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Title: Best friend influence over adolescent problem behaviors: the role of perceived friendship quality.
Creator: Hiatt, Cody, Laursen, Brett, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Close friends have been shown to influence adolescent problem behaviors, especially alcohol abuse (Urberg, Degirmencioglu, and Pilgrim, 1997). The degree of influence, however varies as a function of individual characteristics such as peer acceptance (Laursen, Hafen, Kerr, and Stattin, 2012) and age (Popp et al., 2008). The present study examines whether differences in influence extend to perceptions of friendship quality. Using a sample of 764 Swedish adolescents involved in stable samesex...
Show moreClose friends have been shown to influence adolescent problem behaviors, especially alcohol abuse (Urberg, Degirmencioglu, and Pilgrim, 1997). The degree of influence, however varies as a function of individual characteristics such as peer acceptance (Laursen, Hafen, Kerr, and Stattin, 2012) and age (Popp et al., 2008). The present study examines whether differences in influence extend to perceptions of friendship quality. Using a sample of 764 Swedish adolescents involved in stable samesex reciprocal best friend relationships that lasted at least one year, analyses used distinguishable dyad actor-partner interdependence model (APIM) analyses (Kenny, Kashy, & Cook, 2006) to track influence over two years of the friendship. More satisfied friends were more influential than less satisfied friends on intoxication frequency and truancy. The findings of this study indicate that influence accompanies perceptions of quality. Those with higher perceptions of quality exhibit more influence on friends who perceive relatively lower quality.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004025
Subject Headings: Adolescent psychology, Friendship in adolescence, Interpersonal relationships in adolescence, Peer pressure in adolescence, Web services -- Management
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 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: 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: Changes in components of children’s self-reported gender identity over time.
Creator: Jackson, Emily, Perry, David G., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: In past gender identity research, little attention has been paid to the determinants of the various dimensions of gender identity (felt pressure for gender differentiation, gender contentedness, and within-gender typicality). This study examined whether children’s self-perceptions and social behaviors influence changes in gender identity over time. One hundred and ninety-five fourth- through seventh-graders completed self-report and peer-report questionnaires during the fall and spring of a...
Show moreIn past gender identity research, little attention has been paid to the determinants of the various dimensions of gender identity (felt pressure for gender differentiation, gender contentedness, and within-gender typicality). This study examined whether children’s self-perceptions and social behaviors influence changes in gender identity over time. One hundred and ninety-five fourth- through seventh-graders completed self-report and peer-report questionnaires during the fall and spring of a school year. This study found that both felt pressure for gender differentiation and within-gender typicality are fluid, rather than stable, constructs during childhood. It also found that sex plays a significant role in not only which constructs influence gender identity, but which components of gender identity are influenced.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004027
Subject Headings: Gender identity -- Psychological aspects, Self perception in adolescence, Sex (Psychology)
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)

Title: Electroencephalography in children with autism.
Creator: Lucas, Nikola N., Jones, Nancy Aaron, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Autism is a neurodevelopmental disorder that is characterized by deficits involving social interaction, communication, and perception. Although there is much research that has examined functional neural connectivity in individuals with autism, few have conducted these studies in very young children while awake across EEG power and coherence measures. Anomalies in EEG coherence and power have been associated with deficits in executive function and mental activity. The present study examined...
Show moreAutism is a neurodevelopmental disorder that is characterized by deficits involving social interaction, communication, and perception. Although there is much research that has examined functional neural connectivity in individuals with autism, few have conducted these studies in very young children while awake across EEG power and coherence measures. Anomalies in EEG coherence and power have been associated with deficits in executive function and mental activity. The present study examined neural activation and functional connectivity with an EEG, in children ages 3 -5, during an eyesclosed baseline period. Discrete Fourier Transform was performed on artifact-free segments of EEG data to produce power density values. In addition, coherence measurements were examined to assess functional connectivity in the alpha bandwidth during the baseline recording. Children with autism spectrum disorder (ASD) demonstrated reduced alpha coherence in fronto-temporal regions and between right temporal sites when compared to typically developing (TD) children. In addition, the reduction in coherence was based on ASD severity, such that high-functioning children with ASD showed greater coherence than low-functioning children with ASD. Children with ASD also displayed reduced power in the alpha, beta, and theta frequency bandwidths in frontal, temporal, central, and occipital regions compared to TD children. Interestingly, delta power differentiated children based on developmental status such that high-functioning children with ASD demonstrated the greatest delta power, followed by TD children, and then low-functioning children with ASD. Finally, TD children demonstrated left anterior temporal EEG asymmetry in the alpha bandwidth, whereas children with high-functioning ASD exhibited left posterior temporal EEG asymmetry and right frontal EEG asymmetry. Thus, the results suggest that children with ASD exhibit atypical patterns of brain activity and functional connectivity compared to their typically developing counterparts.
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Date Issued: 2013
PURL: http://purl.flvc.org/fau/fd/FA0004034
Subject Headings: Autism in children -- Research, Autism spectrum disorders, Cognition disorders in children, Cognitive neuroscience, Electroencephalography -- Therapeutic use
Format: Document (PDF)

Title: Evolutionary psychological perspectives on men's partner-directed violence in context of perceived partner infidelity.
Creator: Kaighobadi, Farnaz., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Evolutionary psychology offers a framework for investigating the design of evolved information-processing mechanisms that motivate costly behaviors such as men's partner-directed violence. The current research investigated predictors of and individual differences in men's intimate- partner-directed violence from an evolutionary psychological perspective. The problem of paternity uncertainty is hypothesized to have selected for the emotion of male sexual jealousy, which in turn motivates men's...
Show moreEvolutionary psychology offers a framework for investigating the design of evolved information-processing mechanisms that motivate costly behaviors such as men's partner-directed violence. The current research investigated predictors of and individual differences in men's intimate- partner-directed violence from an evolutionary psychological perspective. The problem of paternity uncertainty is hypothesized to have selected for the emotion of male sexual jealousy, which in turn motivates men's nonviolent and violent mate-retention behaviors. Study 1 documented a hierarchy of behaviors initiated with men's suspicions of partner infidelity leading to men's engagement in frequent non-violent mate-retention behaviors, ending in men's partner-directed violence. Study 2 documented an interaction between men's personality traits and the context of perceived partner infidelity risk to predict men's perpetration of violence. Finally, Study 3 extended Studies 1 and 2 by building a causal cascade model that captures the hierarchy of adaptive behaviors in order of: (1) men's childhood experiences with their parents' parental effort, (2) men's adaptive life history strategies and behavioral self-regulation, (3) men's perceptions of partner infidelity risk, and (4) men's non-violent mate retention behaviors, conclusively predicting men's perpetration of violence in intimate relationships.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3183125
Subject Headings: Evolutionary psychology, Man-woman relationships, Abusive men, Psychology, Sex roles, Behaviorism (Psychology), Social aspects, Violence in men, Intimacy (Psychology)
Format: Document (PDF)

Title: Conscious and non-conscious bases of social judgement: mindset and implicit attitudes in the perception of intergroup conflict.
Creator: Sullivan, Susan D., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Research on social judgment typically emphasizes one of three processes that enable unequivocal understanding of events with ambiguous causality. In the social influence perspective, people are susceptible to the interpretations offered by others. In the explicit attitudes perspective, people interpret events in line with their consciously held attitudes and values. In the implicit attitudes perspective, people interpret events in line with unconscious biases. The model investigated in the...
Show moreResearch on social judgment typically emphasizes one of three processes that enable unequivocal understanding of events with ambiguous causality. In the social influence perspective, people are susceptible to the interpretations offered by others. In the explicit attitudes perspective, people interpret events in line with their consciously held attitudes and values. In the implicit attitudes perspective, people interpret events in line with unconscious biases. The model investigated in the present study assumes that these processes vary in salience depending on people's mindset. Participants with low versus high implicit racial bias toward Blacks read a narrative concerning this altercation under either a lowlevel or a high-level mindset and then read a summary that blamed one of the parties or they did not read a summary. As predicted, low-level participants allocated responsibility to the African-American if they had a high implicit racial bias and to the White if they had a low implicit racial bias, regardless of the summary manipulation. Contrary to prediction, however, high-level participants' allocation of responsibility did not reflect their explicit prejudicial attitudes. Instead, they corrected for their implicit biases in their trait inferences and affective reactions, in line with research suggesting that a high-level mindset promotes self-regulatory processes in social judgment.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3361259
Subject Headings: Interpersonal relations, Social perception, Persuasion (Psychology), Social aspects, Subconsciousness, Stereotypes (Social psychology), Self-management (Psychology)
Format: Document (PDF)

Title: Choosing and using tools: type of prior experience and task difficulty influence preschoolers' choices and actions.
Creator: Gardiner, Amy K., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Two and 3 year-old children's understanding of tool affordances was investigated by measuring their tool choice decisions and tool use behaviors. Children attempted six toy retrieval tasks of three different levels of structural complexity. Children were assigned to one of four conditions in which exposure to task materials varied according to the way in which the information was presented: no experience / no observation, experience only, observation only, and experience and observation....
Show moreTwo and 3 year-old children's understanding of tool affordances was investigated by measuring their tool choice decisions and tool use behaviors. Children attempted six toy retrieval tasks of three different levels of structural complexity. Children were assigned to one of four conditions in which exposure to task materials varied according to the way in which the information was presented: no experience / no observation, experience only, observation only, and experience and observation. Three year- olds consistently made more correct choices and used more working tools successfully than 2-year-olds. Tool choice was affected primarily by task difficulty and age. Tool use was influenced by task difficulty, order of task difficulty, age, and condition. The observation condition was most beneficial to children, while experience was least helpful, particularly for tasks at the hard level of difficulty.
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Date Issued: 2008
PURL: http://purl.flvc.org/FAU/165940
Subject Headings: Learning, Psychology of, Developmental psychology, Educational tests and measurements, Constructivism (Education)
Format: Document (PDF)

Title: Correlates of interpersonal conflict.
Creator: Vazquez, Karinna., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Evidence suggests that self-reports of the frequency of an event, the most common way of measuring rates of conflict, are an unreliable source of data and that minor changes in question format can result in major changes in the results obtained (Bless, Bohner, Hild & Schwarz 1992; Schwarz, 1991; Schwarz, 1999; Winkielman, Knauper & Schwarz, 1998). In the conflict literature, different studies report different rates of conflict and different associations between conflict frequency and...
Show moreEvidence suggests that self-reports of the frequency of an event, the most common way of measuring rates of conflict, are an unreliable source of data and that minor changes in question format can result in major changes in the results obtained (Bless, Bohner, Hild & Schwarz 1992; Schwarz, 1991; Schwarz, 1999; Winkielman, Knauper & Schwarz, 1998). In the conflict literature, different studies report different rates of conflict and different associations between conflict frequency and individual adjustment. Therefore, the present study examined how alterations in the measurement of conflict frequency affected how many conflicts participants reported and whether different measures of conflict were differentially associated with psychological adjustment outcomes (i.e., alcohol use, drug use, depression, delinquency, and interpersonal support). Response scales, reference periods, and question formats of conflict measures were manipulated to examine differences in conflict frequency reports. Results indicate that the changes in conflict measurement produce varied amounts of conflict across conditions and that changes in the measurement of conflict frequency change the associations between conflict frequency and adjustment outcomes.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3322511
Subject Headings: Interpersonal conflict, Conflict (Psychology), Interpersonal relations, Psychological aspects, Adjustment (Psychology), Stress (Psychology)
Format: Document (PDF)

Title: EEG in preschool children and the development of empathy.
Creator: Almeida, Amanda N., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Empathy has been shown to have many positive outcomes in individuals at every stage throughout life. It promotes sociability, helping behaviors, and can protect against the development of psychopathology. Evolutionary theorists have hypothesized that humans have a biological predisposition for empathic response. Temperament, as well as parental interaction with children, account for individual differences in empathic response levels. Much research has also looked at maternal depression as a...
Show moreEmpathy has been shown to have many positive outcomes in individuals at every stage throughout life. It promotes sociability, helping behaviors, and can protect against the development of psychopathology. Evolutionary theorists have hypothesized that humans have a biological predisposition for empathic response. Temperament, as well as parental interaction with children, account for individual differences in empathic response levels. Much research has also looked at maternal depression as a key factor in children's negative emotional responding. We used EEG to measure individual differences in children's empathic emotional responding, as well as parental interaction and its impact on empathy and prosocial development. Results show that children rated as being more sociable are more likely to show outward expressions of empathy. Also, those with greater right frontal asymmetry are more likely to assist others in a prosocial manner.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/228771
Subject Headings: Emotions in children, Parent and child, Developmental psychology, Socialization, Psychological aspects, Child development, Helping behavior in children
Format: Document (PDF)

Title: Developing mechanisms of self-regulation: an integrative perspective.
Creator: Kadin-Pessoa, Aviva R., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Parents' and children's behaviors are intricately woven together over the course of development. Consequently it is difficulty to determine the sources of influence predicting socially and academically oriented outcomes. Research from several developmental fields suggests that developing mechanisms of attention during the preschool years is crucial for both emotional and cognitive control. The current study shows that parental responsive behavior is important in understanding the development...
Show moreParents' and children's behaviors are intricately woven together over the course of development. Consequently it is difficulty to determine the sources of influence predicting socially and academically oriented outcomes. Research from several developmental fields suggests that developing mechanisms of attention during the preschool years is crucial for both emotional and cognitive control. The current study shows that parental responsive behavior is important in understanding the development of voluntary attention. More specifically, the results suggest that parental awareness, assessed utilizing their perceptions of attentive temperament is an important factor in predicting their own behavior and the developmental outcomes of their children.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2705084
Subject Headings: Parent and child, Attachment behavior in childhood, Family, Psychological aspects, Emotions and cognition, Cognition in children, Human information processing, Attribution (Social psychology)
Format: Document (PDF)

Psychological aspects (25)	+ -
Social aspects (12)	+ -
Cognition in children (8)	+ -
Interpersonal relations (8)	+ -
Developmental psychology (7)	+ -

Learning, Psychology of (7)	+ -
Context effects (Psychology) (6)	+ -
Identity (Psychology) (6)	+ -
Memory (6)	+ -
Motivation (Psychology) (6)	+ -
Physiological aspects (6)	+ -
Research (6)	+ -
Adjustment (Psychology) in children (5)	+ -
Affect (Psychology) (5)	+ -
Attribution (Social psychology) (5)	+ -
Child development (5)	+ -
Cognitive psychology (5)	+ -
Peer pressure in adolescence (5)	+ -
Recollection (Psychology) (5)	+ -
Social psychology (5)	+ -
Visual perception (5)	+ -
Adjustment (Psychology) (4)	+ -
Bilingualism in children (4)	+ -
Human information processing (4)	+ -
Interpersonal relationships in adolescence (4)	+ -
Language and languages (4)	+ -
Man-woman relationships (4)	+ -
Parent and child (4)	+ -
Philosophy (4)	+ -
Psycholinguistics (4)	+ -

United States (2)	+ -
Thematic Apperception Test (1)	+ -

Charles E. Schmidt College of Science (102)	+ -
Berger, Johanna D. (2)	+ -
Bidmead, Sarah (2)	+ -
Causey, Kayla B. (2)	+ -
DeLay, Dawn (2)	+ -

Gardiner, Amy K. (2)	+ -
Jurado Noboa, Maria Beatriz. (2)	+ -
Laursen, Brett (2)	+ -
Martens, Nicholas J. (2)	+ -
McIntosh, Roger C. (2)	+ -
Michaels, Jay L. (2)	+ -
Parra, Marisol. (2)	+ -
Place, Silvia. (2)	+ -
Almeida, Amanda N. (1)	+ -
Anderson, Chelsie. (1)	+ -
Asgeirsdottir, Herborg Nanna (1)	+ -
Aults, Christopher D. (1)	+ -
Balazs, Karoly I. (1)	+ -
Bates, Vincent M. (1)	+ -
Bjorklund, David F. (1)	+ -
Blau, Alexis K. (1)	+ -
Buerger, Eric D. (1)	+ -
Butler, Leslie A. (1)	+ -
Chin, Simone L. (1)	+ -
Cooper, Patrick J. (1)	+ -
Copeland, Aquilla D. (1)	+ -
Corbett, Maria L. (1)	+ -
Cotler, Joseph (1)	+ -
Daniels, Lori B. (1)	+ -

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