n=201 males, 209 females; M age=13.20 years) participated in 573...
Show moreAdolescent friendships are critical for adjustment but are extremely unstable. Dyadic characteristics may put friendships at risk for dissolution, whereas individual characteristics may put individuals at risk for participating in unstable friendships. The present study examines whether dyadic or individual school-related characteristics predict rates of adolescent friendship dissolution. A sample of 410 adolescents (n=201 males, 209 females; M age=13.20 years) participated in 573 reciprocated friendships originating in the 7th grade which were followed from 8th-12th grade. Discrete-time survival analyses evaluated grade 7 dyadic and individual characteristics (sex, age, ethnicity, number of friends, peer acceptance, peer rejection, leadership, and school competence) as predictors of the occurrence and timing of friendship dissolution. Dissimilarity in sex, peer acceptance, and school competence and similarity in leadership predicted higher rates of friendship dissolution; individual characteristics were not significant predictors. Adolescents seeking friendships with more skilled individuals risk suffering the downside of dissimilarity, namely dissolution.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004120, http://purl.flvc.org/fau/fd/FA00004120
Subject Headings: Adolescent psychology, Emotions in adolescence, Friendship in adolescence, Interpersonal relations in adolescence, Self esteem in adolescence, Youth -- Social networks
Format: Document (PDF)

Title: Academic task avoidance and achievement as predictors of peer status during the early primary school years.
Creator: Richmond, Ashley D., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Given the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best...
Show moreGiven the diverse and substantial developmental outcomes associated with low peer acceptance, it is important to research its potential predictors. However, the developmental antecedents are not likely restricted to simple, one-lagged links within the same domain. Rather, peer status may stem from a developmental sequence of effects across several domains, particularly across those that develop at the same time and in the same environment as peer status. A developmental cascade model is best used to capture sequential changes over time, across multiple domains, and during sensitive periods of development Academic motivation and achievement likely exemplify predictors that would affect peer status sequentially over time during the early primary school years. This study examined the developmental cascade of task avoidance, academic achievement, and peer acceptance using a sample of 545 (311 boys, 234 girls) Finnish students in the 1st through 4th grade (M = 7.67, SD = 0.31 years old at the outset).
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004402, http://purl.flvc.org/fau/fd/FA00004402
Subject Headings: Achievement motivation in children, Adjustment (Psychology), Classroom management, Emotions in chiidren, Interpersonal relations in children, Motivation in education, Peer motivation in children, Procrastination -- Research, Student adjustment
Format: Document (PDF)

Title: Accuracy of child event frequency reports.
Creator: Dirghangi, Shrija R., Laursen, Brett, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued...
Show moreThe current study assessed whether the accuracy of children’s self-reports of events experienced differs as a function of age and how the question is asked. Additional factors like metamemory and distractibility were assessed. Primary-school students (M= 7.7 years) and middle-school students (M = 9.7 years) completed two different versions of an event frequency measure, two times, at one week intervals. In one of the measures of event frequency, no memory prompts were provided (uncued questionnaire condition), while in the other measure, recall categories for aiding recollections were provided (cued questionnaire condition). Participants’ self-reported event frequencies for the cued and uncued questionnaires were compared with trained observers’ event frequencies for the cued and uncued conditions. Older children reported event frequency more accurately than younger participants. Participants also reported events with greater accuracy with the aid of memory prompts than without, an effect that was especially strong among the younger children. Neither metamemory nor distractibility was accountable for the differences within age groups. The findings suggest that age-related improvements in accuracy of event frequency across the transition into adolescence may, in part, be due to improvements in the ability to recall and recount those events in the absence of memory cues.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004190, http://purl.flvc.org/fau/fd/FA00004190
Subject Headings: Cognition in adolescence, Cognition in children, Memory -- Age factors, Memory in adolescence, Memory in children, Metacognition
Format: Document (PDF)

Title: Information Technology Induced Attentional Switching Effects on Inhibitory Control.
Creator: Christopher, Deven M., Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Deciding what information we attend to has implications on our ability to remain valuable and productive in our respective academic and economic domains. This study investigated if attentional switching due to information technology interruptions would deplete resources in a unique way and impair performance on a response inhibition task. Three groups were compared on the Simon task after participants either did or did not receive interruptions during a self-regulation task. Unexpectedly, a...
Show moreDeciding what information we attend to has implications on our ability to remain valuable and productive in our respective academic and economic domains. This study investigated if attentional switching due to information technology interruptions would deplete resources in a unique way and impair performance on a response inhibition task. Three groups were compared on the Simon task after participants either did or did not receive interruptions during a self-regulation task. Unexpectedly, a larger Simon effect was found for participants who did not receive interruptions. These results conform to previous evidence showing sustained directed attention may result in depletion and effect subsequent inhibitory control. Although not supporting predictions, these results may provide a basis for further research, particularly because younger generations are developing in a more connected world than preceding generations. By understanding these differences, younger generations may better adapt to technological advances and leverage them to their advantage.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013117
Subject Headings: Attention, Interruptions, Information technology, Inhibition
Format: Document (PDF)

Title: Influence of bilingualism on simple arithmetic.
Creator: Nishat, Towhid, Rosselli, Monica, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: It has been widely hypothesized that while doing arithmetic, individuals use two distinct routes for phonological output. A direct route is used for exact arithmetic which is language dependent, while an indirect route is used during arithmetic approximation and thought to be language independent. The arithmetic double route has been incorporated on the triple- code model that consists of visual arabic code for identifying strings of digits, magnitude code for knowledge in numeral quantities,...
Show moreIt has been widely hypothesized that while doing arithmetic, individuals use two distinct routes for phonological output. A direct route is used for exact arithmetic which is language dependent, while an indirect route is used during arithmetic approximation and thought to be language independent. The arithmetic double route has been incorporated on the triple- code model that consists of visual arabic code for identifying strings of digits, magnitude code for knowledge in numeral quantities, and verbal code for rote arithmetic fact. Our goal is to investigate whether language experience has an effect on the processing of exact/approximation math using bilingual participants who have access to two languages, using a theoretical arithmetic processing model, which has been validated across many studies. We have measured the two groups (monolinguals/bilinguals) processing speed for completing the two tasks (Exact/Approximation) in two codes (Arabic digit/Verbal). We hypothesized a faster reaction time in exact arithmetic task in compared to approximation in accordance with the triple-code model. We alsoexpected a main effect for the task (Exact vs.Approximation) independent of the input code when the stimulus was presented in either Arabic digit and/or verbal codes. Our results show exact arithmetic is faster than approximation of arithmetic facts in all codes supporting earlier theories. Also, there was no significant difference in processing speed between monolinguals and bilinguals when performing the arithmetic task in either Arabic and/or verbal codes. In addition, our investigation suggests a modification to the triple-code model when interpreting arithmetic facts in verbal code due to interference of two languages with bilingual participants. Additions to the model can be suggested when the stimulus is expressed in verbal code for visual identification, which may cause interference in bilinguals leading to a first language advantage due to language experience.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004394
Subject Headings: Bilingualism, Computational complexity, Mathematical analysis, Mathematics -- Study and teaching (Elementary), Switching theory
Format: Document (PDF)

Title: INVESTIGATIONS OF DISTRACTOR STRENGTH ON ATTENTIONAL PROCESSING IN A MIXED BLOCK DESIGN.
Creator: Conniff, Joshua, Sheremata, Summer, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: In everyday life, we come across visual distractors such as crossing the street or driving down the highway, but what properties of distractors determine whether they will affect cognitive processing? Relatively little is known about how the strength of a distractor or changing it over time affects the ability to deploy attention. Previous studies have shown that suprathreshold stimuli interfere more in the Simon Effect than near threshold stimuli. However, it is unknown whether this effect...
Show moreIn everyday life, we come across visual distractors such as crossing the street or driving down the highway, but what properties of distractors determine whether they will affect cognitive processing? Relatively little is known about how the strength of a distractor or changing it over time affects the ability to deploy attention. Previous studies have shown that suprathreshold stimuli interfere more in the Simon Effect than near threshold stimuli. However, it is unknown whether this effect is due simply to motor inhibition or generalizes to tasks without a motor component. To test the generalizability of this effect, an attentional blink task was presented in which a coherent motion stimulus surrounded a rapid serial visual presentation stream. The study demonstrated that the highest coherence condition presented first had the greatest effect on performance accuracy. This is suggestive of a diffused attentional state.
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Date Issued: 2021
PURL: http://purl.flvc.org/fau/fd/FA00013808
Subject Headings: Attention, Distraction (Psychology)
Format: Document (PDF)

Title: How the Spatial Organization of Objects Affects Perceptual Processing of a Scene.
Creator: Rashford, Stacey, Barenholtz, Elan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: How does spatial organization of objects affect the perceptual processing of a scene? Surprisingly, little research has explored this topic. A few studies have reported that, when simple, homogenous stimuli (e.g., dots), are presented in a regular formation, they are judged to be more numerous than when presented in a random configuration (Ginsburg, 1976; 1978). However, these results may not apply to real-world objects. In the current study, fewer objects were believed to be on organized...
Show moreHow does spatial organization of objects affect the perceptual processing of a scene? Surprisingly, little research has explored this topic. A few studies have reported that, when simple, homogenous stimuli (e.g., dots), are presented in a regular formation, they are judged to be more numerous than when presented in a random configuration (Ginsburg, 1976; 1978). However, these results may not apply to real-world objects. In the current study, fewer objects were believed to be on organized desks than their disorganized equivalents. Objects that are organized may be more likely to become integrated, due to classic Gestalt principles. Consequently, visual search may be more difficult. Such object integration may diminish saliency, making objects less apparent and more difficult to find. This could explain why, in the present study, objects on disorganized desks were found faster.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004537, http://purl.flvc.org/fau/fd/FA00004537
Subject Headings: Image analysis, Optical pattern recognition, Pattern recognition systems, Phenomenological psychology, Visual perception
Format: Document (PDF)

Title: Motion and Attention.
Creator: Fuller, Nicholas Ward, Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The present study examined whether differential motion could influence the spread of attention across an object. In particular, we examined whether the type of motion exhibited by an object would impact the reaction time in which a participant made a judgement on the location of a target or the accuracy of their judgment. We did not find significant effects of motion type upon reaction time. We did find that accuracy was significantly greater for validly cued targets than for invalidly cued...
Show moreThe present study examined whether differential motion could influence the spread of attention across an object. In particular, we examined whether the type of motion exhibited by an object would impact the reaction time in which a participant made a judgement on the location of a target or the accuracy of their judgment. We did not find significant effects of motion type upon reaction time. We did find that accuracy was significantly greater for validly cued targets than for invalidly cued targets. Further investigation may be needed to demonstrate the impact of motion upon the spread of attention across an object.
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Date Issued: 2018
PURL: http://purl.flvc.org/fau/fd/FA00013172
Subject Headings: Motion, Attention, Motion--Experiments
Format: Document (PDF)

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