Search results

Title: Two Sides of the Same Coin: Influences on Biracial Identification.
Creator: Krusemark, Danielle R., Plant, Ashby, McNulty, James, Hart, Sara, Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: We propose a model of biracial identification that incorporates biracial individuals’ closeness to each racial group of their background, the biracial individuals’ engagement with the culture associated with each racial group of their background, and others’ perceptions of the biracial individual’s racial identity as predictors. In testing our model, we set out to (1) examine multiple predictors simultaneously, (2) include biracial individuals’ personal identity-related behavior (i.e.,...
Show moreWe propose a model of biracial identification that incorporates biracial individuals’ closeness to each racial group of their background, the biracial individuals’ engagement with the culture associated with each racial group of their background, and others’ perceptions of the biracial individual’s racial identity as predictors. In testing our model, we set out to (1) examine multiple predictors simultaneously, (2) include biracial individuals’ personal identity-related behavior (i.e., cultural engagement) as a predictor, (3) rigorously test our model across multiple different assessments of biracial identification, and (4) investigate antecedents of the predictors of biracial identification in an attempt to clarify the literature. Study 1’s findings support previous research and demonstrate that closeness and others’ perceptions were important predictors of Black/White biracial identity. Study 2’s findings demonstrate that explicit biracial identification among Latino(a)/Caucasian individuals was predicted by how others perceive the biracial individual, how close the biracial individual was to Latino(a) people, and how often the biracial individual engaged with Latino(a) culture (via speaking Spanish). Our results hold implications for altering biracial identification and biracial individuals’ behavior with members of their parents’ races.
Show less
Date Issued: 2019
Identifier: 2019_Spring_Krusemark_fsu_0071N_15235
Format: Thesis

Title: Using Frequency Tagging to Study the Effect of Category Learning on Visual Attention to Object Parts.
Creator: Meng, Yue, Folstein, Jonathan R., Boot, Walter Richard, Proudfit, Greg Hajcak, Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Subordinate-level category learning is known to cause changes in attentional modulation for learned stimuli outside of the category learning task. In our current study we investigated how visual attention changes after training on categorization. In Experiment 1, participants were trained over six sessions to categorize a set of space plant stimuli based on three out of six features. In the following Steady-state EEG session, categorization-relevant features and categorization-irrelevant...
Show moreSubordinate-level category learning is known to cause changes in attentional modulation for learned stimuli outside of the category learning task. In our current study we investigated how visual attention changes after training on categorization. In Experiment 1, participants were trained over six sessions to categorize a set of space plant stimuli based on three out of six features. In the following Steady-state EEG session, categorization-relevant features and categorization-irrelevant features were frequency-tagged. On each trial, participants were cued to monitor either relevant features or irrelevant features of a space plant from the trained stimulus set to detect the onset of a small red dot, they performed the same task on another set of untrained stimuli as well. We found an attentional effect on all attended features regardless of their relevancy to categorization or training status. In Experiment 2 we tested whether it was simply easy to attend to the cued features even without training and additionally tested whether object-based attention mechanisms affected the effect of attention on the steady state EEG. Participants performed the same target detection task on the same two sets of stimuli, and two additional sets of stimuli were created by modifying the original sets so that the exemplars were composed of individual parts instead of being whole objects. In untrained participants, there was no significant difference between steady state frequencies of attended and unattended features in any condition, suggesting that effects of training might have generalized to untrained stimuli in Experiment 1. Combining results from both Experiment 1 and 2, the attentional effect in Experiment 1 could come from a flexible spatial attention template or enhanced push-pull mechanisms of spatial attention.
Show less
Date Issued: 2019
Identifier: 2019_Spring_Meng_fsu_0071N_15230
Format: Thesis

Title: Factors Underlying Conceptual Change in the Sciences and Social Sciences.
Creator: Yazbec, Angele, Kaschak, Michael P., Wood, Carla, Borovsky, Arielle, Boot, Walter Richard, Schatschneider, Christopher, Florida State University, College of Arts and Sciences,...
Show moreYazbec, Angele, Kaschak, Michael P., Wood, Carla, Borovsky, Arielle, Boot, Walter Richard, Schatschneider, Christopher, Florida State University, College of Arts and Sciences, Department of Psychology
Show less
Abstract/Description: Learning in the sciences is difficult for students from elementary school to university due to misconceptions, or incorrect prior knowledge, interfering with the acquisition of new knowledge. The process of replacing previously incorrect ideas with new and accurate ones is referred to as conceptual change. Which factors and to what extent they facilitate the conceptual change is debated. This study primarily investigates two key components to conceptual change in scientific knowledge: text...
Show moreLearning in the sciences is difficult for students from elementary school to university due to misconceptions, or incorrect prior knowledge, interfering with the acquisition of new knowledge. The process of replacing previously incorrect ideas with new and accurate ones is referred to as conceptual change. Which factors and to what extent they facilitate the conceptual change is debated. This study primarily investigates two key components to conceptual change in scientific knowledge: text style and epistemic beliefs. We also explored additional contributions of individual differences in prior knowledge, reading ability, and working memory. 157 college students completed a two-part, within subjects design study in which they completed pretests, read passages addressing a misconception, completed posttests, and were assessed on a battery of the individual difference measures. We noted conceptual change on the posttest, but individual readers appeared to respond to the text differently.
Show less
Date Issued: 2019
Identifier: 2019_Spring_Yazbec_fsu_0071E_14683
Format: Thesis

Title: The Relationship between the Big Five Personality Factors and the Complexity of the Career Decision Space.
Creator: Leasure, Kathryn K. (Kathryn Keleen), Osborn, Debra S., Guthrie, Kathy L., Peterson, Gary W., Sampson, James P., Florida State University, College of Education, Department of...
Show moreLeasure, Kathryn K. (Kathryn Keleen), Osborn, Debra S., Guthrie, Kathy L., Peterson, Gary W., Sampson, James P., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: This study used the NEO-FFI (Costa & McCrae, 1992) and the Decision Space Worksheet (DSW; Peterson, Lenz, & Osborn, 2016) to examine the relationship between personality and the complexity of the career decision space. The sample included 95 undergraduate students enrolled in 5 sections of a career planning course at a large southeastern university. The NEO-FFI was used to measure the Big Five domains of personality. The DSW was used to measure the frequency of endorsement to a content...
Show moreThis study used the NEO-FFI (Costa & McCrae, 1992) and the Decision Space Worksheet (DSW; Peterson, Lenz, & Osborn, 2016) to examine the relationship between personality and the complexity of the career decision space. The sample included 95 undergraduate students enrolled in 5 sections of a career planning course at a large southeastern university. The NEO-FFI was used to measure the Big Five domains of personality. The DSW was used to measure the frequency of endorsement to a content category and the magnitude, or area, devoted to the content category. Correlation, multiple regression, and exploratory factor analyses were used to analyze the data. A Pearson Product Moment correlation resulted in a significant positive relationship between Conscientiousness and the frequency of the content category Opportunities. Negative relationships were found between both Openness and Conscientiousness and the content category of Higher Order. When the correlation between the NEO-FFI and the magnitude of DSW content categories was tested, a significant relationship was found between Neuroticism and Higher order. There were no significant correlations found between the NEO-FFI personality factors and the total magnitude of used space for the categories on the DSW. Findings of a multiple regression analysis revealed Opportunity and Higher Order predict Extroversion, Openness, and Conscientiousness. Thus, Extroversion, Openness, and Conscientiousness appear to exercise influence on the frequency of content category endorsements of Opportunity and Higher Order. However, there was no influence found between the NEO-FFI factors and the magnitude of the content categories on the DSW. An Exploratory Factor Analysis found shared variation between Conscientiousness and the frequency of DSW content categories Higher Order and Close Personal. There was no shared variation between the NEO-FFI personality factors and the magnitude of any of the content categories on the DSW. An analysis and discussion of the findings are provided, along with implications for theory, practice, and research.
Show less
Date Issued: 2019
Identifier: 2019_Spring_Leasure_fsu_0071E_15113
Format: Thesis

Title: General versus Specific Aspects of Self-Regulation as Predictors of Academic Skills and Internalizing Symptoms: A Model Comparison Approach.
Creator: Lerner, Matthew Daniel, Lonigan, Christopher J., Catts, Hugh W. (Hugh William), Kofler, Michael J., Cougle, Jesse R. (Jesse Ray), Schatschneider, Christopher, Florida State...
Show moreLerner, Matthew Daniel, Lonigan, Christopher J., Catts, Hugh W. (Hugh William), Kofler, Michael J., Cougle, Jesse R. (Jesse Ray), Schatschneider, Christopher, Florida State University, College of Arts and Sciences, Department of Psychology
Show less
Abstract/Description: The relation between self-regulation and both academic skills and internalizing symptoms is well-established. However, open questions remain regarding the nature of this relation and about whether similar or different aspects of self-regulation are most strongly related to academic skills vs. internalizing symptoms. Similarly, available evidence suggests that self-regulation, as measured by self-report (i.e., effortful control; EC), moderates the relation between temperament-based risk and...
Show moreThe relation between self-regulation and both academic skills and internalizing symptoms is well-established. However, open questions remain regarding the nature of this relation and about whether similar or different aspects of self-regulation are most strongly related to academic skills vs. internalizing symptoms. Similarly, available evidence suggests that self-regulation, as measured by self-report (i.e., effortful control; EC), moderates the relation between temperament-based risk and internalizing psychopathology, but less is known regarding the status of direct, behavioral measures of self-regulation (i.e., executive function; EF) as potential moderators of that relation. This study tested competing models of EF in a sample of high school students (M age = 16.09 years, SD = 1.04 years). The preferred model was a bifactor model including a general EF factor (EFg) and specific working memory (WM) and shifting (SH) factors. This model was used to examine the relation between EF and skills in reading and math and to test specific EF components, as well as EC, as potential moderators of temperament-based risk for internalizing symptoms. The WM specific factor was strongly, positively related to reading and math, but the EFg and SH factors were not. EC moderated the relation between negative affectivity and panic symptoms. The SH-specific EF factor moderated temperament-based risk for depression symptoms, but the EFg and WM factors did not, nor did EC.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Lerner_fsu_0071E_15136
Format: Thesis

Title: The Role of Age of Diagnosis, Self-Efficacy and Social Support in the Relationship between Bipolar Disorder and Substance Use Severity.
Creator: Devlin, Elizabeth Justine, Ebener, Deborah J., Thyer, Bruce A., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education, Department of Educational...
Show moreDevlin, Elizabeth Justine, Ebener, Deborah J., Thyer, Bruce A., Dong, Shengli, Osborn, Debra S., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Bipolar disorder is one of the 10 most disabling conditions in the world. As such, inpatient hospitalization for individuals with bipolar disorder is far greater than hospitalization rates for all other patients with behavioral health diagnoses. Bipolar disorder is also associated with reduced lifespans of 9.2 years, and 1 in 5 individuals with bipolar disorder die by suicide. Such statistics are alarming and illuminate the impact of bipolar disorder on functioning and overall quality of life...
Show moreBipolar disorder is one of the 10 most disabling conditions in the world. As such, inpatient hospitalization for individuals with bipolar disorder is far greater than hospitalization rates for all other patients with behavioral health diagnoses. Bipolar disorder is also associated with reduced lifespans of 9.2 years, and 1 in 5 individuals with bipolar disorder die by suicide. Such statistics are alarming and illuminate the impact of bipolar disorder on functioning and overall quality of life. However, the constructs of self-efficacy, social support, and age of onset may impact and lead to a decrease in substance use severity (i.e., alcohol and illicit drug use) for individuals with a bipolar disorder diagnosis. A sample of 91 participants was recruited from bipolar disorder support group websites and blogs for people with bipolar disorder. Measures for the current study included the bMAST, DAST-10, GSE, and SSA-S. Research questions included (1) Are self-efficacy, age of onset, and social support related to alcohol use severity for individuals with bipolar disorder? (2) Are self-efficacy, age of onset, and social support related to illicit drug use severity for individuals with bipolar disorder? Statistical analyses for the variables included two hierarchical multiple linear regressions. Due to violated assumptions for multiple linear regressions, a non-parametric analysis was run separately for each research question. No significant results were indicated for the research questions included in the study. For both ordinal logistic regressions, the models with all predictors (age of onset, self-efficacy, and social support) did not significantly improve compared to the intercept only models. Results of this study were discussed related to improvement for future research and implications for future practice.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Devlin_fsu_0071E_15081
Format: Thesis

Title: Reward Sensitivity and Stress as Predictors of Antenatal Depression.
Creator: Mulligan, Elizabeth M., Proudfit, Greg Hajcak, Meyer, Alexandria, Eckel, Lisa A., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Recent research suggests that stress and reward insensitivity may interact to confer risk for Major Depressive Disorder (MDD). However, no study has yet examined stress and reward sensitivity, and their interaction, in the context of risk for antenatal depression (i.e., depression in pregnancy). The present study is the first study to examine whether the neural response to reward (i.e., the Reward Positivity, or RewP), stress exposure as indexed by hair cortisol and self-report, and their...
Show moreRecent research suggests that stress and reward insensitivity may interact to confer risk for Major Depressive Disorder (MDD). However, no study has yet examined stress and reward sensitivity, and their interaction, in the context of risk for antenatal depression (i.e., depression in pregnancy). The present study is the first study to examine whether the neural response to reward (i.e., the Reward Positivity, or RewP), stress exposure as indexed by hair cortisol and self-report, and their interaction, are associated with antenatal depressive symptoms and/or categorical diagnoses of MDD, above and beyond self-report measures of psychosocial risk for perinatal depression. To this end, the present study examined cross-sectional associations between biological and psychosocial measures obtained in pregnancy, such as RewP amplitude, hair cortisol concentration, self-reported psychosocial risk factors (i.e., past major depressive episodes (MDE) and scores on a psychosocial risk factor questionnaire), and concurrent depressive symptoms and diagnoses. While the RewP was unrelated to stress exposure and to continuous depressive symptoms, and stress did not moderate associations between the RewP and continuous or categorical depression, associations were revealed between stress exposure and continuous depression, as well as between the RewP and categorical depression. Furthermore, the RewP and scores on self-report measure of common psychosocial risk factors for perinatal depression were identified in a logistic regression as independent predictors of antenatal diagnoses of MDD, and together predicted 37 percent of the variance in likelihood of MDD diagnosis. The present study provides novel evidence that the RewP is associated with MDD diagnoses in women in the antenatal period and highlights the need for further research investigating the RewP as a prospective predictor of risk for perinatal increases in depression.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Mulligan_fsu_0071N_15436
Format: Thesis

Title: Preliminary Examination of the Psychometric Properties of the Pfeiffer Emotional Intelligence Scale: A Teacher-Report Form for Measuring Emotional Intelligence in Children and Adolescents.
Creator: Valler Gorfien, Emilee Carmen, Pfeiffer, Steven I., Rehm, Marsha Lynn, Dong, Shengli, Yang, Yanyun, Florida State University, College of Education, Department of Educational...
Show moreValler Gorfien, Emilee Carmen, Pfeiffer, Steven I., Rehm, Marsha Lynn, Dong, Shengli, Yang, Yanyun, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Social-emotional learning has become a popular focus within the school setting, which is aimed at fostering the well-being of the "whole child." These programs have encapsulated an array of different character strengths, skills, and aptitudes which nurture interpersonal relationships and promote effective social-behavioral competencies. One of the emerging areas of emphasis in social-emotional processes, is emotional intelligence (EI), a construct broadly referring to self- and other-...
Show moreSocial-emotional learning has become a popular focus within the school setting, which is aimed at fostering the well-being of the "whole child." These programs have encapsulated an array of different character strengths, skills, and aptitudes which nurture interpersonal relationships and promote effective social-behavioral competencies. One of the emerging areas of emphasis in social-emotional processes, is emotional intelligence (EI), a construct broadly referring to self- and other- emotional awareness that guides decision making and thinking. EI has predominated the adult literature but is only beginning to have a large focus within youth populations. Of those studies which exist in children and adolescents, EI has been associated with a number of strengths-based outcomes (e.g., increased life satisfaction, stronger peer relationships, decreased pathology and negative behaviors), and is considered a driving force for children's future well-being and multi-dimensional functioning. Despite the emphasis on EI in both popular culture and scholarly pursuit, issues in conceptualization and measurement have prompted the need for an empirically sound and valid measure that can gauge youth's level of EI. The present study proposes a novel way of evaluating EI in children, through a teacher-report form called the Pfeiffer EI Scale. This scale was constructed in an attempt to minimize concerns with existing instrumentation and provide a rating of children's EI level that can be used in conjunction with SEL programming in schools. Items on the Pfeiffer EI Scale are based upon measurable and observable characteristics of EI, which span across ability-based, trait-based, and mixed models of EI. Previous analysis (through exploratory factor analysis) of this scale revealed strong internal reliability and an underlying three-factor solution of the scale, which measures Positive Expression of Emotions, Negative Expression of Emotions, and Understanding and Managing Emotions. This dissertation serves as a continuation of the preliminary psychometric analysis of the Pfeiffer EI Scale. To demonstrate factorial validity of the measure, confirmatory factor analysis was performed. A three-factor solution was verified from this analysis after re-specifying the model and comparing it against a uni-dimensional structure; however, fewer items were retained. With careful consideration to underlying theory and conceptualization of EI, a total of 15 items were dropped from the original 47-item scale due to low factor loading, high conceptual overlap with other items, and high modification index values. The remaining 32-item total scale and individual factors maintained excellent internal consistency reliability. In an attempt to establish convergent validity with existing measures, the Pfeiffer EI Scale was compared to existing student-completed EI instruments (Mayer-Salovey-Caruso Emotional Intelligence Test – Youth Version; Emotional-Quotient Inventory, Youth Version, and Schutte Self-Report Emotional Intelligence Scale). No statistically meaningful relationship was found between teacher-reported EI and ability-based EI. The total score of the Pfeiffer EI Scale and Understanding and Managing of Emotions factor was weakly related to the Stress Management domain and total score of mixed-model EI. Additionally, no relationship was found between teacher-reported EI and trait-based EI. No relationship was found between the teacher-reported EI and life satisfaction or affect, suggesting minimal concurrent validity. A mild positive relationship was found between grade point average and the Positive Expression of Emotions factor, Understanding and Managing of Emotions factor, and Total EI score. There was a negative, weak relationship between the Understanding and Managing of Emotions factor and disciplinary action, indicating that students with greater disciplinary offenses had decreased EI scores. Females performed stronger than males on most factors and the total Pfeiffer EI score. No differences were found across ethnic or racial groups on teacher-reported EI. Individuals with higher socio-economic status did receive higher scores on the Negative Expression of Emotions factor compared to those with lower socio-economic status. The only meaningful difference across ages was between 11- and 15-year-olds on the Positive Expression of Emotions factor, suggesting that EI did not differ much across age bands. Overall, despite having solid internal consistency reliability, the results provide minimal support for the convergent and concurrent validity of the Pfeiffer EI Scale. However, included within this dissertation are proposed rationale for factors impacting validity, including the "subjectivity" of the emotional experience, informant discrepancies commonly found between other-rater forms, and the over-extension of the concept of EI. Despite the contradictory findings to many hypotheses, this study provides a unique perspective on how EI may be measured within youth populations and inform clinical and assessment practices. Limitations of the current work and future directions of study are also discussed.
Show less
Date Issued: 2019
Identifier: 2019_Summer_VallerGorfien_fsu_0071E_15122
Format: Thesis

Title: Threat-Related Attentional Bias, Cognitive Control, and Temperament in Young Children.
Creator: Chong, Lyndsey Juliane, Meyer, Alexandria, Proudfit, Greg Hajcak, Ganley, Colleen M., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Anxiety disorders occur early in development and are one of the most common forms of psychopathology in children. Moreover, anxiety is associated with persistent impairment across the lifespan; therefore, investigating mechanisms that underlie anxiety in early childhood is crucial for prevention and intervention efforts. A fearful temperament in childhood has been shown to predict anxiety across development. Decreased cognitive control and threat-related attentional biases have also been...
Show moreAnxiety disorders occur early in development and are one of the most common forms of psychopathology in children. Moreover, anxiety is associated with persistent impairment across the lifespan; therefore, investigating mechanisms that underlie anxiety in early childhood is crucial for prevention and intervention efforts. A fearful temperament in childhood has been shown to predict anxiety across development. Decreased cognitive control and threat-related attentional biases have also been linked to the development of anxiety, but little to no work has examined how temperament (i.e., fearfulness) and cognitive control may simultaneously predict threat-related attentional bias. Additionally, previous work on attentional bias has used less reliable reaction time (RT) based measures of attention. In the present study, we 1) investigated the psychometric properties of an eye-tracking measure of attentional bias, 2) tested if fearfulness and cognitive control were related to attentional biases to threat, and 3) examined if these relationships had unique or overlapping effects. Results showed good psychometric properties, comparable to that found in adult eye-tracking studies. However, contrary to our hypothesis, fearfulness and cognitive control did not significantly predict threat/neutral dwell time and attentional biases. Future studies may explore if cognitive control and fearfulness prospectively predict threat attentional bias and the onset of anxiety using a longitudinal design.
Show less
Date Issued: 2019
Identifier: 2019_Summer_Chong_fsu_0071N_15433
Format: Thesis

Title: The Development and Construct Validation of the Revised Spatial Anxiety Scale.
Creator: Geer, Elyssa A., Ganley, Colleen M., Hart, Sara, Boot, Walter Richard, Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Lyons et al. (2018) used exploratory factor analysis to develop and validate a spatial anxiety questionnaire that can reliably measure anxiety in situations that involve different types of spatial skills. Using the framework set forth by Uttal et al. (2013) for different types of spatial skills to inform their factor analysis, they were able to create an empirically validated Spatial Anxiety Scale incorporating three of the subtypes of spatial processing. This project developed and validated...
Show moreLyons et al. (2018) used exploratory factor analysis to develop and validate a spatial anxiety questionnaire that can reliably measure anxiety in situations that involve different types of spatial skills. Using the framework set forth by Uttal et al. (2013) for different types of spatial skills to inform their factor analysis, they were able to create an empirically validated Spatial Anxiety Scale incorporating three of the subtypes of spatial processing. This project developed and validated a revised spatial anxiety scale. In Study 1, expert reviews and cognitive interviews were used to establish substantive reliability for a revised spatial anxiety scale. Specifically, this study evaluated a total of 121 items pulled from the items proposed by Lyons et al. (2018), items from existing spatial anxiety scales (Lawton, 1994; Malanchini et al., 2017), and researcher- developed items. Based on these reviews and interviews, items were removed and the remaining 68 items were given to a pilot sample of 229 college students. To examine structural validity, a confirmatory factor analysis was conducted, which provided evidence for the four-factor model as was theoretically expected consisting of 22 items. In Study 2, the revised spatial anxiety scale with additional items to examine structural validity were given to 201 college students alongside measures of subtypes of spatial skill and other covariates. We examined the relations between each subscale and measures of each spatial subdomain to assess external validity and results provide some mixed evidence for the external validity of the scale. In addition, another CFA was conducted that verified the factor structure found in Study 1. Overall, results of the present study suggest that spatial anxiety has a four-factor structure similar to spatial skill, in line with existing research (Uttal et al., 2013), and the revised spatial anxiety scale adequately captures that complexity.
Show less
Date Issued: 2019
Identifier: 2019_Fall_Geer_fsu_0071N_15592
Format: Thesis

Title: Eating Disorders in Athletes: The Role of Perfectionism, Body Dissatisfaction, Neuroticism, Emotion Regulation, and the Internalization of Thinness Norms.
Creator: Konopa, Jillian Amanda, Gabana, Nicole T., Chow, Graig Michael, Roehrig, Alysia D., Florida State University, College of Education, Department of Education Psychology and...
Show moreKonopa, Jillian Amanda, Gabana, Nicole T., Chow, Graig Michael, Roehrig, Alysia D., Florida State University, College of Education, Department of Education Psychology and Learning Systems
Show less
Abstract/Description: Eating disorders have the highest mortality rate among mental illnesses and therefore it is important to investigate what may impact an athlete’s risk of developing an eating disorder. Female cross-country runners are at a particularly high risk of developing an eating disorder, notably due to the aesthetic aspect of their sport and their susceptibility to the female athlete triad. However, as all female cross-country athletes do not develop eating disorders, it is important to look at what...
Show moreEating disorders have the highest mortality rate among mental illnesses and therefore it is important to investigate what may impact an athlete’s risk of developing an eating disorder. Female cross-country runners are at a particularly high risk of developing an eating disorder, notably due to the aesthetic aspect of their sport and their susceptibility to the female athlete triad. However, as all female cross-country athletes do not develop eating disorders, it is important to look at what variables may increase a female cross-country athlete’s risk of developing an eating disorder. The main purpose of this study was to investigate the relationship between perfectionism, body dissatisfaction, neuroticism, emotion regulation, internalization of thinness norms, and eating disorder risk in female collegiate cross-country runners. The study included 92 female collegiate cross-country runners from NCAA universities across the U.S. Participants completed a demographic survey, Eating Attitudes Test-26, Frost Multidimensional Perfectionism Scale–Brief, Body Shape Questionnaire, Difficulties in Emotion Regulation Scale, Big 5 Inventory (Neuroticism subscale), and Socialization Internalization of Appearance Questionnaire–Adolescents. Pearson (r) correlations were run to examine the relationships between perfectionism, body dissatisfaction, neuroticism, emotion regulation, the internalization of thinness norms, and eating disorder risk. All variables were had significant relationships with one another. A multiple regression was run in order to examine the potential pathways in which perfectionism, body dissatisfaction, neuroticism, emotion regulation, and the internalization of thinness norms may impact eating disorder risk. Body dissatisfaction was the only significant predictor of eating disorder risk in this sample.
Show less
Date Issued: 2019
Identifier: 2019_Fall_Konopa_fsu_0071N_15502
Format: Thesis

Title: Investigating Adherence to Technology-Based Cognitive Interventions with the Potential to Slow or Reverse Cognitive Decline Associated with Aging.
Creator: Harrell, Erin Renee, Boot, Walter Richard, Shute, Valerie J. (Valerie Jean), Kofler, Michael J., Kaschak, Michael P., Charness, Neil, Florida State University, College of Arts...
Show moreHarrell, Erin Renee, Boot, Walter Richard, Shute, Valerie J. (Valerie Jean), Kofler, Michael J., Kaschak, Michael P., Charness, Neil, Florida State University, College of Arts and Sciences, Department of Psychology
Show less
Abstract/Description: The aim of this study was to determine the effectiveness of two theory-based strategies to promote cognitive training adherence among older adults over an extended period. Strategies either: (a) incorporated elements of implementation intention formation or (b) positive message framing, both of which have been found to promote adherence to health-behaviors in other domains. Participants were asked to engage in technology-based cognitive training at home comprised of seven neuropsychological...
Show moreThe aim of this study was to determine the effectiveness of two theory-based strategies to promote cognitive training adherence among older adults over an extended period. Strategies either: (a) incorporated elements of implementation intention formation or (b) positive message framing, both of which have been found to promote adherence to health-behaviors in other domains. Participants were asked to engage in technology-based cognitive training at home comprised of seven neuropsychological tasks that were gamified (the Mind Frontiers software program) while adherence was monitored across two phases. The focus of this thesis is Phase 1. In Phase 1 (structured), participants were provided with a recommended adherence schedule that required them to engage in an hour of cognitive training for five days out of the week over two months. In Phase 2 (unstructured), participants were allowed to engage in as little or as much training as they wanted for one month. In general, adherence was adequate, but large variability was observed. Contrary to expectations, neither the implementation intention nor the positive message framing manipulation produced greater adherence relative to a control group. Individual differences did not predict adherence over Phase 1 either. Results confirm that in addition to the domains of medication, exercise, and nutrition interventions, adherence is a challenge within this domain as well, and that adherence can be difficult to improve and predict. Adaptive, technology-based reminder systems may hold more promise compared to traditional behavioral interventions to promote adherence. Phase 2 will examine whether any benefits might be observed when participants were given more freedom to determine their own level of intervention engagement.
Show less
Date Issued: 2019
Identifier: 2019_Fall_Harrell_fsu_0071E_15527
Format: Thesis

Title: Trait Anxiety and Children's Academic Achievement: The Role of Executive Function.
Creator: Alfonso, Sarah V., Lonigan, Christopher J., Cougle, Jesse R. (Jesse Ray), Ganley, Colleen M., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: A number of studies have demonstrated a strong association between self-regulation, in particular executive function (EF), academic skills and problem behaviors in children (Fuhs, Farran, & Nesbitt, 2015). There is evidence suggesting that anxiety and anxiety symptoms, common among children and adolescents, are associated with poor academic achievement and even academic failure (Owens, Stevenson, Hadwin, & Norgate, 2012). Although results derived primarily from adult studies indicate that...
Show moreA number of studies have demonstrated a strong association between self-regulation, in particular executive function (EF), academic skills and problem behaviors in children (Fuhs, Farran, & Nesbitt, 2015). There is evidence suggesting that anxiety and anxiety symptoms, common among children and adolescents, are associated with poor academic achievement and even academic failure (Owens, Stevenson, Hadwin, & Norgate, 2012). Although results derived primarily from adult studies indicate that trait anxiety and self-regulation are related, less attention has been given to examining this relation among children. The goals of this study were to examine the associations among EF, trait anxiety and academic achievement and to test the mediating role of EF on the relation between trait anxiety and academic achievement in middle school children. A sample of 174 sixth-, seventh-, and eighth-grade students (M age = 12.78, SD = 1.18) were recruited from local middle schools and summer programs in Tallahassee, Florida and Miami-Dade County, Florida. Students completed an assessment battery consisting of multiple measures of working memory, inhibitory control, shifting, trait anxiety, and reading and math skills. Confirmatory factor analyses and structural equation models were used to determine the best fitting model of EF and to examine the associations between the EF and trait anxiety. Meditational analyses were conducted to examine the indirect effects of EF on the relation between trait anxiety and each academic outcome. The EF factors significantly predicted Trait Anxiety as hypothesized but there was no difference in the strength of the associations. EF mediated the relation between Trait Anxiety and academic outcomes, but the strength of the relation did not vary by EF dimension. The findings suggest that trait anxiety enhances processing efficiency, which may lead to improvements in academic performance in middle school students.
Show less
Date Issued: 2019
Identifier: 2019_Fall_Alfonso_fsu_0071N_15579
Format: Thesis

Title: The Roles of Emotional Intelligence and Resilience in Academic Success: An Exploration.
Creator: Yarnell, Jordy Batt, Pfeiffer, Steven I., Guerette, Amy R., Becker, Martin Swanbrow, Ke, Fengfeng, Florida State University, College of Education, Department of Educational...
Show moreYarnell, Jordy Batt, Pfeiffer, Steven I., Guerette, Amy R., Becker, Martin Swanbrow, Ke, Fengfeng, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The present study further informs theories of EI, resilience, and academic success in youth. A critical review of the literature on EI and resilience addressing the similarities between these constructs and the current state of the literature regarding the impact which each construct has on success in school and life precedes the description and results of a study directly examining how EI and resilience impact school performance. This dissertation serves as the first study to directly...
Show moreThe present study further informs theories of EI, resilience, and academic success in youth. A critical review of the literature on EI and resilience addressing the similarities between these constructs and the current state of the literature regarding the impact which each construct has on success in school and life precedes the description and results of a study directly examining how EI and resilience impact school performance. This dissertation serves as the first study to directly compare resilience and EI, and explore their relationship to scholastic success across three separate domains: Grade Point Average (GPA), standardized test performance, and disciplinary sanctions. Results support past studies indicating that attributes related to these constructs serve an important role in students’ academic performance.
Show less
Date Issued: 2019
Identifier: 2019_Fall_Yarnell_fsu_0071E_15368
Format: Thesis

Title: Psychosis in Schizophrenia: An Exploration of Environmental Stimuli Influences in Interior Treatment Spaces.
Creator: Brown, Melissa H. (Melissa Hannah), Pable, Jill, Waxman, Lisa K., Webber, Steven B., McLane, Yelena, Florida State University, College of Fine Arts, Department of Interior...
Show moreBrown, Melissa H. (Melissa Hannah), Pable, Jill, Waxman, Lisa K., Webber, Steven B., McLane, Yelena, Florida State University, College of Fine Arts, Department of Interior Architecture and Design
Show less
Abstract/Description: Considerable research has been conducted regarding how the built environment affects the physical aspects of a person’s well-being. However, surprisingly little research has explored the psychological side, and even less research has explored how built environments affect people living with severe mental illnesses. This is especially true for patients learning to cope with symptoms of schizophrenia. Alteration of a person’s senses is a well discussed symptom of schizophrenia and creates...
Show moreConsiderable research has been conducted regarding how the built environment affects the physical aspects of a person’s well-being. However, surprisingly little research has explored the psychological side, and even less research has explored how built environments affect people living with severe mental illnesses. This is especially true for patients learning to cope with symptoms of schizophrenia. Alteration of a person’s senses is a well discussed symptom of schizophrenia and creates extreme challenges for persons afflicted with this condition when trying to decode their complex environments. This study explores intersections of treatment, built environments, and the experience of schizophrenia psychosis, and begins to identify the specific design elements of the built environment that offer sensory affordances (visual, auditory, olfactory, gustatory, and/or tactile) to persons with schizophrenia that help them cope or make psychosis worse. This study queried psychiatrists and professional care-givers about their early adult patients regarding how built environment characteristics affect patient well-being using a semi-structured interview methodology. Several general design considerations emerged from the data: choice – allowing patients options, simplify – reduce unnecessary or confusing features, soften – introduce softer finishes and more low-chroma colors, and customize – depending on the patient’s experienced symptoms, the design of a space may need to change. These considerations were then applied to the hypothetical design of a mental and behavioral health facility in Orlando, FL. This study was intended to help establish a foundation for future research in how the built environment might positively affect the treatment of persons diagnosed with schizophrenia. The results from the research may provide new insight into practical applications of design features to improve the spaces intended for the treatment of mental illnesses.
Show less
Date Issued: 2019
Identifier: 2019_Fall_Brown_fsu_0071N_15590
Format: Thesis

Title: Implementation and Evaluation of a Performance Profile Intervention with Collegiate Dancers: A Randomized Controlled Trial.
Creator: Castillo, Elmer Alfonzo, Chow, Graig Michael, Ericsson, Anders, Ericsson, K. Anders, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education,...
Show moreCastillo, Elmer Alfonzo, Chow, Graig Michael, Ericsson, Anders, Ericsson, K. Anders, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Since its inception nearly three decades ago, the performance profile (PP) technique has undergone several modifications and been employed exclusively in the sport domain. The purpose of this study was to extend the application of the performance profile technique to dance and systematically examine the utility and efficacy of the revised performance profile technique (Gucciardi & Gordon, 2009b) with collegiate dancers on two specific outcomes – self-awareness and behavioral change. The...
Show moreSince its inception nearly three decades ago, the performance profile (PP) technique has undergone several modifications and been employed exclusively in the sport domain. The purpose of this study was to extend the application of the performance profile technique to dance and systematically examine the utility and efficacy of the revised performance profile technique (Gucciardi & Gordon, 2009b) with collegiate dancers on two specific outcomes – self-awareness and behavioral change. The secondary aim was to assess dancer perceptions of the benefits and future use of the revised performance profile technique. Using a RCT design, 44 collegiate dancers were randomly allocated to participate in either a revised PP (experimental; n = 22) condition or a didactic PP (active control; n = 22) condition to examine the pre-post impacts of a single performance profile intervention on the outcome measures. Systematic intervention protocols were developed to guide the implementation of the individually based revised PP and the didactic PP interventions. Results revealed significant differences in the pre-post intervention self-awareness scores between conditions, with a significant increase within the revised PP condition and a decrease within the didactic PP condition. There was no significant difference in pre-post behavior scores between the experimental and active control conditions. Analysis of a brief post-workshop evaluation administered to revised PP participants indicated that dancers felt the intervention provided several benefits and that they were highly likely to use their individual performance profiles again in the future. Applied implications and future directions are discussed.
Show less
Date Issued: 2018
Identifier: 2018_Su_Castillo_fsu_0071E_14455
Format: Thesis

Title: Fear, Loss, and Adaptations of Latino Families: Learning from Families Who Have a Parent at Risk for Deportation.
Creator: Rayburn, Allison Dorothy, McWey, Lenore M, Gussak, David, Cui, Ming, Gonzales Backen, Melinda Airr, Florida State University, College of Human Sciences, Department of Family and...
Show moreRayburn, Allison Dorothy, McWey, Lenore M, Gussak, David, Cui, Ming, Gonzales Backen, Melinda Airr, Florida State University, College of Human Sciences, Department of Family and Child Sciences
Show less
Abstract/Description: Poor mental health outcomes are associated with families who have a parent without legal U.S. residential documentation who are at-risk for detainment or deportation (Dreby, 2012; Gulbas, Zayas, Yoon, Szlyk, Aguilar-Gaxiola, & Natera, 2016; Zayas, Aguilar-Gaxiola, Yoon, & Natera Rey, 2015). With an estimated 5.7 million U.S. born youth living with parents who do not have legal residential documentation, there is a need for furthering the understanding of the needs and resiliency of this...
Show morePoor mental health outcomes are associated with families who have a parent without legal U.S. residential documentation who are at-risk for detainment or deportation (Dreby, 2012; Gulbas, Zayas, Yoon, Szlyk, Aguilar-Gaxiola, & Natera, 2016; Zayas, Aguilar-Gaxiola, Yoon, & Natera Rey, 2015). With an estimated 5.7 million U.S. born youth living with parents who do not have legal residential documentation, there is a need for furthering the understanding of the needs and resiliency of this largely underserved population (Warren & Kerin, 2017). In addition to receiving less mental health and social services than families with parents with legal U.S. documentation, families who have a parent does not have legal residential documentation fate is often determined by legal and social service systems, including immigration, incarceration, and child welfare. Therefore, there is a need to explore further and examine the experiences and needs of this population to find ways in which to address negative outcomes and build upon their existing resilience. The purpose of this study was to give voice to Latino youth and their parents to further the understanding of the relationship between the experiences, needs, and resiliency factors associated with coping with having a parent at risk for detainment or deportation. This research examined the reported experiences of youth and parents to gain an in-depth understanding of their experiences with this potentially traumatic event and resiliency factors. Both developmental trauma theory (van der Kolk, 2005) and ambiguous loss theory (Boss, 1999) provided the theoretical frameworks for this study. Using a qualitative design, a constructivist grounded theory approach (Charmaz, 2006: 2013) was used to further the theoretical understanding of the interactions and experiences of Latino families who are at risk or who have experienced parental deportation. Participants include 16 families who had a least one parent who was at risk for detainment or deported. Semi-structured interviews were conducted in either Spanish or English with parents and youth separate to gather depth and descriptive richness of the participants’ story from their perspective and with their choice of language. Also, demographic information and a quantitative trauma measure were used to triangulate the qualitative findings Results revealed themes of emotional distress and injustices from both parents and youth of this population. Additionally, parents and youth identified both cultural factors and parent-youth communication about the potential trauma contributed to parent and youth resiliency. Implications for professionals in the helping field and future directions for research are discussed.
Show less
Date Issued: 2018
Identifier: 2018_Su_Rayburn_fsu_0071E_14618
Format: Thesis

Title: Examining First-Year Student-Athlete Transition into College.
Creator: Freeman, Jaison Cleveland, Chow, Graig Michael, Taylor, John, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of...
Show moreFreeman, Jaison Cleveland, Chow, Graig Michael, Taylor, John, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The purpose of this study was to develop and test a model of first-year student-athlete (FYSA) transition into college. The model examined basic psychological need satisfaction (BPNS) levels in both athletic and collegiate domains, and the impact of BPNS in each domain on athletic (sport motivation, athlete satisfaction, sport confidence, perceived sport performance), academic (academic motivation, student satisfaction, academic self-efficacy, perceived academic performance), and quality of...
Show moreThe purpose of this study was to develop and test a model of first-year student-athlete (FYSA) transition into college. The model examined basic psychological need satisfaction (BPNS) levels in both athletic and collegiate domains, and the impact of BPNS in each domain on athletic (sport motivation, athlete satisfaction, sport confidence, perceived sport performance), academic (academic motivation, student satisfaction, academic self-efficacy, perceived academic performance), and quality of life outcomes amongst a sample of FYSA at various NCAA institutions in Divisions I, II, and III across the country (N = 260). The model was tested via path analysis, and the results revealed a number of significant direct associations between the factors. Included amongst the most notable and powerful of these relationships were influences of athletic competence on sport confidence, athletic autonomy on athlete satisfaction, collegiate competence on academic efficacy and academic motivation, and sport confidence on academic efficacy and integrated quality of life. The general conclusions of the study stressed the significant impact that BPNS and the development of psychological skills can have on the transition and adaptation process for FYSA. The analyses conducted in this study contribute to the development a deeper understanding of how FYSA experience transition into college and has potentially significant implications for how athletic department administrators approach and allocate resources to orienting FYSA to the campus community.
Show less
Date Issued: 2018
Identifier: 2018_Su_Freeman_fsu_0071E_14731
Format: Thesis

Title: Screening for Autism Spectrum Disorder (ASD) in a Naturalistic Home Setting Using the Systematic Observation of Red Flags (SORF) at 18-24 Months.
Creator: Dow, Deanna, Wetherby, Amy M., Flynn, Heather A., Hart, Sara, Meyer, Alexandria, Kistner, Janet, Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: The purpose of the present study is to examine the utility of the Systematic Observation of Red Flags (SORF; Dow et al., 2016) as a level two screener for autism spectrum disorder (ASD) in toddlers when applied to a naturalistic video-recorded home observation. Psychometric properties of the SORF Home were examined in a sample of 228 participants (84 with ASD, 82 developmental delayed, 62 typically developing). Individual items were examined for performance and an algorithm was created with...
Show moreThe purpose of the present study is to examine the utility of the Systematic Observation of Red Flags (SORF; Dow et al., 2016) as a level two screener for autism spectrum disorder (ASD) in toddlers when applied to a naturalistic video-recorded home observation. Psychometric properties of the SORF Home were examined in a sample of 228 participants (84 with ASD, 82 developmental delayed, 62 typically developing). Individual items were examined for performance and an algorithm was created with improved sensitivity and specificity, yielding a total Composite score comprised of six items: Poor eye gaze directed to faces, Limited showing and pointing, Limited coordination of nonverbal communication, Less interest in people than objects, Repetitive use of objects, and Excessive interest in particular objects, actions, or activities. Codes indicating clear symptom presence were collapsed to yield a count of the Number of Red Flags (RF). RF scores and Domain totals were also examined for each ASD symptom domain. The Composite provides the briefest measure with optimal performance, while the RF may be preferable for clinicians who are interested in the presence of a full range of clinically significant symptoms. The SORF Home provides a practical alternative to currently available screening methods, demonstrating efficacy when administered by non-experts and applied to a naturalistic setting in a diverse primary care sample.
Show less
Date Issued: 2018
Identifier: 2018_Su_Dow_fsu_0071E_14675
Format: Thesis

Title: An Empirical Investigation of Social Exclusion, Attachment to Possessions, and Saving Behaviors.
Creator: Mathes, Brittany M., Schmidt, Norman B., Cougle, Jesse R., Ganley, Colleen M., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Hoarding disorder (HD) is characterized by an inability to discard possessions that contributes to clutter that interferes with the use of one’s home. One of the core features of HD is an emotional attachment to possessions. Initial theoretical work suggests individuals with HD may become overly attached to possessions in an effort to compensate for poor interpersonal connections, though little empirical work has explored this hypothesis. The current study provided an initial investigation of...
Show moreHoarding disorder (HD) is characterized by an inability to discard possessions that contributes to clutter that interferes with the use of one’s home. One of the core features of HD is an emotional attachment to possessions. Initial theoretical work suggests individuals with HD may become overly attached to possessions in an effort to compensate for poor interpersonal connections, though little empirical work has explored this hypothesis. The current study provided an initial investigation of the association between social disconnectedness, attachment to possessions, and saving behaviors. The sample comprised 117 undergraduate students selected for reporting hoarding symptoms above the non-clinical mean (i.e., 23) on the Saving Inventory-Revised. Participants were randomized to a social inclusion or social exclusion condition using the Cyberball paradigm. Participants completed a series of self-report questionnaires and behavioral tasks at baseline, pre-manipulation, and post-manipulation that assessed social disconnectedness, attachment to possessions, and hoarding behaviors. Contrary to hypotheses, baseline social disconnectedness was not significantly correlated with attachment to possessions nor hoarding behaviors. Individuals who were socially excluded saved significantly more items than did those who were socially included, though this was not due to changes in attachment to possessions. Future studies should further investigate the association between interpersonal processes and hoarding symptoms in a more severe sample and using different methodology. Though initial hypotheses were largely not supported, the current study nonetheless provides an important initial examination of the associations between interpersonal and object relationships in HD.
Show less
Date Issued: 2018
Identifier: 2018_Su_Mathes_fsu_0071N_14791
Format: Thesis

Title: The Cascading Effect: Mitigating the Effects of Choking under Pressure in Dancers.
Creator: Fryer, Ashley Marie, Tenenbaum, Gershon, Blessing, Susan K., Chow, Graig Michael, Welsh, Thomas M., Florida State University, College of Education, Department of Educational...
Show moreFryer, Ashley Marie, Tenenbaum, Gershon, Blessing, Susan K., Chow, Graig Michael, Welsh, Thomas M., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The purpose of this study was to explore the cascading mechanism of choking under pressure in dance, validate an integrated-perceptual model of choking, and examine the effectiveness of a 7-week combined self-talk and progressive muscle relaxation (ST-PMR) training program in alleviating the effects of self-consciousness in choking under pressure in dance. The proposed model aimed to determine the performance decline-choking incidence by evaluating the appraisal processes that contribute to...
Show moreThe purpose of this study was to explore the cascading mechanism of choking under pressure in dance, validate an integrated-perceptual model of choking, and examine the effectiveness of a 7-week combined self-talk and progressive muscle relaxation (ST-PMR) training program in alleviating the effects of self-consciousness in choking under pressure in dance. The proposed model aimed to determine the performance decline-choking incidence by evaluating the appraisal processes that contribute to the domino effect of choking under pressure prior to, during, and after a performance error occurs. The model additionally included self-presentational concerns on anxiety and performance decline. The study examined 23 dancers using a mixed method approach which consisted of a randomized pretest-posttest control group experiment and semi-structured interviews. Overall, the ST-PMR training program was effective in increasing self-confidence, self-efficacy, and overall performance rating in comparison to dancers in the control condition. In addition, the ST-PMR training decreased somatic and cognitive anxieties significantly for dancers in that condition in comparison to dancers in the control condition. However, the results failed to show a decrease in self-consciousness as expected. The integrated-perceptual model was also partially substantiated; pre-intervention data suggested that the dancers’ initial appraisals of their performance led to increased cognitive anxiety and emotional arousal which preceded initial error occurrence. The dancers’ ability to utilize coping skills contributed to the likelihood that they experienced subsequent errors, which is consistent with the integrated conceptual model of choking under pressure. However, the post-intervention data failed to support the study’s hypotheses as all dancers in the ST-PMR and control conditions did not experience the cascade effect. Additional implications for this study and future research are discussed in detail.
Show less
Date Issued: 2018
Identifier: 2018_Su_Fryer_fsu_0071E_14627
Format: Thesis

Title: Expressing Gratitude and Gaining (or Losing) Status: Can Gratitude Serve as a Status Cue?.
Creator: MacKenzie, Michael J., Baumeister, Roy F., Conway, Paul, Cui, Ming, Meltzer, Andrea L, Meyer, Alexandria, Florida State University, College of Arts and Sciences, Department of...
Show moreMacKenzie, Michael J., Baumeister, Roy F., Conway, Paul, Cui, Ming, Meltzer, Andrea L, Meyer, Alexandria, Florida State University, College of Arts and Sciences, Department of Psychology
Show less
Abstract/Description: The broad goal of this paper was to examine how perception of gratitude affects perception of status. Across three studies participants rated their perception of a target person’s gratitude, status, positivity, and other variables. Three hypotheses were developed. First, the prosocial hypothesis purported that gratitude signals one has prosocial traits (and therefore social value) and this makes the grateful person appear higher in status. Second, the competence hypothesis argued that...
Show moreThe broad goal of this paper was to examine how perception of gratitude affects perception of status. Across three studies participants rated their perception of a target person’s gratitude, status, positivity, and other variables. Three hypotheses were developed. First, the prosocial hypothesis purported that gratitude signals one has prosocial traits (and therefore social value) and this makes the grateful person appear higher in status. Second, the competence hypothesis argued that gratitude signals incompetence and therefore reduces perception of status. Third, the halo effect hypothesis argued that because gratitude is a positive trait it might bias perception of other positive traits (like status). In Study 1, participants read a vignette about someone who was either dispositionally high or low in gratefulness. The high gratitude target was perceived as generally more positive and marginally higher in status than the low gratitude target. For Study 2, participants read a brief story involving one person helping another followed by an expression of weak or strong gratitude. Participants rated the strong gratitude person as more grateful than the weak gratitude person; however, the strong and weak gratitude targets did not significantly differ on any other factors. The help receiver (the person expressing weak or strong gratitude) and help provider differed on many factors. The help provider was perceived as lower in gratitude, lower in neediness, higher in general positivity, and higher in status than the help receiver. Thus, Study 2 partially supported the competence hypothesis. In the last study, more grateful targets were perceived as more positive and higher in status than the less grateful targets. Mediation analyses revealed that in Study 1 and Study 3 perceptions of general positivity mediated the effect of gratitude on status, suggesting that Study 1 and 3 supported the halo effect hypothesis.
Show less
Date Issued: 2018
Identifier: 2018_Sp_MacKenzie_fsu_0071E_14323
Format: Thesis

Title: Individual Affect-Related Performance Zones Using Various Performance Rating Methods.
Creator: Drayer, Joshua Oakley, Tenenbaum, Gershon, Chow, Graig Michael, Gabana, Nicole T., Florida State University, College of Education, Department of Educational Psychology and...
Show moreDrayer, Joshua Oakley, Tenenbaum, Gershon, Chow, Graig Michael, Gabana, Nicole T., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Individual Affect-Related Performance Zones (IAPZs) have been commonly estimated using a two-dimensional affect measures (arousal by pleasantness) as predictors of a unidimensional performance measure. Performance measures have been self-reported ratings of perceived overall performance or objective performance scores from competition (e.g., completion time, points total, etc.). IAPZs were determined through the multi-dimensional nature of affect and emotion but performance remained...
Show moreIndividual Affect-Related Performance Zones (IAPZs) have been commonly estimated using a two-dimensional affect measures (arousal by pleasantness) as predictors of a unidimensional performance measure. Performance measures have been self-reported ratings of perceived overall performance or objective performance scores from competition (e.g., completion time, points total, etc.). IAPZs were determined through the multi-dimensional nature of affect and emotion but performance remained unidimensional. The purpose of this study was to use various dimensions of performance (i.e., anticipation, decision-making, and skill execution) to estimate IAPZs and compare them with the commonly used unidimensional measure, "overall performance." The self-reported affect (arousal and pleasantness) and performance (anticipation, decision-making, skill execution, overall performance) ratings of 9 college club bowlers during simulated competitions were used to estimate 8 probabilistic IAPZs for each bowler. The zone for each bowler was defined by the location and range of the affective intensity where optimal performances were more likely to occur than other performance types. Descriptive differences in IAPZ parameters (i.e., location, range, and probability) emerged at the group and individual levels. Each bowler presented 8 IAPZs that were unique across all bowlers. The 8 IAPZs for each bowler were somewhat different, giving evidence for within-bowler differences when using various dimensions of performance or affect. The ranges and probabilities of each zone were used in a repeated measures ANOVA to assess whether the outcomes of the three new performance dimensions (i.e., anticipation, decision-making, and skill execution) were statistically different from the traditional measure of overall performance across all bowlers. Results of the analysis showed non-significant effects for affect, performance dimension, and the affect by performance interaction on both outcome variables, range and probability. Though non- significant there were important descriptive differences both within and among bowlers' optimal zones. The findings revealed unique IAPZs for various performance dimensions, which implies more accurately determining the multidimensional nature of performance affect-related zones.
Show less
Date Issued: 2018
Identifier: 2018_Fall_Drayer_fsu_0071N_14933
Format: Thesis

Title: Consequences of Prenatal Exposure to Valproic Acid in the Socially Monogamous Praire Vole.
Creator: Sailer, Lindsay Lorayne, Kabbaj, Mohamed, Keller, Laura R., Wang, Zuoxin, Bhide, Pradeep, Gunjan, Akash, Florida State University, College of Medicine, Department of Biomedical...
Show moreSailer, Lindsay Lorayne, Kabbaj, Mohamed, Keller, Laura R., Wang, Zuoxin, Bhide, Pradeep, Gunjan, Akash, Florida State University, College of Medicine, Department of Biomedical Sciences
Show less
Abstract/Description: Autism spectrum disorder (ASD) embodies a spectrum of complex, pervasive, and heterogeneous neurodevelopmental disorders. There is not one single identified cause, but is instead composed of dynamically diverse etiologies and developmental directions that ultimately influence the degree of core symptom severity. Valproic acid (VPA), clinically known as Depakote, is a popular anticonvulsant with teratogenic properties. Indeed, fetal exposure to valproic acid during the first trimester is...
Show moreAutism spectrum disorder (ASD) embodies a spectrum of complex, pervasive, and heterogeneous neurodevelopmental disorders. There is not one single identified cause, but is instead composed of dynamically diverse etiologies and developmental directions that ultimately influence the degree of core symptom severity. Valproic acid (VPA), clinically known as Depakote, is a popular anticonvulsant with teratogenic properties. Indeed, fetal exposure to valproic acid during the first trimester is associated with a seven-fold occurrence risk for the development of ASD. Likewise, prenatal VPA exposure in rats and mice induces social behavior deficits, replicating ASD-like symptoms in humans. While studies with rats and mice have provided valuable insights into the effects of prenatal VPA exposure, few considered both sexes and none have examined the effects of VPA in a relevant specie that exhibit strong social behaviors, which are deficient in ASD. Behaviors such as social attachment and partner preference are not displayed by rats and mice, and therefore these behaviors have not been previously assessed in response to prenatal VPA exposure. The socially monogamous nature of the prairie vole (Microtus ochrogaster) has granted us that previously unexplored advantage to investigate the consequences of prenatal VPA exposure on the ability to form social attachments or social bonding. In Chapter I, along with introducing main ASD pathologies and introducing this valuable animal model, we review several neural mechanisms that have been implicated in VPA-induced behavior, molecular, and anatomical deficits in humans and traditional laboratory rodents. In Chapter 2, we sought to determine if prenatal VPA exposure can trigger behavioral, molecular, and neuromorphological deficits in the prairie vole, in an effort to better understand the mechanisms underlying ASD-like social impairments. Prairie voles exposed to VPA at 600 mg/kg on embryonic day 12.5 engaged in fewer social affiliative behaviors in a familial context, exhibited fewer social interactions with novel conspecifics, and showed enhanced anxiety-like behavior. Interestingly, among numerous genes that we examined, and are linked to autism spectrum disorders, expression of avpr1a, an essential social behavior-relevant gene, and mecp2, an important player in the regulation of synaptic plasticity and social behaviors, were the only two genes whose expression were down-regulated in the medial prefrontal cortex (mPFC), a brain region implicated in complex cognitive and social behaviors. Considering that evidence of atypical structure and function in the mPFC has been linked to individuals with ASD, in VPA-exposed rats and mice, and now in our VPA-exposed prairie voles, we next sought to examine changes in mPFC dendritic spine density and morphology. However, we found no alterations in dendritic spine density and morphology in the mPFC of adult prairie voles, suggesting that although prenatal VPA exposure induces underweight phenotypes throughout development, adolescent social deficits, and down-regulation of genes relevant to social behaviors, it does not seem to alter neuronal morphology and likely communication between neurons in mPFC. However, this finding needs to be further explored. It is important to note that co-parental care to the VPA-exposed offspring remained sustained and similar to vehicle-exposed offspring, implying that VPA treatment effects in the offspring is not the consequence of differences in paternal and/or maternal care. Following VPA-exposed rat and mouse models, we report that both male and female prairie voles prenatally exposed to VPA exhibit affiliative behavior and social interaction impairments, associated with a reduction of social behavior- and ASD-relevant genes in the mPFC, but no alterations in dendritic spines morphology or density in this brain area. Our data suggest that prenatal exposure to VPA in male and female prairie voles could be a useful animal model for investigating how developmental perturbations early in life lead to long-term changes in social behaviors that are perturbed in ASD. In Chapter 3, to address how prenatal VPA exposure affects opposite-sex social attachments in prairie voles, we followed the same VPA exposure paradigm, allowed subjects to reach sexual maturity, and assessed their ability to form partner preferences and display selective aggression following two weeks of cohabitation with mating. Similarly to the cohort of VPA-exposed prairie voles tested for adolescent social behaviors, this group received normal co-parental care. Remarkably, VPA-exposed subjects displayed a robust preference for their opposite-sex partner, versus an opposite-sex stranger, and correspondingly displayed high levels of aggression against same-sex intruders. These results suggest VPA alters only certain behavioral domains such as sex-naive anxiety and affiliative behaviors, but does not alter other domains such as social bonding with opposite sex individuals Finally, in Chapter 4, we provide a summary of our findings and a general discussion of their implications, as well as future directions for the study of the consequences of prenatal VPA exposure in prairie vole social monogamous behaviors. Taken together, this work demonstrates that prairie voles are valuable animal models for validating the use of the prenatal VPA exposure model of ASD. Significantly, using the socially monogamous nature of the prairie vole allowed us to highlight an important distinction between same-sex social affiliative behaviors and the underlying processes of enduring sexual attachments affected by prenatal VPA exposure—a peculiarity observed in a subtype of the autism spectrum.
Show less
Date Issued: 2018
Identifier: 2018_Fall_Sailer_fsu_0071E_14854
Format: Thesis

Title: The Relationships among Personality Factors, Negative Career Thoughts, and Profile Elevation.
Creator: Edralin, Christine, Lenz, Janet G., McWey, Lenore M., Osborn, Debra S., Sampson, James P., Dozier, V. Casey (Virginia Casey), Florida State University, College of Education,...
Show moreEdralin, Christine, Lenz, Janet G., McWey, Lenore M., Osborn, Debra S., Sampson, James P., Dozier, V. Casey (Virginia Casey), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The present study examined personality factors in relation to negative career thoughts and profile elevation. Study participants (n = 128) were undergraduate students enrolled in five sections of a career development course at a large, public, Southeastern university. The NEO Five-Factor Inventory-3 Form S (NEO FFI-3 Form S; McCrae & Costa, 2010) was used to measure the five factors of personality (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness). The Career Thoughts...
Show moreThe present study examined personality factors in relation to negative career thoughts and profile elevation. Study participants (n = 128) were undergraduate students enrolled in five sections of a career development course at a large, public, Southeastern university. The NEO Five-Factor Inventory-3 Form S (NEO FFI-3 Form S; McCrae & Costa, 2010) was used to measure the five factors of personality (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness). The Career Thoughts Inventory (CTI; Sampson et al., 1996a) was used to measure negative career thoughts and the Standard Self-Directed Search (StandardSDS; Holland & Messer, 2017) was used to measure profile elevation. A hierarchical multiple regression analysis was conducted to determine if the five personality factors (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) on the NEO FFI-3 were predictors of negative career thoughts (CTI Total Score). Results of the hierarchical multiple regression showed that 27.1% of the variability in the CTI Total Score was explained by the combined effect of Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness. Neuroticism and Conscientiousness were the only statistically significant predictors of the CTI Total Score. In addition, a simple linear regression was conducted to determine if negative career thoughts (CTI Total Score) predicted profile elevation on the StandardSDS. The simple linear regression results showed that 3.6% of the variance in profile elevation could be explained by the CTI Total Score. Finally, a hierarchical multiple regression analysis was conducted to determine if the five personality factors (Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) on the NEO FFI-3 and negative career thoughts (CTI Total Score) predicted profile elevation on the StandardSDS. The hierarchical regression revealed that 38.0% of the variability in profile elevation was explained by Openness, Extraversion, Conscientiousness, Neuroticism, CTI Total Score, and Agreeableness. Openness was found to be the strongest predictor of profile elevation, followed by Agreeableness, Conscientiousness as the third strongest, and Extraversion as the fourth strongest predictor of profile elevation. Additional analyses showed that 7.9% of the variance in profile elevation could be explained by DMC. Additional analyses also revealed a significant positive relationship between Neuroticism and DMC, as well as significant negative relationships among DMC, Extraversion, and Conscientiousness. A significant positive correlation was found between Neuroticism and CA, as well as a significant negative correlation between Conscientiousness and CA. Finally, a significant positive correlation was found between Neuroticism and EC, as well as significant negative correlations among EC and Extraversion, Agreeableness, and Conscientiousness. A discussion of the study's findings and limitations are offered. Lastly, implications for theory, practice, and future research are included.
Show less
Date Issued: 2018
Identifier: 2019_Summer_Edralin_fsu_0071E_14824
Format: Thesis

Title: Reliably Measuring Attention Capture: Challenges and New Approaches.
Creator: Roque, Nelson A. (Nelson Arley), Boot, Walter Richard, Arpan, Laura M., Kaschak, Michael P., Folstein, Jonathan R., Johnson, Frank, Florida State University, College of Arts and...
Show moreRoque, Nelson A. (Nelson Arley), Boot, Walter Richard, Arpan, Laura M., Kaschak, Michael P., Folstein, Jonathan R., Johnson, Frank, Florida State University, College of Arts and Sciences, Department of Psychology
Show less
Abstract/Description: The performance of many important everyday tasks requires the proper allocation of attention to task-relevant information, yet often attention can be captured by distracting irrelevant information. Several search paradigms have been developed to better understand the visual features that capture attention, and the relationship between attention capture effects and an observer’s current goals and intentions defined by the task. However, a complete understanding of attention capture, required...
Show moreThe performance of many important everyday tasks requires the proper allocation of attention to task-relevant information, yet often attention can be captured by distracting irrelevant information. Several search paradigms have been developed to better understand the visual features that capture attention, and the relationship between attention capture effects and an observer’s current goals and intentions defined by the task. However, a complete understanding of attention capture, required to predict cases of harmful distraction, must also include an understanding of how individual differences impact distraction and attentional control. While this is an active area of research, this understanding has been hampered by measures of attention capture, based on the calculation of difference scores, which tend to be unreliable. This dissertation aimed to 1) better characterize the reliability of common attention capture paradigms, 2) explore how task parameters (distractor and set size blocking) influence reliability, 3) compare different indicators of capture (response times vs. eye movements) with respect to reliability, and 4) investigate whether alternative methods of defining capture, derived from linear mixed modeling, may be more reliable than difference scores. Overall, blocking trial organization greatly improved paradigm reliability across all experiments, except for the oculomotor capture paradigm, where it is speculated, randomness may lead to greater capture rates. Interestingly, capture by color singletons and capture by onsets, showed similar levels of reliability. Moving forward, the approach to influencing reliability as outlined in this set of experiments, may lead to a better understanding of factors that influence capture within other, commonly used attention capture paradigms, in addition to contributing to the advancement of theories of attentional control. Further, the development of more robust, reliable capture measures has the potential to greatly advance our understanding of factors that shape individual differences in susceptibility to distraction.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Roque_fsu_0071E_14493
Format: Thesis

Title: Religiosity Both Increases and Decreases Deontological and Utilitarian Dilemma Response Inclinations: A Process Dissociation Analysis.
Creator: Reynolds, Caleb J. (Caleb Joshua), Conway, Paul, Maner, Jon K., Schatschneider, Christopher, Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Religious people tend to reject causing harm on classic moral dilemmas where harm maximizes overall outcomes (consistent with deontology; inconsistent with utilitarianism), but the mechanisms underlying this relationship remain unclear. We propose that this lack of clarity stems in part from a common method issue in classic moral dilemma research. Namely, although most theorizing about dilemmas assumes that inclinations to avoid harm are independent of inclinations to maximize outcomes,...
Show moreReligious people tend to reject causing harm on classic moral dilemmas where harm maximizes overall outcomes (consistent with deontology; inconsistent with utilitarianism), but the mechanisms underlying this relationship remain unclear. We propose that this lack of clarity stems in part from a common method issue in classic moral dilemma research. Namely, although most theorizing about dilemmas assumes that inclinations to avoid harm are independent of inclinations to maximize outcomes, typical dilemma analyses pit these two considerations against each other, making them necessarily inverted. Therefore, previous research on religiosity and moral dilemma judgments cannot ascertain whether religious people are particularly inclined to avoid harm, disinclined to maximize outcomes, or evince a more complex pattern of inclinations. To avoid this methodological issue, in the current work, we used process dissociation to independently quantify outcome-maximizing (utilitarian) and harm-avoidance (deontological) response inclinations underpinning classic relative dilemma judgments and tested several possible mediators between religiosity and these response inclinations. In three studies (N = 1,042), we replicated the common finding that religiosity predicted rejection of harm in classic dilemmas. However, process dissociation revealed that religiosity predicted both increased harm-avoidance and decreased outcome-maximization. Moreover, across multiple studies, religiosity predicted endorsement of divine command beliefs, which mediated reduced utilitarian inclinations. Religiosity also predicted empathic concern, which mediated increased deontological inclinations. Additionally, religiosity predicted moral absolutism, which mediated increases on both inclinations, as well as fatalism, which mediated decreases in both inclinations. These parallel findings canceled out for relative judgments. Study 3 clarified that most of these findings are specific to intrinsic religiosity; extrinsic religiosity shows a somewhat different pattern of results. Together, these findings suggest that religious people are not as ‘purely deontological’ as previously thought—rather, religiosity influences moral judgments through a complex web of cognitive and affective constructs that both increase tendencies to avoid harm regardless of the outcomes and decrease concerns for maximizing situational outcomes.
Show less
Date Issued: 2018
Identifier: 2018_Sp_Reynolds_fsu_0071N_14555
Format: Thesis

Title: The Effects of Child Maltreatment on the Likelihood of Committing Violence in at-Risk Youth: A Family Systems, Trauma Theory, and Need to Belong Framework.
Creator: Ladny, Roshni Trehan, Bales, William D., McWey, Lenore M, Stewart, Eric Allen, Turanovic, Jillian J., Florida State University, College of Criminology and Criminal Justice,...
Show moreLadny, Roshni Trehan, Bales, William D., McWey, Lenore M, Stewart, Eric Allen, Turanovic, Jillian J., Florida State University, College of Criminology and Criminal Justice, College of Criminology and Criminal Justice
Show less
Abstract/Description: One of the most concerning effects of child maltreatment that has been of interest to researchers and practitioners over the past few decades is the documented increased risk of victimized children engaging in violence during childhood and adulthood. Despite the intergenerational transmission of violence being empirically documented in numerous studies, the influence of maltreatment typology on this continuity of violence is still in the early stages of research. Hence, limited information...
Show moreOne of the most concerning effects of child maltreatment that has been of interest to researchers and practitioners over the past few decades is the documented increased risk of victimized children engaging in violence during childhood and adulthood. Despite the intergenerational transmission of violence being empirically documented in numerous studies, the influence of maltreatment typology on this continuity of violence is still in the early stages of research. Hence, limited information exists as to which types of maltreatment are the most likely to lead to violence and what factors moderate the relationship between childhood victimization and an increased risk of violence and aggressive behavior, that can be modified in treatment programs. Concepts from family systems, trauma, and need to belong theories are integrated to provide a framework explaining why the type of maltreatment and a lack of family belonging may predict the likelihood to engage in violence during childhood. Using a sample of juveniles leaving the Florida department of juvenile justice community supervision program between the years of 2010 and 2011 (n= 6,537), this study examines the effect of four different types of maltreatment on the likelihood of commission of violent behavior. Findings reveal that maltreated children are less likely to have family belonging than non-maltreated children and are more likely to have committed a violent offense. Specifically, children who have experienced sexual abuse in childhood are at the greatest risk for being court ordered to community supervision for a violent offense, followed by children who have experienced multiple types of maltreatment. While children with family belonging are less likely to commit violence, the results do not suggest that family belonging moderates the relationship between maltreatment and the propensity to commit violence.
Show less
Date Issued: 2018
Identifier: 2018_Su_Ladny_fsu_0071E_14705
Format: Thesis

Title: Disentangling Antisocial Predispositions in Adolescence: Relations with Neural Response and Clinical Symptoms.
Creator: Perkins, Emily R. (Emily Reed), Patrick, Christopher J., Keel, Pamela K., Ganley, Colleen M., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: The current fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013) differentiates individuals with conduct disorder according to the presence vs. absence of “limited prosocial emotions,” known in the literature as callous-unemotional (CU) traits. Research suggests that CU traits confer risk for more stable, severe antisocial behavior over the lifetime. However, other trait dispositions may play an important role in...
Show moreThe current fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013) differentiates individuals with conduct disorder according to the presence vs. absence of “limited prosocial emotions,” known in the literature as callous-unemotional (CU) traits. Research suggests that CU traits confer risk for more stable, severe antisocial behavior over the lifetime. However, other trait dispositions may play an important role in understanding the temperamental and neural characteristics underlying this heterogeneous disorder. The current study sought to extend existing knowledge of biobehavioral traits’ contributions to antisocial behavior by examining the relations of adolescent callousness and disinhibition to concurrent neural response and clinical symptoms (e.g., conduct disorder and ADHD). These questions were addressed using existing data from the IMAGEN project, a large (N ~ 2200), longitudinal European adolescent sample with questionnaire, clinical-interview, and neuroimaging data. First, a reliable self-report callousness scale was created from administered questionnaire items and validated in relation to empathy and drug use variables. Second, selective associations were found between callousness and decreased neural activation in empathy-relevant areas while viewing ambiguous and angry facial expressions, over and above the effects of disinhibition. Finally, callousness and disinhibition were independently related to conduct disorder symptoms in the best-fitting negative binomial regression model; disinhibition alone was related to ADHD symptoms and, to a lesser extent, symptoms of distress disorders. The current study advances understanding of the development of antisocial behavior in relation to dispositional traits, in line with recent calls for a multidimensional conceptualization of childhood antisocial tendencies beyond CU traits alone. Results support trait-related revisions to current diagnostic nosology to guide provision of effective treatment.
Show less
Date Issued: 2018
Identifier: 2018_Su_Perkins_fsu_0071N_14746
Format: Thesis

Title: Suicide Acceptability Malleability.
Creator: Dougherty, Sean Patrick, Joiner, Thomas, Ribeiro, Jessica D., Ganley, Colleen M., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: The present study is divided into a pilot study, called Study 1, and a more comprehensive study, called Study 2. The present study aims to investigate whether suicide acceptability—one's view of the acceptability of suicidal behaviors—is malleable in the short term among individuals with no reported lifetime suicidal ideation, planning, or attempts. In order to change suicide acceptability, vignette manipulations designed to increase or decrease suicide acceptability, as well as a control...
Show moreThe present study is divided into a pilot study, called Study 1, and a more comprehensive study, called Study 2. The present study aims to investigate whether suicide acceptability—one's view of the acceptability of suicidal behaviors—is malleable in the short term among individuals with no reported lifetime suicidal ideation, planning, or attempts. In order to change suicide acceptability, vignette manipulations designed to increase or decrease suicide acceptability, as well as a control vignette, were utilized. The primary hypotheses for Study 2 were that 1) The linear combination of Suicide Opinion Questionnaire (SOQ), Attitudes Towards Suicide (ATTS), and World Values Survey item (WVS) scores would be significantly different across vignette conditions; 2) A new measure derived from the 50 SOQ, ATTS, and WVS items would have acceptable (α ≥ .7) or better internal consistency reliability; and 3) Factor scores on this new measure would differ significantly across vignette conditions. Suicide acceptability was measured using three suicide attitude measures: The ATTS measure, the SOQ, and a WVS item. Data from other measures, such as interpersonal theory of suicide constructs, were also collected. Study 1 and Study 2 each utilized a Solomon four-group design, which allowed for examination of whether posttest scores differed across Study 1's design conditions (i.e., with vs. without a pretest battery) and across Study 2's design conditions (i.e., with vs. without a measurement of pretest Fearlessness About Death [FAD]). While Study 1 data suggested the presence of a possible effect of the vignette manipulation on suicide acceptability, Study 2 data did not bear out this finding. The new measure also was not significantly different across vignette conditions. Nevertheless, the new measure represents a theory-driven measure of suicide acceptability that has good psychometric properties and fits a one-factor model.
Show less
Date Issued: 2018
Identifier: 2018_Fall_Dougherty_fsu_0071N_14951
Format: Thesis

Title: Supervision of Applied Sport Psychology in Graduate Programs in the USA.
Creator: Meir, Gily, Chow, Graig Michael, Joiner, Thomas, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational...
Show moreMeir, Gily, Chow, Graig Michael, Joiner, Thomas, Tenenbaum, Gershon, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Supervision is a hierarchical and evaluative relationship extending over time between a supervisor and a supervisee that permits quality control of service delivery of neophyte practitioners (Bernard & Goodyear, 2009; Watson, Zizzi, Etzel, & Lubker, 2004). It is a cardinal part of the training and a requirement to become a certified consultant of the Association for Applied Sport Psychology (Certified Mental Performance Consultant [CMPC]). This study aimed to: identify the structure of...
Show moreSupervision is a hierarchical and evaluative relationship extending over time between a supervisor and a supervisee that permits quality control of service delivery of neophyte practitioners (Bernard & Goodyear, 2009; Watson, Zizzi, Etzel, & Lubker, 2004). It is a cardinal part of the training and a requirement to become a certified consultant of the Association for Applied Sport Psychology (Certified Mental Performance Consultant [CMPC]). This study aimed to: identify the structure of supervision and effective supervision practices used in enhancing the competence of sport psychology trainees, recognize the challenges and mistakes of providing effective supervision, explore the necessary competencies of sport psychology supervisors, and discuss the preparedness of graduates who are CMPC eligible to provide supervision. Semi-structured interviews were conducted with 10 supervisors and directors of supervision (4 female) representing nine doctoral programs in the U.S. Supervisors had 6-35 years of experience providing sport psychology services (Med = 20.3) and 2-26 years of experience providing supervision (Med = 17.3). The programs were diverse in terms of department affiliation (psychology = 4; sport science = 4, other = 1) and institutional affiliation (R1 = 4, R2 = 1, R3 = 1, other = 2). Interviews were transcribed verbatim and data were analyzed both deductively as guided by research questions, and inductively as themes emerged. A total of 927 meaning units (MU) emerged under the six issues: structure of supervision, supervision practices, challenges to providing supervision, mistakes made regarding supervision, competencies of a supervisor, and preparedness to provide supervision. The structure of supervision in the different programs is unique, dynamic, and represents the resources and constraints within which supervisors operate. Despite substantial variability in supervision across the different programs and the varying resources available, supervisors tended to discuss similar supervision practices utilized in the programs. Time constraints represent the primary challenge to providing effective supervision. The inability to establish a trusting relationship with the supervisee is the most repeated mistake. Competencies necessary to provide supervision exceeded those needed for service provision, and are usually attained only after working as a professional in the field for a few years. Necessary competencies of supervisors are further discussed in the framework of structuring and providing effective sport psychology supervision.
Show less
Date Issued: 2017
Identifier: FSU_FALL2017_Meir_fsu_0071E_14196
Format: Thesis

Title: The Effects of Music Tempo on Physical and Psychological Aspects of Isometric Strength Exercise.
Creator: Feiss, Robyn Sienna, Tenenbaum, Gershon, Chow, Graig Michael, Zhang, Qian, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Abstract/Description: This study examined the effects of different tempo music selections on effort-related thoughts, rating of perceived exertion (RPE), affect, heart rate, and performance of isometric strength exercises. Participants were assigned to one of three conditions: silent control, fast tempo music first followed by slow tempo music, and slow tempo music first followed by fast tempo music. Participants performed a baseline test of two different isometric strength exercises and then completed the...
Show moreThis study examined the effects of different tempo music selections on effort-related thoughts, rating of perceived exertion (RPE), affect, heart rate, and performance of isometric strength exercises. Participants were assigned to one of three conditions: silent control, fast tempo music first followed by slow tempo music, and slow tempo music first followed by fast tempo music. Participants performed a baseline test of two different isometric strength exercises and then completed the exercises two additional times under the assigned condition. Measures of HR, RPE, and effort-related thoughts (i.e., attention) were taken throughout each exercise and participants reported their levels of arousal and pleasantness at the end of the three trials. Three-way mixed RM ANOVAs were performed for HR, RPE, and attention to determine differences among the three conditions for 30 and 60 seconds and 30, 60, and 90 seconds of each exercise. A RM ANOVA was performed to test for differences in time until volitional exhaustion among conditions and a one-way ANOVA was performed on each measure of affect. No significant differences were found between conditions during any of the trials for any repeated measures; indicating both the presence of music and music tempo failed to influence HR, RPE, and attention. No differences between conditions in time to exhaustion emerged, indicating that contrary to hypotheses neither the addition of music nor the tempo of music effected time until volitional exhaustion. Lastly, no differences between either music condition and the silent control condition was observed, indicating music was unable to influence emotion affect during exercise. Conclusion: The presence of music nor the tempo of music was able to influence physical or psychological aspects of isometric strength exercise as it has been shown to do in aerobic and other strength-type exercises.
Show less
Date Issued: 2017
Identifier: FSU_FALL2017_Feiss_fsu_0071N_14261
Format: Thesis

Title: The Psychometric Properties of the Barkley Adult ADHD Rating Scale—IV (BAARS-IV) in a College Sample.
Creator: Lynch, Rebecca, Kistner, Janet, Paek, Insu, Hart, Sara, Kofler, Michael J., Schatschneider, Christopher, Florida State University, College of Arts and Sciences, Department of...
Show moreLynch, Rebecca, Kistner, Janet, Paek, Insu, Hart, Sara, Kofler, Michael J., Schatschneider, Christopher, Florida State University, College of Arts and Sciences, Department of Psychology
Show less
Abstract/Description: Attention-Deficit/Hyperactivity Disorder (ADHD) is a chronic disorder associated with long-term impairment across multiple life domains, including academic, occupational, social, and psychological (Barkley, Murphy, & Kwasnik, 1996; Harpin, 2005; Wilens, Biederman, & Spencer, 2002). Increasing numbers of college students are presenting to health centers and counseling programs with complaints of inattention, distractibility, and restlessness, underscoring the critical need for reliable and...
Show moreAttention-Deficit/Hyperactivity Disorder (ADHD) is a chronic disorder associated with long-term impairment across multiple life domains, including academic, occupational, social, and psychological (Barkley, Murphy, & Kwasnik, 1996; Harpin, 2005; Wilens, Biederman, & Spencer, 2002). Increasing numbers of college students are presenting to health centers and counseling programs with complaints of inattention, distractibility, and restlessness, underscoring the critical need for reliable and valid methods for evaluating ADHD in this age group (e.g., U.S. Government Accountability Office [GAO], 2009). There is a growing body of research suggesting that the Barkley Adult ADHD Rating Scale—IV (BAARS-IV; Barkley, 2011) is a reliable tool for assessing ADHD in adults (e.g., Becker, Marshall, & McBurnett, 2014), yet there are a number of limitations and omissions in existing data. The current study investigated the psychometric properties of the BAARS-IV in a clinic-referred sample of 607 college students between the ages of 18 and 25. First, the factor structure of ADHD was examined by comparing traditional two-factor and three-factor models of ADHD with bifactor models of ADHD using confirmatory factor analyses (CFA). The correlated three-factor model consisting of separate dimensions of inattention, hyperactivity, and impulsivity was considered the best representation of the ADHD constructs for this sample. Next, a multidimensional graded response model (GRM) based on item response theory (IRT) was applied to the data. The results of the GRM indicated that most items of the BAARS-IV showed adequate discrimination of their respective latent traits (i.e., Inattention, Hyperactivity, and Impulsivity) and functioned best when measuring participants with average levels of the latent traits. Of the 18 items, only seven items measure sub-clinical levels of their respective latent trait; however, two of these items provided relatively less information. The remaining five items (one hyperactivity and four impulsivity) had good discrimination and difficulty parameters, providing useful information at sub-clinical levels of the latent traits. The final aim of this study was to examine the items for potential differential item functioning (DIF) by gender and to estimate the size and impacts of detected DIF. The results revealed significant DIF for two inattention items, two hyperactivity items, and one impulsivity item. The findings from the current study suggest that some items of the BAARS-IV may have more clinical utility than the others in the assessment of ADHD in college students.
Show less
Date Issued: 2017
Identifier: FSU_FALL2017_Lynch_fsu_0071E_14070
Format: Thesis

Title: Error-Detection in Marksmanship: Merging Overt and Covert Paradigms.
Creator: Sanati Monfared, Shamsi, Tenenbaum, Gershon, Folstein, Jonathan R., Ericsson, K. Anders (Karl Anders), Chow, Graig Michael, Florida State University, College of Education,...
Show moreSanati Monfared, Shamsi, Tenenbaum, Gershon, Folstein, Jonathan R., Ericsson, K. Anders (Karl Anders), Chow, Graig Michael, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The study of expertise and superior performance can be more imperative when performance is assessed in real-life conditions and professions. The present study’s aim was to capture the performance of expert marksmanship through the observation of error-detection awareness—an essential anticipatory and cognitive skill in expert performance. Two research paradigms were employed to study this phenomenon: (a) neuro-cognitive tracking, and (b) think aloud protocol. The neuro-cognitive paradigm...
Show moreThe study of expertise and superior performance can be more imperative when performance is assessed in real-life conditions and professions. The present study’s aim was to capture the performance of expert marksmanship through the observation of error-detection awareness—an essential anticipatory and cognitive skill in expert performance. Two research paradigms were employed to study this phenomenon: (a) neuro-cognitive tracking, and (b) think aloud protocol. The neuro-cognitive paradigm consisted of tracking brain activity via the use of neuro-imaging technology (electroencephalography, EEG). The “think aloud” paradigm consisted of tracking thoughts and sensation expressed during shooting preparation. Both approaches relied on chronometric experimental procedures using a warning stimulus and subsequent imperative stimulus (using Tenenbaum & Summers’ model, 1997) to uncover the temporal progression of error-detection. The magnitude of error-detection signals associated with specific actions by observing the error-related negativity (ERN, a neural signal related to the commission of errors), along with the overt verbal report from performers (see Ericsson & Simon’s think aloud protocol, 1984) were measured. The results suggested that the expert shooters relied less on visual feedback in order to detect performance error.
Show less
Date Issued: 2017
Identifier: FSU_FALL2017_SanatiMonfared_fsu_0071E_14068
Format: Thesis

Title: The Effects of Contingent Lullaby Music on Parent-Infant Interaction and Amount of Infant Crying in the First Six Weeks of Life.
Creator: Robertson, Amy Marie Cermak, Standley, Jayne M., Holzman, Bruce, Madsen, Clifford K., Geringer, John M., Florida State University, College of Music
Abstract/Description: The purpose of this study was to examine the effect of a contingent live music intervention on full term infants’ amount of crying and parent-infant interaction in the first six weeks of life. Subjects (N = 65) were parent-infant dyads who were randomly assigned to either a no-contact control or experimental treatment group. The researcher wrote an original lullaby with each mother in the experimental group and gave instructions as to how to use the lullaby as reinforcement for infant quiet,...
Show moreThe purpose of this study was to examine the effect of a contingent live music intervention on full term infants’ amount of crying and parent-infant interaction in the first six weeks of life. Subjects (N = 65) were parent-infant dyads who were randomly assigned to either a no-contact control or experimental treatment group. The researcher wrote an original lullaby with each mother in the experimental group and gave instructions as to how to use the lullaby as reinforcement for infant quiet, non-crying behavior. All subjects participated in an assessment for infant crying behaviors once a week for six weeks as well as a six-week follow up video of parent-infant interaction. Infant crying behavior was measured by recording the total number of minutes each infant cried one day a week for six weeks. Parent-infant interaction was measured by observation using the LoTTS Parent-Infant Interaction Coding Scale (Beatty, Stacks, Partridge, Tzilos, Loree, & Ondersma, 2011). All participants were asked to complete a Value of Music survey, and the Edinburgh Postnatal Depression Scale (Cox, Holden, & Sagovsky, 1987). All subjects in the experimental group were assessed once a week for six weeks for total number of times the contingent music was used. Results indicated that training in the contingent music intervention significantly reduced infant crying duration while increasing mother-infant interaction behaviors for mothers in the experimental group. Analysis by demographic variables such as mother parity, socioeconomic status, and marital status showed no significant group differences on infant crying or interaction scores despite the body of research showing these variables usually affect the quality of caregiver/infant involvement and attachment. Mothers that used the contingent music intervention were more motivated to sing and valued the use of music with their infants more than did mothers in the control group. The outcomes of this study warrant the need for further research on additional benefits of decreased crying time on the infant/caregiver relationship including infant sleep time and caregiver stress.
Show less
Date Issued: 2017
Identifier: FSU_SUMMER2017_Robertson_fsu_0071E_13995
Format: Thesis

Title: The Effects of Acute Exercise on Driving Performance and Executive Functions in Healthy Older Adults.
Creator: Lebeau, Jean-Charles, Tenenbaum, Gershon, Panton, Lynn B., Chow, Graig Michael, Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department...
Show moreLebeau, Jean-Charles, Tenenbaum, Gershon, Panton, Lynn B., Chow, Graig Michael, Turner, Jeannine E. (Jeannine Ellen), Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The benefits of exercise on cognitive functioning are well established. One population that especially benefits from exercise is older adults. Research has demonstrated that chronic exercise in older adults improves cognitive functioning; especially executive functioning. One limitation of the current literature is that researchers have almost exclusively relied on well-controlled laboratory tasks to assess cognition. Moreover, the effects of a single bout of exercise in older adults have...
Show moreThe benefits of exercise on cognitive functioning are well established. One population that especially benefits from exercise is older adults. Research has demonstrated that chronic exercise in older adults improves cognitive functioning; especially executive functioning. One limitation of the current literature is that researchers have almost exclusively relied on well-controlled laboratory tasks to assess cognition. Moreover, the effects of a single bout of exercise in older adults have received limited attention. The proposed study addresses these limitations by (1) introducing a more ecologically valid, real-life task relevant to the older population (i.e., driving), and (2) assessing the effects of an acute bout of aerobic exercise on driving performance and executive functioning. This study employed a randomized controlled design and compared the effects of 20min cycling at moderate intensity vs. sitting and watching driving videos on driving performance. Driving performance was measured with three different scenarios assessing variables such as decision making, driving errors, reaction time, and attention. On a subsequent session, all participants performed a submaximal fitness test. This fitness test served as exercise and executive functioning was assessed before and after this exercise by counterbalancing two commonly used measures of executive functions: The Trail Making Test (TMT) and the Stroop test. Non-significant effects of exercise were observed on driving performance across all three scenarios. These results might be explained in terms of differences in expectations, as the video control group had higher expectations, compared to the exercise group, for the effects of the intervention on driving performance. An additional possible explanation is that participants were experienced drivers and the driving task was not challenging enough to benefit from exercise. However, a significant effect of exercise on more traditional executive functions tasks (i.e., TMT and Stroop test) emerged. Participants had a better performance on the TMT and Stroop test after exercise compared to before exercise. These results demonstrate the difficulty of using a more ecologically valid task and challenges the transfer of the current laboratory results in exercise psychology to everyday life functioning. This study also highlights the importance of assessing expectations as a possible moderator of the effects of acute aerobic exercise on cognitive functioning. Future studies should examine other relevant ecologically valid tasks and insure similar expectations between experimental and control groups to further advance the knowledge base in the field.
Show less
Date Issued: 2017
Identifier: FSU_SUMMER2017_Lebeau_fsu_0071E_14079
Format: Thesis

Title: A Qualitative Study of Systemic Factors Contributing to Successful Implementation of Response to Intervention Programs in Elementary Schools.
Creator: White, Sheila B. (Sheila Booth), Canto, Angela I., Rice, Diana Claries, Prevatt, Frances A., Roehrig, Alysia D., Florida State University, College of Education, Department of...
Show moreWhite, Sheila B. (Sheila Booth), Canto, Angela I., Rice, Diana Claries, Prevatt, Frances A., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Response to intervention (RTI), an educational reform effort designed to meet the needs of struggling learners, has been adopted by an increasing number of states as a primary component of their educational service delivery model for low-achieving students (Burns et al., 2013; Castillo & Batsche, 2012). RTI models are multi-tiered instructional systems that allow for increasingly intensive interventions depending on the individual student’s need or response to instruction as indicated by data...
Show moreResponse to intervention (RTI), an educational reform effort designed to meet the needs of struggling learners, has been adopted by an increasing number of states as a primary component of their educational service delivery model for low-achieving students (Burns et al., 2013; Castillo & Batsche, 2012). RTI models are multi-tiered instructional systems that allow for increasingly intensive interventions depending on the individual student’s need or response to instruction as indicated by data-based progress monitoring (Fletcher & Vaughn, 2009). Because RTI programs require large-scale paradigm change and multi-disciplinary coordination at many levels of a school and district, some educators are skeptical that RTI can be implemented with fidelity and produce the desired outcomes. Schools that have successfully implemented RTI in a highly effective manner can serve as exemplars for others who are attempting to implement, improve, or refine their programs. The purpose of this proposed study is to examine the systemic factors related to the successful implementation of Response to Intervention (RTI) programs. The study proposed herein is presented from a systems theory perspective, which attempts to understand how the parts of an organization interact and influence each other and contribute to the overall performance of the system (Patton, 2002). Additionally, the emerging field of implementation science provides a useful framework for studying the transition of RTI from a research-based concept to applied practice (Forman et al., 2013). Using the National Implementation Research Network framework (Fixsen et al., 2005, 2009, 2010) as an organizational structure, this study will explore the system level factors related to successful RTI implementation in elementary schools. Understanding the contextual factors or local ecology of an organization such as a school is important when planning the implementation of large-scale school reform projects (Kratochwill et al., 2012; Patton, 2002). Kratochwill and colleagues (2012) called for an increase in qualitative studies, mixed methods designs, and single-case studies when studying evidence-based practices in schools and human service systems to better understand the local contextual factors related to successful programs. Therefore, in order to understand the unique local factors that have contributed to the successful adoption of RTI in elementary schools, qualitative methods were selected for use in this study. Two qualitative case studies of successful RTI implementation sites at the elementary school level will be investigated. Then, cross-case analysis will search for common systemic themes that influenced the RTI implementation process. It is hoped that this study will identify factors that may contribute to successful RTI implementation in elementary schools. These findings will contribute to the knowledge base regarding barriers and facilitators of evidence-based practices in the public elementary school setting.
Show less
Date Issued: 2017
Identifier: FSU_SUMMER2017_White_fsu_0071E_13826
Format: Thesis

Title: Reading Comprehension Ability among College Students with ADHD.
Creator: Coleman, Jennifer L. B., Prevatt, Frances A., Schatschneider, Christopher, Pfeiffer, Steven I., Phillips, Beth M., Florida State University, College of Education, Department of...
Show moreColeman, Jennifer L. B., Prevatt, Frances A., Schatschneider, Christopher, Pfeiffer, Steven I., Phillips, Beth M., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: College students with ADHD are an understudied population. Reading comprehension difficulties are common among those with ADHD. Research is limited addressing reading comprehension abilities among college students with ADHD. This study compares college students with ADHD to a national sample of college students to determine differences between groups on variables associated with reading comprehension. Further, the study addresses reading comprehension ability among college students with ADHD...
Show moreCollege students with ADHD are an understudied population. Reading comprehension difficulties are common among those with ADHD. Research is limited addressing reading comprehension abilities among college students with ADHD. This study compares college students with ADHD to a national sample of college students to determine differences between groups on variables associated with reading comprehension. Further, the study addresses reading comprehension ability among college students with ADHD to determine if components of the simple view of reading (SVR) mediate the relationship between ADHD symptoms and reading comprehension. Understanding how college students with ADHD compare to a national sample of college students without ADHD may provide information useful in determining the focus of interventions and support for college students with ADHD. Objective: This study examines four questions. Do college students with ADHD perform below average compared to national college norms on measures of silent reading fluency, language comprehension, and reading comprehension? Do college students with ADHD perform below average compared to national college norms on measures of working memory? Is the relationship between working memory and reading comprehension mediated by silent reading fluency and language comprehension? Is the relationship between attention and reading comprehension partially mediated by silent reading fluency and language comprehension? Methods: A total of 370 college students diagnosed with ADHD completed measures of working memory, attention, language comprehension, reading fluency and reading comprehension. The sample consisted of 14 % freshman, 18 % sophomores, 24 % juniors, 24 % seniors, and 19 % graduate students. The self-identified gender composition was 46 % female and 54 % male. The self-identified ethnic composition is 65 % Caucasian, 18 % Hispanic, 10 % African American, 2 % Asian, and 5 % identified as ‘other’. Researches diagnosed 52 % of the sample as ADHD-PI (Primarily Inattentive Type) and 47 % ADHD-C (Combined Hyperactive and Inattentive Type). Results: The analysis found that college students with ADHD perform as well or better on all measures than their non-ADHD peers from a national sample. The mediation models that included working memory were significant, the mediation models including inattention were not significant. Conclusion: College student with ADHD may be a unique population in that they experience reduced reading comprehension difficulties as compared to their ADHD peers who do not attend post-secondary education. The mediating models suggest that improvement in working memory does not contribute to meaningful gains in reading comprehension and intervention design may be more successful if directed toward component reading skills and environmental cues that can assist with reducing the effects of ADHD symptoms on reading behavior at a university level.
Show less
Date Issued: 2017
Identifier: FSU_SUMMER2017_Coleman_fsu_0071E_13750
Format: Thesis

Title: Self-Esteem and Locus of Control: A Longitudinal Analysis of Twice-Exceptional Learners.
Creator: Best, Lori Jean, Pfeiffer, Steven I., Lewis, Sandra, Prevatt, Frances A., Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology...
Show moreBest, Lori Jean, Pfeiffer, Steven I., Lewis, Sandra, Prevatt, Frances A., Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The coexistence of extraordinary gifts and exceptional impairment residing within the same individual is an inherently curious contradiction. Empirical research on gifted students with one or more disabilities, termed twice-exceptional, is limited. The purpose of this investigation was to explore the role of twice-exceptionality on key constructs related to identity development and self-regulation. This study examined developmental changes in students’ self-esteem ratings and locus of control...
Show moreThe coexistence of extraordinary gifts and exceptional impairment residing within the same individual is an inherently curious contradiction. Empirical research on gifted students with one or more disabilities, termed twice-exceptional, is limited. The purpose of this investigation was to explore the role of twice-exceptionality on key constructs related to identity development and self-regulation. This study examined developmental changes in students’ self-esteem ratings and locus of control ratings from eighth grade through twelfth grade, and compared students identified as twice-exceptional with their peers who were identified as gifted-only, disability-only, or non-identified (i.e., a group of “typical” students). Participants were sampled from an existing dataset – the National Educational Longitudinal Study. Measures included questionnaire items adapted from the Rosenberg Self-Esteem Scale (1965), and from Rotter’s Internality-Externality Scale (1966). Results of a two-way mixed design MANOVA revealed no differences between groups on a combination of self-esteem and locus of control ratings, meaning that developmental patterns over time were similar across all ability classifications. Students in the gifted-only group reported the highest levels of self-esteem and the most internalized locus of control, whereas students in the disability-only group reported the lowest self-esteem and most externalized locus of control. Significant differences were revealed between average ratings of twice-exceptional students and ratings of their peers. This manuscript concludes with a discussion of the study’s limitations, implications drawn from the study’s findings, and directions for future research.
Show less
Date Issued: 2017
Identifier: FSU_SUMMER2017_Best_fsu_0071E_13723
Format: Thesis

Title: Athlete Coping and the Influence of Coach Leadership Behaviors in Elite Figure Skaters.
Creator: Allen, Taylor Sonia, Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreAllen, Taylor Sonia, Chow, Graig Michael, Tenenbaum, Gershon, Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Athletes experience and cope with stressful performance situations throughout their careers. Many coping studies examine athletes’ self-reported coping strategies in past stressful events or ask athletes to report the types of coping strategies they utilized during non-specific stressful events (Crocker & Graham, 1995; Gould et al., 1993b; Gould et al., 1993c; Madden et al., 1989). Coping research is limited in that previous studies examined participants’ competitive stressor and reported...
Show moreAthletes experience and cope with stressful performance situations throughout their careers. Many coping studies examine athletes’ self-reported coping strategies in past stressful events or ask athletes to report the types of coping strategies they utilized during non-specific stressful events (Crocker & Graham, 1995; Gould et al., 1993b; Gould et al., 1993c; Madden et al., 1989). Coping research is limited in that previous studies examined participants’ competitive stressor and reported coping strategies in incomparable situations (Gaudreau et al., 2002; Gaudreau et al., 2001). Research demonstrates the importance of athlete perception of coach leadership behaviors on athlete outcomes in general, but is limited when specifically related to athlete coping (Chelladurai, 1984; Chelladurai, 1990; Chelladurai, 2007; Garland & Barry, 1988; Poczwardowski et al., 2002; Schliesman, 1987; Vallerand & Losier, 1999; Weiss & Friedrichs, 1986). The purpose of the proposed study was to examine the extent to which perceived coach leadership behaviors contributed to athlete coping strategies in sport-specific, stressful performance situations. Current and former senior level pairs and singles figure skaters completed the Multifactor Leadership Questionnaire to report perceived coach leadership behaviors (MLQ; Bass & Avolio, 2004). Each participant then read two sport-specific, stressful coping scenarios and completed the Modified COPE for each coping scenario, respectively, in order to examine the relationship between perceived coach leadership behaviors and athlete coping (MCOPE; Crocker, 1992). Findings from this study indicate that active leadership positively predicted problem-focused coping for scenario I, transactional and active leadership positively predicted problem-focused coping for scenario II, active and passive/avoidant leadership positively predicted emotion-focused coping for scenario II, and passive/avoidant leadership positively predicted avoidance coping for scenario II.
Show less
Date Issued: 2017
Identifier: FSU_SUMMER2017_Allen_fsu_0071N_14106
Format: Thesis

Title: The Role of Psychological Well-Being in Eating Disorder Recovery.
Creator: Romano, Kelly, Ebener, Deborah J., Swanbrow Becker, Martin Alan, Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning...
Show moreRomano, Kelly, Ebener, Deborah J., Swanbrow Becker, Martin Alan, Dong, Shengli, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Background. While a large body of research has examined eating disorders (EDs) from a pathological perspective, little is known about factors that facilitate the recovery process. Objective. The purpose of the current study is to determine whether six dimensions of psychological well-being (PWB) predict disparate aspects of recovery. Methods. Participants (N = 132; 93.2% female; µBMI = 23.91) with self-reported ED histories completed an online survey. Logistic regression analyses were used to...
Show moreBackground. While a large body of research has examined eating disorders (EDs) from a pathological perspective, little is known about factors that facilitate the recovery process. Objective. The purpose of the current study is to determine whether six dimensions of psychological well-being (PWB) predict disparate aspects of recovery. Methods. Participants (N = 132; 93.2% female; µBMI = 23.91) with self-reported ED histories completed an online survey. Logistic regression analyses were used to determine whether Ryff's (1989) six dimensions of PWB—autonomy, environmental mastery, positive relations with others, purpose in life, personal growth, and self-acceptance—alongside the ED subtypes participants had been diagnosed with throughout their lives, predict the following three aspects of recovery: 1) whether one subjectively classifies oneself as being fully recovered; 2) whether one meets objective criteria for full or partial recovery; 3) whether one's subjective perception of one's recovery status aligns with one's objective classification. Results. Evidence of multicollinearity prevented the incorporation of all six dimensions of PWB in the regression analyses, apart from self-acceptance and autonomy. Higher levels of self-acceptance were associated with an increased likelihood that participants: 1) subjectively believed that they were fully recovered; 2) met objective criteria for full or partial recovery. Lower levels of self-acceptance were associated with higher odds of accurately perceiving oneself to have an active ED. Conclusions. Self-acceptance upholds a pervasive impact on the recovery process. The necessity of targeting this construct in ED treatment is discussed.
Show less
Date Issued: 2017
Identifier: FSU_2017SP_Romano_fsu_0071N_13690
Format: Thesis

Title: Long-Term Effects of Peer Victimization: Examining the Link Among Early Experiences with Victimization, Social Support, and Current Well-Being in Honors College Students.
Creator: Saintil, Marcia, Pfeiffer, Steven I., Readdick, Christine A., Osborn, Debra S., Canto, Angela I., Florida State University, College of Education, Department of Educational...
Show moreSaintil, Marcia, Pfeiffer, Steven I., Readdick, Christine A., Osborn, Debra S., Canto, Angela I., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Gifted individuals tend to experience social stressors similar to their not-gifted peers, yet minimal research has been conducted on the potential impact of early social difficulties on their later adjustment. The main purpose of this study was to examine the relationship between early experiences of peer victimization and later well-being in honors college students and the potential moderating effect of social support on this relationship. Three research questions were posed: What is the...
Show moreGifted individuals tend to experience social stressors similar to their not-gifted peers, yet minimal research has been conducted on the potential impact of early social difficulties on their later adjustment. The main purpose of this study was to examine the relationship between early experiences of peer victimization and later well-being in honors college students and the potential moderating effect of social support on this relationship. Three research questions were posed: What is the difference in reported early peer victimization between honors college students and non-honors college students; what is the relationship between early experiences of peer victimization and later well-being of gifted and not-gifted college students, with respect to age, gender, and ethnicity differences; and does early social support serve to moderate the relationship between early peer victimization and later well-being in gifted and not-gifted students? Completed data from a total of 78 honors and 68 non-honors college student participants, attending 1 of 2 four-year universities in the southeastern region of the United States, were analyzed. Early experiences of peer victimization, current well-being, and early perception of social support were measured utilizing the Retrospective Bullying Questionnaire, Positive and Negative Affect Schedule, the Satisfaction With Life Scale, Ryff's Scales of Psychological Well-Being, and a revised version of the Child and Adolescent Social Support Scale, respectively. The ages of student participants ranged from 18-33 years of age. Data was collected for this study between Summer and Fall 2016. A chi-square test of independence, MANOVA, and MANCOVA were utilized to investigate the study's research questions. Results indicated that gifted students reported more early experiences of relational forms of peer victimization than not-gifted students. For both groups, White/Caucasian, Black/African-American, and Asian/Pacific Islander participants and those with early experiences of bullying showed variation in scores of well-being. Significant interaction effects suggested that early social support from teachers and close friends moderated the relationship between early experiences of victimization and later well-being. A discussion regarding the interpretation, limitations, implications of the obtained findings, along with needs for future research, is provided.
Show less
Date Issued: 2017
Identifier: FSU_2017SP_Saintil_fsu_0071E_13775
Format: Thesis

Title: Redefining ADHD in an Adult Population: Should Inattention Be Viewed as a Separate Dimension from Cognitive and Physiological Activity Level?.
Creator: Miller, Nathan Andrew, Prevatt, Frances F., Stepina, Lee P., Canto, Angela I., Krach, S. Kathleen, Florida State University, College of Education, Department of Educational...
Show moreMiller, Nathan Andrew, Prevatt, Frances F., Stepina, Lee P., Canto, Angela I., Krach, S. Kathleen, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The accepted structure of attention deficit/hyperactivity disorder (ADHD) has changed repeatedly and significantly over its history, with many symptoms being added, changed or dropped. Despite this, many questions remain about the nature of the disorder and the potentially related set of symptoms known by most researchers as sluggish cognitive tempo (SCT). This study sought to investigate the latent structure of ADHD and SCT by exploring the relationship between SCT, hyperactivity, and...
Show moreThe accepted structure of attention deficit/hyperactivity disorder (ADHD) has changed repeatedly and significantly over its history, with many symptoms being added, changed or dropped. Despite this, many questions remain about the nature of the disorder and the potentially related set of symptoms known by most researchers as sluggish cognitive tempo (SCT). This study sought to investigate the latent structure of ADHD and SCT by exploring the relationship between SCT, hyperactivity, and inattention as reported by adults. This study proposed that some of the structural issues found in ADHD may be due to the assumption of linearity, and proposed that two significant changes, if supported by the data, would offer some resolution. The first proposed change would be to view hyperactivity and sluggishness as a single continuum of activity level, rather than individual syndromes, and the second proposed change would be to view symptoms of inattention as a separate dimension from the hyperactivity and sluggishness. It was also proposed that evidence of the validity of this dimensional restructuring might be seen as a quadratic curvilinear, or U-shaped, regression line between inattention and the continuum of activity level, where inattention was highest toward the extremes of activity level and lowest at the midpoint of activity level. For the current study, symptoms of hyperactivity and sluggishness were matched by topic to form a continuum from low levels to high levels of activity. This measure, along with a symptom checklist for ADHD inattention, was included in a survey and provided to a sample of 1,398 adults throughout the United States, collected through Amazon’s Mechanical Turk. Participants demographics were similar to the population demographics with few variations. Measures of internal scale consistency and of normality were used to analyze the new Activity Level scale produced by matching hyperactivity and sluggishness, and curve estimation was conducted to analyze whether a quadratic regression model was a significant predictor of the relationship between activity level and inattention. Results of the analyses revealed that the new Activity Level scale was unimodal and within commonly accepted limits of internally consistency for both the full sample of participants and for the portion of the sample that endorsed a diagnosis of ADHD. Furthermore, results of the regression analysis indicated that a quadratic model of activity level and inattention accurately explained a small but significant portion of the variance in both the full sample of participants and the in the ADHD sample. Implications are discussed for the both theory and practice. Lastly, limitations of the study and directions for future research are included.
Show less
Date Issued: 2017
Identifier: 2018_Su_Miller_fsu_0071E_13923
Format: Thesis

Title: Resilience through Adversity: Mapping out the Mechanisms through Which Early Life Adversity Influences Health across the Lifespan.
Creator: Sheffler, Julia L. (Julia Lynn), Sachs-Ericsson, Natalie J., Taylor, Miles G., Ganley, Colleen M., Charness, Neil, Cougle, Jesse R., Florida State University, College of Arts...
Show moreSheffler, Julia L. (Julia Lynn), Sachs-Ericsson, Natalie J., Taylor, Miles G., Ganley, Colleen M., Charness, Neil, Cougle, Jesse R., Florida State University, College of Arts and Sciences, Department of Psychology
Show less
Abstract/Description: Background. Considerable research has demonstrated the link between early life adversity (ELA) and the development of significant health problems in adulthood (Felitti et al., 1998; Gilbert et al., 2015). Regarding the specific biological pathways through which ELAs influence the development of physical health conditions, there is a growing literature examining the effects of ELA on allostatic load. Allostatic load represents the biological toll of stress on the body and may act as a...
Show moreBackground. Considerable research has demonstrated the link between early life adversity (ELA) and the development of significant health problems in adulthood (Felitti et al., 1998; Gilbert et al., 2015). Regarding the specific biological pathways through which ELAs influence the development of physical health conditions, there is a growing literature examining the effects of ELA on allostatic load. Allostatic load represents the biological toll of stress on the body and may act as a biological pathway through which ELAs influence later health. Importantly, identification of modifiable factors that increase resiliency to the negative effects of ELAs on allostatic systems may lead to the development of prevention and intervention protocols. Finally, the interplay among these variables (e.g., ELAs, allostatic load, resiliency, health functioning) may change with age – thus, it is informative to examine these factors across age groups. Specifically, the current study examined a biopsychosocial model of the effects of ELA on adult health in which we conducted an empirical exploration of the effects of resiliency factors on the relationship between ELAs, allostatic load, and health. Methods. The current study used longitudinal data from three waves of the Midlife Development in the United States (MIDUS) study to examine the following hypotheses. 1) ELAs would lead to higher allostatic load, which would, in-turn, be associated with higher rates of health conditions over time. 2) Resiliency factors would each moderate the relationship between ELAs and allostatic load, reducing the negative effects of ELAs on allostatic load. 3) Lastly, we explored the extent to which these proposed pathways in the full model differed as a function of age. Results. ELA predicted onset of new health conditions among middle-aged adults. Allostatic load partially mediated the relationship between ELA and later health conditions. None of the resiliency factors moderated the relationship between ELA and allostatic load, although ELA was associated with three of the resiliency factors, and all four resiliency factors were related to fewer health conditions at MIDUS III. Finally, there were no differences based on age in the full mediation model. Conclusions. ELA was strongly associated with lower levels of resiliency resources and later health outcomes, even decades following the occurrence of ELA. Allostatic load partially mediated the relationship between ELA and later health, though the effect was weaker than expected. Our findings suggest that ELA and resiliency resources may have more specialized influences on allostatic systems and system biomarkers, which should be examined in future research. Clinical implications of the study point to the continued use of a cumulative indicator for ELA assessment. Finally, the development of interventions to promote certain resiliency resources may be useful in clinical settings to reduce the impact of ELA on later health.
Show less
Date Issued: 2017
Identifier: 2018_Su_Sheffler_fsu_0071E_13963
Format: Thesis

Title: The Role of Oxytocin: Social Exclusion and Suicidal Behavior.
Creator: Chu, Carol, Joiner, Thomas, Kirby, David, Hammock, Elizabeth Anne Dunn, Li, Wen, Cougle, Jesse R., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Background: Social exclusion is a robust correlate of suicidal ideation and behavior. However, there is little research examining the biological factors contributing to the link between social exclusion and suicide risk. Prior research has indicated that oxytocin, an important modulating neuropeptide in the regulation of social interactions, protects against the negative effects of social exclusion by motivating social behavior in excluded individuals. In non-psychiatric controls, oxytocin...
Show moreBackground: Social exclusion is a robust correlate of suicidal ideation and behavior. However, there is little research examining the biological factors contributing to the link between social exclusion and suicide risk. Prior research has indicated that oxytocin, an important modulating neuropeptide in the regulation of social interactions, protects against the negative effects of social exclusion by motivating social behavior in excluded individuals. In non-psychiatric controls, oxytocin levels and desires to affiliate with others increase in response to feelings of loneliness and social exclusion; however, in individuals with psychiatric disorders that are associated with serious suicide-related symptoms, oxytocin levels decrease in response to social exclusion. This suggests that dysregulated oxytocin functioning may be a correlate of suicidal behavior among socially excluded, at-risk individuals. However, crucially, no studies have examined this potential association. Aims: This study examined whether individuals with and without a history of suicide attempts differ in their oxytocin levels and desires to affiliate with others at baseline and following social exclusion. Methods: Young adults (N = 100) with and without prior attempts completed Cyberball, a computerized, social exclusion paradigm. Prior to and approximately 10 minutes after Cyberball, blood samples and levels of self-reported desires to affiliate with others, thwarted belongingness and perceived burdensomeness were obtained. Data were analyzed using one-way MANOVAs and two-way mixed design ANCOVAs. Results: No group differences emerged at baseline. Although no main effects emerged, a significant group by time interaction effect emerged such that among suicide attempters, desires to affiliate and oxytocin levels significantly decreased following social exclusion. Among depressed and healthy controls, desires to affiliate and oxytocin levels increased following exclusion. There were no significant changes in thwarted belongingness and perceived burdensomeness across groups following exclusion. Conclusions: Overall, our findings suggest that dysregulated oxytocin levels in response to social exclusion may be a correlate of suicide risk.
Show less
Date Issued: 2017
Identifier: 2018_Su_Chu_fsu_0071E_13706
Format: Thesis

Title: An Evaluation of the Psychometric Properties of the Academic Behaviors and Skills of College Students (ABS-C) Scale.
Creator: Diers, Sarah E., Prevatt, Frances F., Lewis, Sandra, Krach, S. Kathleen, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational...
Show moreDiers, Sarah E., Prevatt, Frances F., Lewis, Sandra, Krach, S. Kathleen, Becker, Martin Swanbrow, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: The Academic Behaviors and Skills of College Students (ABS-C) Scale is a measure that assesses in- and out-of-classroom behaviors and skills that may be affecting current academic standing. The measure inquires for self-perceptions of why college students may be having difficulty in courses. The ABS-C Scale demonstrates promising utility as a single instrument that encompasses a variety of specific academic behaviors and skills. The 42-item scale includes six subscales that measure academic...
Show moreThe Academic Behaviors and Skills of College Students (ABS-C) Scale is a measure that assesses in- and out-of-classroom behaviors and skills that may be affecting current academic standing. The measure inquires for self-perceptions of why college students may be having difficulty in courses. The ABS-C Scale demonstrates promising utility as a single instrument that encompasses a variety of specific academic behaviors and skills. The 42-item scale includes six subscales that measure academic preparedness, time management, study skills, academic outcomes, assistance seeking, and classroom engagement. The ABS-C Scale can be easily and quickly administered via an online-based survey. The present study evaluated and provided further evidence for the psychometric properties of the ABS-C Scale. The findings provided evidence of reliability and validity by means of internal consistency, factorial validity (confirmatory factor analysis), and discriminant validity (group differences among those with ADHD, SLD, or no diagnosis). The ABS-C Scale has the potential to inform preventive measures and interventions that could increase achievement and be targeted to identify the academic needs of those with learning difficulties. This scale could be used to evaluate the effectiveness of programs designed to teach or remediate the use of effective academic competencies, as well as the efficacy of research efforts investigating these factors. In working with students with disabilities, this measure could also be useful in allowing practitioners to identify specific academic behaviors and skills that need remediation.
Show less
Date Issued: 2017
Identifier: 2018_Su_Diers_fsu_0071E_13793
Format: Thesis

Title: The Role of Substance-Specific Subjective Effects in Predicting Drug of Choice and Substance Use Disorders.
Creator: Chavarria, Jesus, Winegardner, Mark, Cougle, Jesse R. (Jesse Ray), Ganley, Colleen M., Schmidt, Norman B., Florida State University, College of Arts and Sciences, Department of...
Show moreChavarria, Jesus, Winegardner, Mark, Cougle, Jesse R. (Jesse Ray), Ganley, Colleen M., Schmidt, Norman B., Florida State University, College of Arts and Sciences, Department of Psychology
Show less
Abstract/Description: Substance use is an individual and societal burden. Although many people experiment with substances, only a small proportion ever becomes addicted. Several theories have postulated how and why individuals become addicted to substances; however, no theories have accounted for the roles an individual’s preference of substance-specific hedonic effects and drug of choice (DOC) play on addiction. To fill this gap in theories of addiction, it is proposed that preferred substance-specific hedonic...
Show moreSubstance use is an individual and societal burden. Although many people experiment with substances, only a small proportion ever becomes addicted. Several theories have postulated how and why individuals become addicted to substances; however, no theories have accounted for the roles an individual’s preference of substance-specific hedonic effects and drug of choice (DOC) play on addiction. To fill this gap in theories of addiction, it is proposed that preferred substance-specific hedonic effects are a key predictor of DOC and, in turn, the escalation from substance use experimentation to substance addiction. The current study tested the proposed association between hedonic effects, DOC, and addiction by first examining if elevations in scales designed to assess the enjoyment of substance-specific hedonic effects were associated with an increased probability of having a particular DOC. This study also investigated if those same scales were associated with a lifetime history of particular substance use disorders. Eighty-one treatment seeking individuals meeting criteria for a lifetime SUD and having experience with at least three different classes of substances were interviewed and given a battery of questionnaires assessing their enjoyment of substance-specific hedonic effects. Significant correlations were found between Caucasian race and having an opiate and stimulant substance use disorder, but not a depressant or hallucinogen substance use disorder. Marginally significant and non-significant effects in the expected direction provided some support for the hypotheses; however, no results were fully significant. Results provided some evidence for the extension of Koob’s (2008) hedonistic homeostatic dysregulation theory of addiction. Limitations include a lack of power to detect effects for some primary DOCs and SUDs and a relatively older aged sample.
Show less
Date Issued: 2017
Identifier: FSU_SUMMER2017_Chavarria_fsu_0071E_11771
Format: Thesis

Title: Role of Parent Oral Language Input in the Development of Child Emergent Literacy Skills.
Creator: Tabulda, Galiya A., Phillips, Beth M., Wood, Carla, Roehrig, Alysia D., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and...
Show moreTabulda, Galiya A., Phillips, Beth M., Wood, Carla, Roehrig, Alysia D., Paek, Insu, Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less
Abstract/Description: Children's emergent literacy skills have been found to be predictive of concurrent and subsequent academic achievement. Proponents of a nurture-driven approach to learning posit that children's linguistic competencies are associated with the quantity and richness of language input that they receive from primary caregivers. The primary goal of this study was to investigate the longitudinal relations between the properties of parent language addressed to children when they were 3 years old and...
Show moreChildren's emergent literacy skills have been found to be predictive of concurrent and subsequent academic achievement. Proponents of a nurture-driven approach to learning posit that children's linguistic competencies are associated with the quantity and richness of language input that they receive from primary caregivers. The primary goal of this study was to investigate the longitudinal relations between the properties of parent language addressed to children when they were 3 years old and children's emergent literacy skills (vocabulary, grammar, and phonological awareness) a year later. This study also examined longitudinal continuity of children's emergent literacy skills and explored how two different types of parent language input (contextualized and decontextualized) predict children's outcomes. Participants included 69 parent-child dyads from diverse socio-economic and ethnic backgrounds. Participants were audio-recorded at home during completion of two semi-structured tasks: conversation about past events and free play. Parent and child verbal communication was transcribed, coded and analyzed. About a year later, participating children were assessed using a battery of standardized tests measuring vocabulary, grammatical skill, and phonological awareness skills. The results indicated that children's early oral language skills, vocabulary in particular, predict their later emergent literacy skills. Parent oral language input, specifically its lexical diversity, predicts later child emergent literacy skills when child prior language is not in the model. Finally, parent language input from different communication contexts did not differentially predict child outcomes. Overall, the findings tentatively supported a nurture-driven account of language acquisition in children and highlight the importance of providing sophisticated language models to children in early stages of language development.
Show less
Date Issued: 2017
Identifier: FSU_2017SP_Tabulda_fsu_0071E_13743
Format: Thesis

Title: The Effect of Different Alphabets in Lexical Processing: The Case of Russian.
Creator: Usmanova, Emiliya R. (Emiliya Renatovna), Sunderman, Gretchen L., Wakamiya, Lisa, Romanchuk, Robert, Florida State University, College of Arts and Sciences, Department of Modern...
Show moreUsmanova, Emiliya R. (Emiliya Renatovna), Sunderman, Gretchen L., Wakamiya, Lisa, Romanchuk, Robert, Florida State University, College of Arts and Sciences, Department of Modern Languages and Linguistics
Show less
Abstract/Description: In the field of psycholinguistics, many studies have provided evidence for non-selectivity of various sub-lexical and lexical units both in same-alphabet bilingualism and in language combinations with different scripts (Dijkstra, Grainger & Van Heuven,1998). Majority of previous studies tested the predictions of the word recognition models, BIA and BIA+, mostly based on same script language combinations (Schwarts, Kroll & Diaz, 2007; Comesaña et.al.. 2012) . The goal of this paper is to test...
Show moreIn the field of psycholinguistics, many studies have provided evidence for non-selectivity of various sub-lexical and lexical units both in same-alphabet bilingualism and in language combinations with different scripts (Dijkstra, Grainger & Van Heuven,1998). Majority of previous studies tested the predictions of the word recognition models, BIA and BIA+, mostly based on same script language combinations (Schwarts, Kroll & Diaz, 2007; Comesaña et.al.. 2012) . The goal of this paper is to test the prediction of the BIA+ model and investigate the architecture of mental lexicon in different script bilinguals, particularly with native speakers of English - late language learners of Russian. The nature of non-selective interaction of codes in English-Russian combination has not been studied yet, and we do not know if the co-activation of features takes place only due to phonological similarity or complex orthographic and phonological overlap between two alphabets. Following the example of many studies, cognate pairs were chosen as the stimuli for the proposed masked priming experiment. The design of this empirical study replicates to a certain degree Sunderman and Priya (2012), and Voga and Grainger (2007). There are six experimental conditions based on phoneme and grapheme overlap. The idea of the planned experiment is to measure reaction times and accuracy rates in visual and auditory trials to investigate the order of activation. It is predicted that facilitation effect will take place with cognates sharing similarity in phonology, orthography, and meaning, while in cognate pairs with false overlap and in distractor pairs the participants will demonstrate the most difficulty and delay in their responses due to simultaneous activation of features.
Show less
Date Issued: 2017
Identifier: FSU_2017SP_Usmanova_fsu_0071N_13901
Format: Thesis

Title: The Influence of Parental Eating Pathology and Family Characteristics on Parental Concern about Children's Weight at 10 Year Follow Up.
Creator: Kennedy, Grace A., Keel, Pamela K., Sachs-Ericsson, Natalie J., Ganley, Colleen M., Florida State University, College of Arts and Sciences, Department of Psychology
Abstract/Description: Parental concern for children's weight plays an influential role in family dietary patterns, yet little is known about factors that predict this concern. The present study utilized data from a longitudinal cohort study on health and eating patterns to investigate if parental disordered eating attitudes and behaviors predicted concern for children's weight at 10-year follow-up above and beyond children's characteristics and other parental characteristics. In the final logistic regression model...
Show moreParental concern for children's weight plays an influential role in family dietary patterns, yet little is known about factors that predict this concern. The present study utilized data from a longitudinal cohort study on health and eating patterns to investigate if parental disordered eating attitudes and behaviors predicted concern for children's weight at 10-year follow-up above and beyond children's characteristics and other parental characteristics. In the final logistic regression model, greater drive for thinness, maintaining an under or overweight child, or gaining an under or overweight child were associated with increased likelihood of parental concern at 10-year follow-up at trend level (p<.10). Implications for future research are discussed.
Show less
Date Issued: 2017
Identifier: FSU_2017SP_Kennedy_fsu_0071N_13881
Format: Thesis

Theses and Dissertations (522)	+ -
Undergraduate Honors Theses (44)	+ -
Digitized Theses and Dissertations (2)	+ -

Neurosciences (120)	+ -
Clinical psychology (18)	+ -
Cognitive psychology (16)	+ -
Mental health (11)	+ -
Counseling psychology (10)	+ -

Social psychology (10)	+ -
Educational psychology (9)	+ -
Education (7)	+ -
Psychobiology (6)	+ -
Study and teaching (5)	+ -
Music (4)	+ -
Psychiatry (4)	+ -
Social sciences (4)	+ -
Developmental psychology (3)	+ -
Religion (3)	+ -
Animal behavior (2)	+ -
Art (2)	+ -
Biology (2)	+ -
Children (2)	+ -
Criminology (2)	+ -
Drug addiction (2)	+ -
Early childhood education (2)	+ -
Families (2)	+ -
Gerontology (2)	+ -
Human behavior (2)	+ -
Management (2)	+ -
Substance abuse (2)	+ -
Architecture (1)	+ -
Artists (1)	+ -

text (566)	+ -
doctoral thesis (45)	+ -
master thesis (19)	+ -

Florida State University (522)	+ -
Department of Psychology (470)	+ -
College of Arts and Sciences (72)	+ -
Joiner, Thomas (62)	+ -
Department of Educational Psychology and Learning Systems (60)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Collection

Topical Subject

Geographic Subject

Genre

Type of Resource

Language

Creator

Owner