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Title: Identification of others through biological motion.
Creator: Fuller, Nicholas, Kersten, Alan, Earles, Julie
Abstract/Description: In point-light models, visual cues are reduced to points of light indicating the major points of movements of the human body. Although we are able to recognize people through movement, accuracy of identification of strangers through point-light models is low. Connecting the major points of motion to represent a skeleton might enhance the ability to recognize strangers. This study also wishes to assess whether accuracy will be improved through learning general movement characteristics of...
Show moreIn point-light models, visual cues are reduced to points of light indicating the major points of movements of the human body. Although we are able to recognize people through movement, accuracy of identification of strangers through point-light models is low. Connecting the major points of motion to represent a skeleton might enhance the ability to recognize strangers. This study also wishes to assess whether accuracy will be improved through learning general movement characteristics of individuals. After a learning stage, participants were randomly assigned to match names with either point-light or skeleton models of actor movements. Two of the four actions performed by actors in the testing stage were previously seen during the learning stage. We expect identification from skeleton displays will be higher than for point light displays. We also expect higher accuracy for actions previously seen during the learning stage. The findings and their implications will be discussed.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA0005017
Subject Headings: College students --Research --United States.
Format: Document (PDF)

Title: Unconscious Plagiarism in Young and Older Adults.
Creator: Rowell, Shaina, Earles, Julie, Kersten, Alan, Tornopsky, C.
Abstract/Description: FAU's Office of Undergraduate Research and Inquiry hosts an annual symposium where students engaged in undergraduate research may present their findings either through a poster presentation or an oral presentation.
Date Issued: 2011
PURL: http://purl.flvc.org/fau/fd/FA00005448
Format: Document (PDF)

Title: The Effects of Arousal on the Recall of Individuals Involved in Violent or Disgusting Events.
Creator: Yarnell, Jordy, Earles, Julie, Kersten, Alan
Abstract/Description: FAU's Office of Undergraduate Research and Inquiry hosts an annual symposium where students engaged in undergraduate research may present their findings either through a poster presentation or an oral presentation.
Date Issued: 2011
PURL: http://purl.flvc.org/fau/fd/FA00005452
Format: Document (PDF)

Title: Memory for Performed Actions.
Creator: Norcini, Hannah, Earles, Julie, Kersten, Alan
Abstract/Description: FAU's Office of Undergraduate Research and Inquiry hosts an annual symposium where students engaged in undergraduate research may present their findings either through a poster presentation or an oral presentation.
Date Issued: 2011
PURL: http://purl.flvc.org/fau/fd/FA00005443
Format: Document (PDF)

Title: Is age really just a number? Neuropsychological predictors of eyewitness memory errors.
Creator: Tsikis, Tina, Earles, Julie, Kersten, Alan
Date Issued: 2012-04-06
PURL: http://purl.flvc.org/fcla/dt/3349047
Subject Headings: Memory, Eyewitness identification, Forensic psychology, False memories, Recollection research, Eyewitness memory, Neuropsychology
Format: Document (PDF)

Title: Verb acquisition and generalization strategies of preschool children.
Creator: Pruzansky, Rita, Earles, Julie, Kersten, Alan
Date Issued: 2012-04-06
PURL: http://purl.flvc.org/fcla/dt/3350924
Subject Headings: Child development, Cognitive grammar, Language acquisition --Age factors, Language arts (Early childhood), Psycholinguistics, Children --Language
Format: Document (PDF)

Title: Effects of Distraction on Memory for Events.
Creator: James Adaryukov, Nicole McRostie, Anna Riso, Julie Earles, Alan Kersten
Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FAU_SR00000000
Subject Headings: College students --Research --United States.
Format: Document (PDF)

Title: Age differences in binding actors and their actions in memory: Implications for eyewitness memory.
Creator: Curtayne, Eileen, Florida Atlantic University, Kersten, Alan
Abstract/Description: Everyday individuals experience problems in accurately remembering who did what in an event. In order to have an accurate memory for an event of this type, an individual needs to remember the person who performed the action, the action itself, and the pairing of these two pieces of information. If these pieces of information are not bound together correctly, the end result is an inaccurate memory for an event. This study examined the ability of young and older adults to bind people and their...
Show moreEveryday individuals experience problems in accurately remembering who did what in an event. In order to have an accurate memory for an event of this type, an individual needs to remember the person who performed the action, the action itself, and the pairing of these two pieces of information. If these pieces of information are not bound together correctly, the end result is an inaccurate memory for an event. This study examined the ability of young and older adults to bind people and their actions together in memory. Though both age groups were more likely to falsely recognize novel combinations of familiar actors and actions than they were to falsely recognize novel actions, the older participants were even more likely to falsely recognize these novel combinations. The misbinding of actors and actions may thus contribute to the problem of mistaken eyewitness identification.
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Date Issued: 2003
PURL: http://purl.flvc.org/fcla/dt/13012
Subject Headings: Eyewitness identification, Memory in old age, Memory--Age factors
Format: Document (PDF)

Title: Effects of Age on Children's Binding of Actors With Actions.
Creator: Spirgel, Arie, Kersten, Alan, Florida Atlantic University
Abstract/Description: In the current experiment, a group of 10-year-olds and a group of young adults watched a series of short video clips of different women performing different actions. One week later, participants were tested on their ability to discriminate the old videos from distracter videos, which included new actor/old action videos, new action/old actor videos, novel combinations of familiar actors and actions, as well as entirely new videos. The results provide evidence that the ability to accurately...
Show moreIn the current experiment, a group of 10-year-olds and a group of young adults watched a series of short video clips of different women performing different actions. One week later, participants were tested on their ability to discriminate the old videos from distracter videos, which included new actor/old action videos, new action/old actor videos, novel combinations of familiar actors and actions, as well as entirely new videos. The results provide evidence that the ability to accurately bind actors with their actions reaches adult levels by age 10. The results are discussed in terms of the brain areas involved in memory binding tasks, as well as implications for various areas of study within forensic psychology, particularly unconscious transference.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000836
Subject Headings: Transference (Psychology), Cognition--Age factors, Memory--Age factors, Recognition (Psychology)
Format: Document (PDF)

Title: Memory Narrowing and Thematic Arousal: The Effect of Negative Emotion on Memory for Event Details.
Creator: Curtayne, Eileen, Kersten, Alan, Florida Atlantic University
Abstract/Description: Laney, Campbell, Heuer, and Reisberg (2004) proposed that the preferential recall of central relative to peripheral information in a negative event (known as "memory narrowing") is the product of presenting participants with a visually arousing attention magnet -- not negative emotion, as the Easterbrook ( 1959) hypothesis suggests. Laney et al. used conceptually meaningful (or thematically arousing) events to stimulate an emotional response in participants instead of visual arousal and found...
Show moreLaney, Campbell, Heuer, and Reisberg (2004) proposed that the preferential recall of central relative to peripheral information in a negative event (known as "memory narrowing") is the product of presenting participants with a visually arousing attention magnet -- not negative emotion, as the Easterbrook ( 1959) hypothesis suggests. Laney et al. used conceptually meaningful (or thematically arousing) events to stimulate an emotional response in participants instead of visual arousal and found evidence that negative arousal improves memory for all categories of details. The current study tested Laney et al. 's theory that a visually arousing stimulus, rather than negative arousal, is responsible for memory nan·owing as well as their position that negative arousal benefits recall of both central and peripheral information. Support was found for both assertions of Laney et al. The presence of a visually salient and emotionally provoking detail produced an effect similar to the traditional memory narrowing pattem and exposure to the negative thematic climax resulted in improved memory performance for all the detail categories. However, this latter effect was observed only for the female participants. No evidence was found to support the Easterbrook hypothesis.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000850
Subject Headings: Eyewitness identification--Psychological aspects, Memory--Research, Cognitive neuroscience
Format: Document (PDF)

Title: Insulin-dependent diabetes mellitus and cognitive dysfunction.
Creator: Nash, Stacey S., Florida Atlantic University, Bressler, Steven L., Kersten, Alan
Abstract/Description: Insulin-dependent diabetes mellitus (IDDM) is a metabolic disorder arising from pancreatic dysfunction. For survival, a diabetic must rely upon an exogenous source of insulin to ensure cellular health. Hypoglycemia is a condition that may arise in IDDM patients in which more insulin than glucose is present in the body. Chronic, severe occurrences of this condition have been speculated to incur memory impairment in diabetics. This experiment sought to determine if diabetics performed...
Show moreInsulin-dependent diabetes mellitus (IDDM) is a metabolic disorder arising from pancreatic dysfunction. For survival, a diabetic must rely upon an exogenous source of insulin to ensure cellular health. Hypoglycemia is a condition that may arise in IDDM patients in which more insulin than glucose is present in the body. Chronic, severe occurrences of this condition have been speculated to incur memory impairment in diabetics. This experiment sought to determine if diabetics performed differently from a non-diabetic population on a delayed matching memory task, and also if those diabetics experiencing hypoglycemia performed more poorly than other diabetics on this task. It was found that IDDM patients do not perform differently from non-diabetics on a matching task, and most diabetics did not perform more poorly than other patients on the same task. One diabetic experiencing severe, chronic hypoglycemia performed more poorly than other experiment participants, suggesting that hypoglycemia may, in fact, be related to memory impairment on this delayed matching task.
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Date Issued: 2002
PURL: http://purl.flvc.org/fcla/dt/12922
Subject Headings: Diabetes, Hypoglycemia, Cognition disorders
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: 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)

Title: Perceptions of Ambiguous Events.
Creator: Paulvin, Cleopatre, Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study looked at the effects of stereotypes in the media on memory for ambiguous events. The latter were stimuli created to portray individuals of two different racial groups (white and black) in situations that did not necessarily negatively implicate these actors. Two hundred and thirty six participants took part and viewed these events as well as six media clips. Three groups of media clips were shown: clips with black actors, white actors, and both races. A subset of participants, the...
Show moreThis study looked at the effects of stereotypes in the media on memory for ambiguous events. The latter were stimuli created to portray individuals of two different racial groups (white and black) in situations that did not necessarily negatively implicate these actors. Two hundred and thirty six participants took part and viewed these events as well as six media clips. Three groups of media clips were shown: clips with black actors, white actors, and both races. A subset of participants, the explicit condition, were asked to rate the media clips for stereotypes, whereas another group, the implicit condition, were instructed that these clips were distractions. The participants' main goal was to remember the ambiguous events they saw and distinguish them from a new set of altered - more negative - events from the old items seen at encoding. A main effect of ambiguous events ethnicity was found, which could be interpreted as part icipants having more difficulty remembering black actors.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004533, http://purl.flvc.org/fau/fd/FA00004533
Subject Headings: Culture diffusion, Film criticism, Mass media -- Semiotics, Representation (Philosophy), Stereotypes (Social psychology) in mass media, Stereotypes (Social psychology) in television
Format: Document (PDF)

Title: Verb Memory and Text Comprehension.
Creator: Khan, Lamiya, Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Kersten, Earles, and Berger (2015) reported a distinction between two kinds of motion representations. Extrinsic motions involve the path of a person or object, with respect to an external frame of reference. Intrinsic motions involve the manner in which the various parts of a person or object move. They found that intrinsic motions are encoded and remembered with the corresponding actor performing the motions in a unitized memory representation. Extrinsic motions are encoded as separate...
Show moreKersten, Earles, and Berger (2015) reported a distinction between two kinds of motion representations. Extrinsic motions involve the path of a person or object, with respect to an external frame of reference. Intrinsic motions involve the manner in which the various parts of a person or object move. They found that intrinsic motions are encoded and remembered with the corresponding actor performing the motions in a unitized memory representation. Extrinsic motions are encoded as separate memory representations, making them more difficult to accurately associate with the correct actor. In the proposed experiment, I will examine the generality of this distinction in motion representation, and investigate whether the unitization of intrinsic motion with its corresponding actor occurs during reading comprehension tasks.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004799, http://purl.flvc.org/fau/fd/FA00004799
Subject Headings: Recollection (Psychology), Context effects (Psychology), Cognitive grammar., Semantics--Psychological aspects., Knowledge, Theory of., Linguistic analysis (Linguistics), Human information processing.
Format: Document (PDF)

Title: The effects of gesturing, blocked order, and incremental presentation in foreign language learning.
Creator: Chin, Simone L., Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Research in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented...
Show moreResearch in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented consecutively. Third, participants were instructed to gesture the actions of the verbs within sentences. All three methods were predicted to increase the likelihood of learning the grammar form of sentences through guiding adults’ attention to fewer components of language input at a time. In Experiment 1, 82 English native speakers played an adventure videogame designed for the learning of French vocabulary and grammar of French sentences for two one-hour sessions. All three methods were incorporated in the lessons portion of the game resulting in a 2(incremental vs. full sentence) X 2(blocked vs. unblocked order) X 2(gesture vs. no gesture) between subjects design. The results from Experiment 1 revealed a) more nouns were acquired than verbs and b) a trend that the incremental conditions performed worse than the full sentence conditions on the grammar measures. In Experiment 2, 110 adult learners played the French videogame, but only the blocked presentation and gesture imitation methods were incorporated in the lessons portion (omitting the method of incremental presentation). The results from Experiment 2 revealed a) conditions with either method of blocked presentation or gesturing performed better on vocabulary and grammar measures than the unblocked non-gesture condition, and b) the combination of blocked presentation and gesturing led to better learning of inductive grammar than either method alone. The outcome of the study suggests gesturing and blocked order teaching methods that encourage adults to attend to a few but important components within a sentence are advantageous in learning the grammar of a foreign language.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004186, http://purl.flvc.org/fau/fd/FA00004186
Subject Headings: Bilingualism, Biolinguistics, Cognitive grammar, Language and languages -- Study and teaching, Nonverbal communication, Second language acquisition -- Methodology
Format: Document (PDF)

Title: Intrinsic Motion and Background Stimuli in Event Representation.
Creator: Kelly, Roshawn D., Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Intrinsic motion pertains to the relative movements of a character’s body parts while mobile, while extrinsic motion pertains to those movements in relation to external landmarks. The current study aimed to explore whether the removal of identifiable features of a person (race and color of clothing) would force witnesses to move their focus to extrinsic motion. Previous studies regarding the concept of intrinsic and extrinsic motion have found that witnesses are more likely to encode...
Show moreIntrinsic motion pertains to the relative movements of a character’s body parts while mobile, while extrinsic motion pertains to those movements in relation to external landmarks. The current study aimed to explore whether the removal of identifiable features of a person (race and color of clothing) would force witnesses to move their focus to extrinsic motion. Previous studies regarding the concept of intrinsic and extrinsic motion have found that witnesses are more likely to encode intrinsic motion with the identity of a person, while extrinsic motion is encoded separately. This made it easier for participants to recognize an actor based on their manner of movement, rather than where the actor was initially seen. By silhouetting the actors and manipulating the background they were shown in later, the current study was able to identify a negative impact on recognition ability when actors were shown against a background they were not initially shown against while silhouetted. The implications of these results are discussed.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013224
Subject Headings: Unconscious perception, Subliminal perception, Recognition, Human movements, Body language
Format: Document (PDF)

Title: THE IMPACT OF DESCRIBING ACTORS AND ACTIONS ON SOURCE MEMORY.
Creator: Frank, Colin S., Kersten, Alan, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: This research is a first step towards investigating the impact verbal descriptions can have on an individual’s memory for actors performing actions. Previous research has found that verbal descriptions of mugshot-esque, face stimuli can have either a facilitative or inhibitory effect on later recognition. The current study implemented the Person Action Conjunction (PAC) test, along with three separate groups where participants provided descriptions of actions, features of the actors, and...
Show moreThis research is a first step towards investigating the impact verbal descriptions can have on an individual’s memory for actors performing actions. Previous research has found that verbal descriptions of mugshot-esque, face stimuli can have either a facilitative or inhibitory effect on later recognition. The current study implemented the Person Action Conjunction (PAC) test, along with three separate groups where participants provided descriptions of actions, features of the actors, and holistic attributes of the actors. The results demonstrated that the description group impacted the attention placed on either the action or actor, causing participants to remember those described elements more. Furthermore, it was found that accurately recalling descriptions provided at encoding was significantly and positively correlated with recognition performance. Further research is necessary with different control conditions before an impact of verbal description on the memory for actors and actions can be known.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013635
Subject Headings: Memory, Recognition
Format: Document (PDF)

Title: Children attend to intrinsic motions when learning nouns.
Creator: Iglesias, Adam, Florida Atlantic University, Kersten, Alan, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The present research was designed to test whether 3-year-old-English-speaking children preferentially associate novel nouns with intrinsic motion rather than extrinsic motion, as predicted by the theory of Kersten (1998). Intrinsic motion refers to the ways the parts of an object move in relation to one another. In contrast, extrinsic motion refers to the motion of an object as a whole with respect to an external reference point (e.g. another object). In two separate experiments, we...
Show moreThe present research was designed to test whether 3-year-old-English-speaking children preferentially associate novel nouns with intrinsic motion rather than extrinsic motion, as predicted by the theory of Kersten (1998). Intrinsic motion refers to the ways the parts of an object move in relation to one another. In contrast, extrinsic motion refers to the motion of an object as a whole with respect to an external reference point (e.g. another object). In two separate experiments, we demonstrated that nouns are associated with intrinsic motion and verbs are associated with extrinsic motion. Specifically, children were able to detect differences between stimuli paired with novel nouns based on intrinsic motion and stimuli paired with novel verbs based on extrinsic motion. In other words, we shed light on the different motion cues children attend to when learning nouns and verbs. Thus, children utilize motion cues in addition to static characteristics when learning nouns and verbs. Therefore, distinct types of motion information play an important role in the learning of nouns and verbs.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13270
Subject Headings: Motion, Vocabulary--Study and teaching (Primary), Language acquisition
Format: Document (PDF)

Title: Binding Errors and their Relationship to Object-Present and Object-Absent Motion Events.
Creator: Pacific, Justin Brooks, Kersten, Alan, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: The current study sought to examine further the concept of eyewitness memory for events. Specifically, using filmed events that were performed with objects and events performed without objects, we explored the potential interaction of the object cue and binding or conjunction errors. This specific memory error involves improperly pairing two or more feature memories together in the long-term store. In our study, these features were the action and the actress performing the action. Our study...
Show moreThe current study sought to examine further the concept of eyewitness memory for events. Specifically, using filmed events that were performed with objects and events performed without objects, we explored the potential interaction of the object cue and binding or conjunction errors. This specific memory error involves improperly pairing two or more feature memories together in the long-term store. In our study, these features were the action and the actress performing the action. Our study involved 51 participants. Participants were shown target events in Week 1 and asked to retrieve the target events from a larger group of events in Week 2. While findings did not show the expected interaction of conjunction events to object presence or absence, objects without an object showed a significantly higher acceptance rate. A secondary analysis revealed an interaction effect between head-focus and recognition item type, meaning participants did view events without an object differently from objects with an object.
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Date Issued: 2006
PURL: http://purl.flvc.org/fau/fd/FA00000804
Subject Headings: Context effects (Psychology), Eyewitness identification, Recollection (Psychology), Visual perception
Format: Document (PDF)

FAU Theses and Dissertations (18)	+ -
FAU Undergraduate Student Research (7)	+ -

Memory (6)	+ -
Eyewitness identification (3)	+ -
Cognitive grammar (2)	+ -
Cognitive grammar. (2)	+ -
College students --Research --United States. (2)	+ -

Context effects (Psychology) (2)	+ -
Memory--Age factors (2)	+ -
Memory--Research (2)	+ -
Motion (2)	+ -
Recognition (2)	+ -
Recollection (Psychology) (2)	+ -
Animals (1)	+ -
Attention (1)	+ -
Bilingualism (1)	+ -
Biolinguistics (1)	+ -
Body language (1)	+ -
Child development (1)	+ -
Children --Language (1)	+ -
Cognition disorders (1)	+ -
Cognition--Age factors (1)	+ -
Cognitive neuroscience (1)	+ -
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Diabetes (1)	+ -
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Emotions--Research (1)	+ -
Eyewitness identification--Psychological aspects (1)	+ -
Eyewitness memory (1)	+ -
False memories (1)	+ -
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poster (6)	+ -
abstract (1)	+ -

Kersten, Alan (24)	+ -
Florida Atlantic University (18)	+ -
Charles E. Schmidt College of Science (14)	+ -
Department of Psychology (14)	+ -
Earles, Julie (6)	+ -

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